Term
| LI AS RISK FACTOR FOR READING DIFFICULTY- children w/ S-LI have weaknessess in areas that form a basis for reading: |
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Definition
1. poor phonological awareness
2. poor verbal working memory |
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Term
| Children w/ S-LI often have weaknessess in areas that are associated w/ proficient reading: |
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Definition
1. Vocabulary
2. Grammatical comprehension |
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Term
| Children w/ S-LI are _ more at risk for RD relative to the general population. |
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Definition
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Term
| Catts et al 2000- study predicting risk in kids w/ LI |
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Definition
5 variables:
1. letter ID
2. sentence imitation
3. mother's education
4. deletion (PA task)
5. rapid automatized naming |
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Term
| coalition model of risk factors |
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Definition
| possible to have elevated risk w/ profile of "borderline" levels across all predictors |
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Term
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Definition
represents a developmental continuum
1. Early 3-4 yrs: words have syllabic structure
2. Late 4-5 yrs: syllables have onset & rime portions
3. later 5-7 yrs:words are composed of individual phonemes |
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Term
| assessment tools for young children (pa skills) |
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Definition
1. standardized tests
- preschool & primary inventory of phonological awareness
- phonological abilities test |
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Term
| clinical probes for phonological awareness |
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Definition
1. detecting a word that does not rhyme
2. matching words that rhyme
3. detecting the word that starts with a different sound
4. detecting the word that starts with the same sound
5. blending syllables to form words
6. deleting syllable from a word |
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Term
| Would you give PA training to supplement a preschooler w/ S-LI? |
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Definition
| yes, it would be a preventative measure |
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Term
| PA training would be appropriate for what type of child? |
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Definition
1. already identified as having S-LI
2. already recieving services from an SLP |
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Term
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Definition
1. to stimulate the development of PA:
- start at phoneme awareness
- syllable awareness will develop from general speech/language stimulation
- FOCUS: on letter-name letter-sound knowledge |
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Term
| You should use what type of goal attack strategy with PA? |
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Definition
HORIZONTAL attack strategy
- mult. activities developing different skills
- it isn't necessary to master some PA tasks before acquiring others.
- MOST IMPORTANT: expose children to a RANGE Of skills. |
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Term
| Activities with PA tasks are __ directed & allow to adapt the task __ |
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Definition
| Clinician directed & allow clinician to adapt the difficulty of the task |
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Term
| Clinician Directed PA activities |
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Definition
1. set time periods at beginning/end of speech/language therapy sessions
2. could also be incorporated into pre-existing grammar/vocab activities |
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Term
| What evidence is there for the efficacy of teaching PA for typically developing children & children w/ RDs? |
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Definition
- they did a multiple meta-analysis
- found early PA training was EFFECTIVE at reducing risk for later reading difficulties. |
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Term
| what were the outcomes of clinician implemented PA interventions w/ children w/ S-LI? |
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Definition
(randomized control trials and matched group studies)
- most PA skills in control groups did not improve
- PA skills in experimental groups DID improve
- Exception: rhyming skills showed no group differences
- follow-up: Tx effects maintained 12 mos later |
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Term
| What are some challenges to home based PA intervention? |
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Definition
- parents of kids w SLI may have SLI themselves (2-7 times more likely)
- parents may have low expectations for children's literacy |
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Term
| 13 mother-child pairs (4 yr olds w/ SLI), read books 4times/wk for 12 weeks. |
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Definition
- mothers recieved training
- books had 9 embedded PA taskss
- sessions were recorded |
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Term
| Results of mother-child dyad study on PA: |
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Definition
Results:
1. maternal support of concept development was low-medium in quality in beginning, and DECREASED over time.
2. quantity of maternal instructional support showed HIGH VARIABILITY
3. children's responses to PA tasks consistently INCREASED, but average gains were modest.
4. mothers of children w/ SLI may need additional support when implementing emergent literacy programs with their children.
*take home idea: if you're working w/ preschoolers/kindergarters, plan for PA activities |
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