Final Exam COMD 6020 Fall 2024 PDF

Final Exam COMD 6020 Fall 2024 1.​ Explain in a 5-minute elevator speech what it is that SLPs do – use the scope of practice to help you frame the content of your message. Address prevention, assessment and intervention. Your message may be slightly different depending on who you are ed...

Final Exam COMD 6020 Fall 2024 1.​ Explain in a 5-minute elevator speech what it is that SLPs do – use the scope of practice to help you frame the content of your message. Address prevention, assessment and intervention. Your message may be slightly different depending on who you are educating –you only have 5 minutes to educate this person on how you can contribute to the specific population that this professional is interested in, so highlight the most important aspects that you think this person will care about. a.​ Administrator of a children’s hospital. i.​ can educate parents and health care providers about potential language and feeding disorders children may experience due to other medical conditions ii.​ provide education for warning signs of developmental disorders iii.​ can review medical records to determine relevant health, medical, and pharmacological information iv.​ diagnose comm and swallowing disorders v.​ can provide treatment for swallowing and language disorders b.​ Administrator of school. i.​ treatment of language and speech disorders that will help children have better quality of life and learn more from their academic pursuits ii.​ can provide treatment that incorporates the curriculum and helps students access the curriculum more completely iii.​ can collaborate w/ teachers and other school professions to provide best services c.​ A medical doctor (neurologist, pediatrician, general family practitioner) i.​ ask for referrals d.​ School teacher (early elementary K – 5) i.​ assess and screen for language and speech disorders ii.​ treatment can help children access curriculum better e.​ School teacher (middle & high school) i.​ help children who might have flown under the radar but are now struggling f.​ Educator or administrator of individuals with intellectual deficits i.​ can help train working memory by providing graphic organizers and visual supports g.​ Educator or administrator of a school for children with reading difficulties i.​ ties bt oral lang and reading h.​ Educator or administrator of a school for children with behavioral difficulties. i.​ can assess if there are speech and language disorders contributing to behavioral difficulties  ii.​ can collaborate w/ RBTs and ABA therapists i.​ Parent of a child with a reading disability. i.​ provide strategies for reading that target underlying difficulties so actually make progress j.​ Physical therapist who owns a private practice serving pediatric and adult populations who are referred to them through Home Health, and hospital services. i.​ brief overview and ask them for referrals 2.​ Explain to any one of these individuals what the relationship is between oral language and reading comprehension. In your argument you must explain quite a few terms and concepts. For example, phonological awareness, word recognition, listening comprehension, memory components, attention etc, Matthew effects. You must also convince this individual that YOU are the perfect professional to be part of a team to assess and manage this patient (school-age) who demonstrates a significant reading disorder (comprehension and word recognition). a.​ educator/administrator of school for individuals w/ intellectual deficits b.​ Our brains are preprogrammed to understand and produce oral language. Understanding oral language is so biologically important to us that our brains will rewire themselves to create language areas if there is damage to existing language areas. This is not the case for reading. Studies have been done that show that an infant’s brain only activates the oral language processing when they are being read to, even if they can see the words and pictures. Through experience with print and exposure to reading, the brain begins to create an area that connects the visual and oral language areas. The development of this area requires the learning of word recognition and listening comprehension abilities. [define these here]. Poor oral language skills = poor phonological awareness skills = difficulty w/ decoding = poor comprehension skills = reading frustrating = read less = more difficulty w/ reading (Matthew effect). Good oral language skills = good PA skills = good decoding skills = good comprehension = reading enjoyable = read more = better reading skills c.​ There is research that shows our brains process written words the same way as spoken words. This means that a person must have a solid foundation of skills for oral language processing to be able to read. This is the area of expertise for SLPs. Thus, we are qualified to be part of the team that assesses and treats children who demonstrate a significant reading disorder, which consists of deficits in listening comprehension and/or word recognition. It’s also important that we identify and provide treatment for children who have oral language disorders as these disorders put these children at-rik for reading problems. 3.​ Explain to any one of the above (a – j) how reading develops and give examples of behaviors that children may exhibit during these stages, phases or periods (i.e., phonological awareness abilities, letter sound knowledge, orthographic knowledge, visual cue recognition etc..). In your explanation, include examples of when things go “wrong” and what that looks like. You may use Chall, Moats, or Spear-Swerling & Sternberg to frame the discussion – but be familiar with all 3 theories/models well enough to compare them. a.​ school teacher (middle & high school) b.​ when things go “wrong” is in orange c.​ Chall: 1st have to bring into conscious awareness the various categories and relations in lang; initial word reading requires PA and semantic/lexical meaning; reading sentences brings to awareness semantic and syntactic relations (SVO); reading passages brings to awareness discourse relations (pronominal referents, coherents, hierarchical organization of text, text structures) i.​ Pre-reading: literacy socialization - print concepts ii.​ Stage 1: decoding 1.​ K-2 2.​ develop alphabetic principle (sounds tied to symbols) 3.​ limited letter-name and sound-letter correspondence knowledge = poor word decoding = low reading comprehension, poor reading rate = non-alphabetic reader iii.​ Stage 2: automaticity 1.​ grades 2-4 2.​ reading less cognitively demanding - more automatic 3.​ slow down at new words bc have to decode 4.​ poor decoding skills still and limited phonological awareness skills = difficulty w/ increased comprehension demands bc diverting so much cog to decoding and relying on context and guessing = poor comprehension, poor word recognition = compensatory reader iv.​ Stage 3: reading to learn 1.​ grades 4-8 2.​ kids w/ no probs before might start to manifest difficulty here 3.​ take away the pictures 4.​ don’t develop automaticity = can decode words accurately but it’s effortful which means there’s not enough processing left to comprehend what’s read = non-automatic reader 5.​ can also have delayed readers in this stage v.​ Stage 4: reading for ideas 1.​ grades 8-12 2.​ read literature that requires inferences and differing pts of view 3.​ better at decoding but no comprehension strategies and have delayed vocab/concepts = no accuracy error, average rate, but poor comprehension = delayed reader 4.​ can also have suboptimal readers in this stage  vi.​ Stage 5: critical reading 1.​ 12 grade + 2.​ critical thinking, synthesis of new information across texts 3.​ lack higher order comprehension skills - issues not appear till high school or college - difficulty synthesizing information = harder to learn on own from text books that are very wordy and use tier 3 words = suboptimal reader d.​ Moats (no specific ages): i.​ Logographic 1.​ context dependent 2.​ rely on incidental visual cues to derive meaning from print 3.​ don’t have knowledge of letters or letter-sound correspondence ii.​ Novice alphabetic 1.​ letter-name knowledge and partial phoneme awareness iii.​ Mature alphabetic 1.​ recognize chunks and master letter-sound correspondence 2.​ elaborated phonological awareness 3.​ recognize some orthographic concepts iv.​ Orthographic 1.​ phoneme and morpheme awareness 2.​ can sequentially decode print 3.​ readily see connections between speech and print = able to decode new words faster e.​ Spear-Swerling & Sternberg: i.​ Visual-cue word recognition 1.​ like logographic stage 2.​ don’t understand that letters in words carry information 3.​ may recog some letters but not apply this knowledge to reading 4.​ don’t have alphabetic insight ii.​ Phonetic-cue word recognition 1.​ begin to use partial phonetic cues (initial or final letters) 2.​ can’t fully decode words so confuse words that look the same at start and end 3.​ rely on context to facilitate word recognition iii.​ Controlled word recognition 1.​ able to make use of all letter information 2.​ look at all phonetic cues 3.​ word recognition/decoding is effortful not automatic 4.​ orthographic understanding is important bootstrap (learning spelling patterns) a.​ don’t learn through bootstrapping of spelling patterns and orthographic information = need explicit teaching of word attack (recoding) skills - recode letters into sounds and then sounds back to letters  iv.​ Automatic word recognition 1.​ recognize words accurately w/ little effort 2.​ don’t use as many cog resources for decoding = can use reading as tool for learning 3.​ still developing good listening comprehension skills - automatic word recognition not enough on its own for good reading v.​ Strategic reading 1.​ use comprehension strategies to understand new information 2.​ can determine meaning of unfamiliar word using strats vi.​ Proficient reading 1.​ read w/ insight and make higher-order connections 2.​ not read different text styles = not become a proficient reader = not develop higher-order thought processes 4.​ Explain to one of the above (a-j) what the terms phonological awareness, orthographic awareness, mental graphemic representations mean, and how these abilities may be at the root of word recognition problems that their patients/children may be experiencing. a.​ School Teacher (k-5) b.​ Phonological awareness is the awareness of the sounds of a language and the ability to manipulate them; on its own, it doesn’t include print; examples - dividing words into syllables, identifying and generating rhymes, matching words w/ same beginning sound c.​ Orthographic awareness is the awareness of the orthographic patterns of a language; allows you to write or rep words in mind; umbrella term for MGR and orthographic pattern knowledge; orthographic patterns - patterns that govern a symbol system (not word-specific) d.​ Mental graphemic representations are the mental connections in a person’s brain that connect what they know about the orthographic and phonological characteristics of a sound or of a word; storage of orthographic (written letter) and phonological (sound of a letter) patterns; storing these patterns creates a clear mental image of the letters and sounds of a language and the ways they are combined to make words; can be called a sight word - direct access to word in lexicon e.​ how root of probs i.​ deficits in PA and phonemic awareness linked to failure to forming precise and detailed phonological representations ii.​ can’t recognize orthographic patterns (like the sound made by -ight) = rely on phonological encoding and decoding which takes cognition from comprehension iii.​ poor fast mapping = difficulty acquiring MGRs = use indirect access/word attack skills/phonological encoding = more difficult and higher cog demand so less cognition focused on comprehending  iv.​ kids w/ DLD have difficulty w/ fast mapping = difficulty acquiring MGRs (sight words) for oral and written words 5.​ What is the general order that you might go about teaching phonological/phonemic awareness skills to children in 1st or 2nd grade? Define each type of task and give examples of what the task involves and a few activities you might use to teach each one. There are “basic tips” for phonological awareness (phonemic) intervention – for example train the easiest to hardest (which relates to the first part of this question), can you give me 4-5 additional basics (facts, tips, do’s, don’ts) that also apply as general rules for training PA? a.​ General order i.​ Words into syllables: divide words into syllables w/o print 1.​ example: what are the syllables for “spaghetti?” - spa ghe tti 2.​ example: what are the syllables for “animal?” - an i mal 3.​ activity: while reading a book, pause at multisyllabic words and clap out the syllables 4.​ activity: play a matching game that involves segmenting the words into syllables in order to keep the match ii.​ Rhyme: identify words that rhyme 1.​ example: which word rhymes with “cat?” car, rat, or rack? 2.​ activity: lay out 4-5 picture cards with only one set of rhyming pictures, ask the student to say the names of the items and tell you which ones rhyme iii.​ Alliteration (sound categorization): identify initial and final sounds across words 1.​ example: tell me which word starts with the same sound as “cat” - lamb, cup, book 2.​ activity: for individual or group therapy, have picture cards post around the room; students have to listen to a word you say and then go stand by the picture for which the word starts or ends with the same sound as the word you say iv.​ Onset-rime segmentation: divide words verbally into the onset (first sound) and rime (vowel and ending sound) 1.​ example: I’m going to emphasize the rime portion of dog - d og; now you do it with “log” 2.​ activity: use a pacing board that the student can tap as they segment the onset (one tap) and the rime (second tap) v.​ Segment initial and final sounds: identify the initial and final sounds of words  1.​ example: what’s the first sound in “cat?” k 2.​ activity: use the same pacing board from the onset-rime segmentation activity and have the student divide into onset and rime and then tell you the first sound (the one they tapped on first) 3.​ activity: same activity as for initial sounds but for final sounds - so segment into onset and rime and then ID last sound in rime vi.​ Blend sounds into words: given a set of sounds, the student can put them together to make a word 1.​ example: what word do these sounds make? c a t 2.​ activity: the students are given a set of sounds and have to identify from a set of pictures the word that the sounds make when blended together 3.​ activity: to introduce print, have the picture divided into the number of sounds and put the letters on their corresponding piece of paper; as they blend the sounds, have the students put the picture together and point to the letters as they say the sounds vii.​ Segment words into sounds: given a word, the student can divide it into the sounds that make up the word 1.​ example: what sounds make up “cat?” 2.​ activity: to use print, reverse the activity used for blending (start with picture put together and then split it up with each sound) viii.​ Deletion/elision: delete and manipulate phonemes 1.​ example: tell me “cold” without the /k/ 2.​ activity: bingo but the square to cover is identified after the student manipulates the word drawn from the pile as directed b.​ Basic tips i.​ Don’t use letters until segmenting and blending ii.​ Focus on letter-sound correspondence more then letter names iii.​ PA training more beneficial in k-2nd grade before orthographic knowledge starts to interfere iv.​ Switch to morphological activities around 1-3 grade 6.​ What does the literature say about the relationship between phonological processing, speech sound disorders and literacy development (See Leito’s research)? In your answer you must define each term in depth. Be sure and talk about any statistics that you can to convince this individual that you need to get in and conduct a comprehensive assessment for this child who has a significant phonological and/or reading impairment.  a.​ Phonological processing: includes phonological awareness, phonological memory (phonological loop), and phonological retrieval using the episodic buffer; use of sounds of a language to understand the language b.​ Speech sound disorders: disorder involving deficits in perceiving and/or producing speech sounds c.​ Literacy development: print concepts, letter-name and letter-sound correspondence, decoding (word recognition) d.​ Have poor phonological processing skills = not develop clear underlying phonological representations = poor phonological awareness skills = poor decoding skills = poor reading comprehension and literacy skills e.​ nondevelopmental speech errors diagnosis = perform more poorly on PA and reading comprehension measures then children w/ developmental errors i.​ both groups all did poorly but more severe SSD = more likely to demonstrate literacy probs ii.​ poor performance on PA bc poor phono processing skills and not dev clear underlying phono reps iii.​ assessment: iv.​ treatment: use PA to treat underlying phonological representations, use SSD treatment for speech sound errors → kitchen sink approach f.​ 47% of prek w/ SSD score >1SD below mean on literacy measures in 1st grade g.​ 63% of prek w/ speech and language score >1SD below mean on reading and spelling in 1st grade h.​ Critical age hypothesis: if SSD and/or lang disorder present at time of literacy development, then at greater risk for literacy difficulties i.​ PA skills below 20th percentile = lag behind in literacy skills throughout elem and in 5th grade their decoding skills will 3 grade levels below their peers who were above the 20th percentile in early elem 7.​ Be able to identify and briefly describe standardized, formal assessments and criterion referenced measures of phonological awareness, phonological processing, sound letter-correspondence and reading comprehension (and of course oral language production) in a way that let’s me know you can choose the right one for the child you are working with. If I gave you some characteristics of the child’s reading, speech, language and phonological skills – could you choose the best assessments? a.​ Comprehensive Test of Phonological Awareness (CTOPP) i.​ purpose: ID if kid is below peers in phonological abilities and ID strengths and weaknesses ii.​ Ages: 4-24 iii.​ Has a subtest that looks exclusively at nonwords which helps ID if there are deficits in underlying mental representations iv.​ Child with PA deficits or DLDL might do well on object naming but poorly on color naming b.​ Test of Phonological Awareness 2nd ed (TOPA-2)  i.​ Can be group administered ii.​ Takes 30-45 min iii.​ Ages 5-8 (if using as standardized assessment) iv.​ Letter-sound subtest v.​ Differentiated tests based on age 1.​ younger: which 3 words begin w/ same sound? 2.​ older: ID final sounds that are the same or different c.​ Phonological Awareness Test - 2nd ed. (PAT-2 NU) i.​ Purpose: assess phono awareness, phoneme-grapheme correspondence, and phoneme decoding skills ii.​ Ages 5-10 iii.​ 6 core subtests iv.​ 2 supplemental subtests v.​ Comprehensive assessments vi.​ Tasks correlated w/ early and later reading and spelling vii.​ Phono awareness composite viii.​ Phoneme-grapheme index d.​ Dynamic criterion referenced assessment i.​ Can use a nonverbal dynamic assessment of deletion to assess phonological awareness skills of kids w/ SSDs or kids who are nonverbal 1.​ this is helpful bc it’s hard to distinguish SSD from PA errors when responding verbally 2.​ also allows us to assess PA of kids who use aac devices 3.​ standardized assessments require you to stop after a certain number of errors → dynamic assessment allows you to keep going and hopefully determine what types of errors are being made ii.​ PA task correlated w/ word-level reading measures ****REVIEW PAST ASSESSMENTS 8.​ Can you explain to one of the individuals (a-j) what dyslexia is and what it is not and give examples and explanations that make it very clear it is not necessarily a “visual” disorder. Be sure you include in your explanation information about how it is assessed and treated. Can you talk about prognosis for intervention? How “intractable” is it (or not)? a.​ Parent of a child with a reading disability b.​ Dyslexia IS i.​ a difficulty with word-level word recognition, spelling, and decoding skills ii.​ neurobiological iii.​ a risk factor for reading comprehension deficits c.​ Dyslexia is NOT i.​ kids being lazy  ii.​ a visual disorder 1.​ dyslexia results from a deficit in the phonological component of language - need to explain how the working memory works (phonological loop vs. visuospatial sketchpad) - phonological loop processes sensory information related to sound including verbal lang - deal w/ poor representation of sounds and words in LTM 2.​ kids w/ dyslexia have less white matter in the area in charge of processing language 3.​ kids are exposed to verbal language before written language and written words are typically processed like verbal words- we can identify children at risk for deficits in phonological skills (rhyming and alliteration) before they learn to read, thus it’s not a visual disorder iii.​ not determined based on IQ d.​ Assessment i.​ ROAR 1.​ single-word recognition - ability to quickly recognize words 2.​ phonological awareness - ability to delete and manipulate sounds in words 3.​ sentence reading efficiency - ability to silently read and understand sentences quickly and accurately ii.​ TOWRE-2 1.​ word attack (nonwords - indirect access) 2.​ word identification (real words - direct access) e.​ Treatment (Use RISE - repeated opps, intensive instruction, systematic scaffolding, explicit instruction) i.​ Early - treatment more effective in early grades (k-2/3) ii.​ Systematic 1.​ automatic sound-symbol relationship in isolation 2.​ word reading a.​ block practice (same sound) b.​ distributed practice (mix sounds) 3.​ high freq words/sight words 4.​ reading connected texts for meaning a.​ start w/ decodable texts and move up to authentic texts f.​ Prognosis is good i.​ factors: age, severity of deficits, dosage of instruction g.​ Not intractable → we can make changes to white matter especially in children, so they can learn to read! 9.​ There are tips, basics and facts for teaching decoding – Can you list, describe and give examples of 5-7 of these and provide reasonable rationales for a few  activities that you might create to work with a school-age child using these intervention basics? a.​ Tips i.​ Introduce most common sound for a new letter first 1.​ teach /k/ for “c” before /s/ for “c” ii.​ Introduce vowels before consonants 1.​ only 5 vowel symbols 2.​ changing vowel can change whole meaning of word (man vs. men) iii.​ Separate letters that look or sound similar 1.​ reduces confusion 2.​ dissimilar: aA, eE, qQ 3.​ similar sound: cC, kK 4.​ similar look: vV, wW iv.​ Introduce more useful letters before less useful letters 1.​ k, r, s before q, x, v 2.​ letters in child’s name? v.​ Introduce lowercase before uppercase 1.​ kids exposed to lowercase letters more than uppercase letters (uppercase only in proper names and at start of sentences) b.​ Activities i.​ I would first teach the short vowel sounds because these are the most common sounds for the vowels, and it is recommended that vowels be taught before consonants. I would start with aA and eE because they are the most dissimilar. Then I would do iI, oO, and uU. A review activity I’d use after I’ve taught all the short vowel sounds is an around the room activity. I would hang the vowels up around the room. The symbols would be the lowercase form of the vowels since this is the form they will experience most often in text. The student would start in the center of the room and then race to the symbol that corresponds with the sound I say. This activity fits with the intervention tips and allows the student to move around the room which will increase motivation for most students to continue participating. ii.​ I would then work on rR, sS, and mM. These letters all look and sound different. They are also high frequency letters and rR and sS are used in grammatical markers. I would use images to help the student remember the letter-sound correspondences for these letters. The lowercase r would be the back of a race car, the lowercase s would be a snake, and the lowercase m would be the ears of a mouse. Using the lowercase forms, fits within the intervention tips given. 10.​How might you incorporate sight word training into your intervention for a child with a language and reading disorder? Hint: Are there words (vocabulary) you might go after first? Can you defend your choices? This may involve revisiting the vocabulary lecture and integrating it with information  from this lecture on sight word reading, assessment and instruction. How strategic can you be? a.​ check slide 10 b.​ go after tier 2 words - cross multiple subjects and many students will be using the tier 1 words that convey similar ideas so you’ll be able to build on this prior knowledge c.​ go after landmark vocabulary - this will help with learning and understanding the causal framework of text structures which will help with comprehension (need these to build a textbase which is used to make a situational model for comprehension) d.​ use the fry instant word list or other word lists that include high frequency words that students will be exposed to in texts e.​ don’t forget math vocabulary f.​ orthographic knowledge can act as a bootstrap → learn spelling patterns can make words more retrievable from LTM g.​ intervention: use a hybrid approach (contextualized and decontextualized teaching) h.​ test orthographic knowledge using word reading efficiency tasks - TOWRE-2 word identification subtest 11.​What are 3 factors that may account for problems experienced by children with language and reading problems in the automatization of word recognition? How might you do some assessment at the outset to determine if these factors are in play? What are some things you might do in intervention to mitigate these factors? a.​ 3 factors i.​ naming speed (esp important when automatization of word recognition is expected - middle school) 1.​ assessment: use CTOPP rapid object naming subtest 2.​ treatment: add a speed component to when working on automaticity of word recognition and letter-sound correspondence ii.​ practice (related to matthew effect; less practice than efficient readers) 1.​ assessment: 2.​ treatment: use books that help children to read widely - use nonfiction/expository, use historical fiction, use fantasy, etc iii.​ motivation (takes forever to read = not fun = read less and don’t want to practice; more motivated = more reading) 1.​ assessment: 2.​ treatment: integrate the child’s interests into intervention 12.​Can you look at a “reading sample” and make a guess about whether the child is a non-alphabetic, compensatory, non-automatic, delayed or suboptimal reader? Can you recommend some tasks you might want to administer to differentiate one from the other? Can you recommend some treatment approaches/activities that you might want to focus on to help the reader based on the characteristics you have identified? All of these readers have oral language deficits, so you want to pull from what you’ve learned in this class to bolster your treatment recommendations (memory, vocabulary, syntax, morphology, narrative/discourse etc..). a.​ Non-alphabetic i.​ Reading sample characteristics 1.​ poor rate (very long) bc relying on pictures 2.​ high number of deviations from print 3.​ low reading comprehension due to poor word recognition 4.​ limited letter-name and sound-letter correspondence knowledge 5.​ limited to no comprehension strategy use 6.​ no phonological reading skills ii.​ tasks to differentiate 1.​ letter ID by name and by sound iii.​ treatment approaches 1.​ overteach phonological awareness 2.​ use books b.​ Compensatory i.​ Reading sample 1.​ high deviations from print but less than non-alphabetic 2.​ average rate 3.​ less than 50% comprehension 4.​ may do ok w/ “easy” material because able to rely on context and guessing 5.​ difficulty w/ inc’d comprehension demands bc diverting so much cog to decoding 6.​ limited phonological reading skills ii.​ tasks 1.​ use a rapid single-word recognition task to distinguish from non-automatic reader (compensatory reader will have less accuracy) 2.​ can also use CTOPP bc it assesses word recognition iii.​ treatment 1.​ teach reliance on print and automaticity in word recognition 2.​ overteach PA 3.​ overteach letter-name/letter-sound correspondence 4.​ don’t have mental rep of text a.​ teach sight words using semantic maps b.​ teach comprehension strategies c.​ Non-automatic i.​ Reading sample  1.​ effortful but accurate word recognition = poor reading rate (very long) but few deviations from text 2.​ use context to speed up word recognition 3.​ increased comprehension demands = performance decs 4.​ limited or no comprehension strategies ii.​ tasks 1.​ difference bt compensatory and non-automatic = accuracy of word recognition → rapid single-word recognition task 2.​ can also use CTOPP because it assesses word recognition iii.​ treatment 1.​ teach reliance on print and automaticity in word recognition 2.​ overteach letter-name/letter-sound correspondence a.​ use nonsense words 3.​ add a “speed component” 4.​ miscue analysis a.​ analysis of oral-reading errors to inform intervention b.​ focus on “content words” and phonologically similar “real word errors” c.​ don’t teach them to rely on context → teach reliance on text d.​ Delayed i.​ reading sample 1.​ no accuracy error + avg rate but poor comprehension 2.​ delayed vocab/concepts 3.​ impaired or no use of strategies to aid in comprehension ii.​ tasks iii.​ treatment 1.​ see question 13 e.​ Suboptimal i.​ reading sample 1.​ acquired automatic word recognition 2.​ lacks higher order comprehension skills 3.​ not consider impaired “reader” 4.​ probs not apparent til high school or college ii.​ tasks iii.​ treatment 1.​ reading widely 2.​ sketch and speak 13.​Delayed readers require specific instruction in a) text structure, b) passage organization, c) text features, and d) comprehension monitoring strategies. Can you describe what instruction in these four areas might involve? a.​ slide 54 b.​ Text structure  i.​ teach informational/expository and narrative macrostructures ii.​ introduce one type of structure at a time using icons that represent the different elements iii.​ use a graphic organizer to teach the structure and to identify the structure within the context of a book c.​ Passage organization i.​ define the different parts of a passage (e.g. topic sentence, signal words) ii.​ have a visual reminder of the general organization of a passage that they can refer to while reading a passage iii.​ can use a handout like the one provided in class that defines the parts and provides practice for ID’ing the different parts d.​ Text features i.​ can watch a video with the child that defines the text features and pause the video after each feature is introduced so the child can practice ID’ing it in the passage e.​ Comprehension monitoring strategies i.​ can teach them how to use a self-scoring rubric like the one used for SKILL ii.​ can teach a song or mnemonic that will help them remember what to do when they don’t understand something they read 14.​Describe the construction integration model of comprehension. Can you integrate the simple view of reading into the components of this model? Lastly, can you talk about how/where the generation of inferences fits into the model? How does your knowledge of these 3 larger issues inform how you will assess and treat comprehension deficits for children with oral language (and consequently reading) disorders? a.​ Construction integration model of comprehension i.​ in order to comprehend or create discourse (including reading or listening), a child must create a mental representation of the text ii.​ this is done by 1.​ integrating information across sentences (microstructure and macrostructure) a.​ decoding skills required to do determine what the micro and macrostructures are (PA, letter knowledge, sound-letter correspondence, mental graphemic reps, orthographic patterns) b.​ also involves listening comprehension of text structure, vocab, and syntax 2.​ linking propositions as they occur (propositions - facts gained from text) a.​ listening comprehension - text structure, vocab, syntax 3.​ activating relevant world knowledge 4.​ generating inferences (local and global)  a.​ must use inference to get from literal meaning of what is written/said to the message the writer/speaker intended to convey b.​ have to combine prior knowledge w/ info that’s explicitly stated c.​ local inferences: within close proximity (ex: determining who pronouns refer to) d.​ global inferences: causal inferences (macrostructure) that relate two or more clauses (goals and actions characters take are a major source of global inferences) e.​ involves listening comprehension - local and global coherence/inferences, higher level language skills (inferences) iii.​ 1 and 2 create the textbase which is then integrated with 3 and 4 to make a situational model (mental representation) iv.​ the situational model makes info from the textbase more readily accessible from the LTM b.​ Simple view of reading i.​ word recog +/or listening comprehension difficulties = reading probs ii.​ the simple view of reading components in orange c.​ How these inform assessment and treatment i.​ simple view of reading → use assessment to determine if issue is decoding or listening comprehension or both – answer tells you what direction to go with treatment ii.​ iii.​ ****In order to comprehend or construct discourse (verbal and written) children need to create a mental representation of the text/speech (i.e. construction integration model). This is done by using the components of the simple view of reading (word recognition and listening comprehension) to create a textbase that integrates information across sentences, including the microstructure and macrostructure of the discourse and links propositions (facts gained from the text using vocabulary, syntax, and text structure knowledge) as they occur. This textbase is then integrated with a student’s world knowledge, which must be activated from the LTM, and the inferences they generate from the text using their listening comprehension abilities. This integration results in a situational model that is used to comprehend the discourse and make information from the textbase more readily accessible from the LTM. Understanding these three components - the construction integration model for comprehension, the simple view of reading, and the generation of inferences - informs assessment and treatment of children with oral language disorders and reading disorders. The simple view of reading suggests that if we can determine, through assessment, that there is a difficulty with decoding or listening comprehension or both, then this tells us the direction to go with additional assessment and treatment. If the problem is decoding, then we will focus on letter knowledge, phonological awareness, letter-sound correspondence, mental graphemic representations, and knowledge of orthographic patterns. If the issue lies in listening comprehension, then we will focus on vocabulary, syntax, morphology, text structures, and local and global inferences. Once the student has efficient abilities in these areas, then we can explicitly teach comprehension strategies based on the construction integration model. We can practice using landmark vocabulary to help identify causal frameworks that integrate information across sentences. We can practice gaining propositions from text using higher order inferencing skills. We can increase the child’s world knowledge and use graphic organizers and semantic relations to make this knowledge more accessible. We can work on making local inferences based on pronoun knowledge and making global inferences based on the macrostructure. 15.​Can you evaluate a literature book in terms of whether it is suitable for use in intervention activities surrounding goals you may want to focus on for an individual with a spoken (and probably written) language disorder? These may include vocabulary, syntax, morphology, figurative language, inference generation, comprehension monitoring, phonological awareness, narrative/expository text structures. Could you describe some evidence based activities you might use in instruction? a.​ Selecting books i.​ look for multiple embedded episodes that are similar so you can use them to teach the target structure ii.​ predictable and organized iii.​ interesting and motivating iv.​ landmark vocabulary used v.​ find books that have a similar theme b.​ Selecting vocabulary i.​ focus on tier 2 words ii.​ 10 is a good minimum number iii.​ high utility words iv.​ words that will be a useful addition to their lexicon and to current language use (have basic ideas for the words that they’re already expressing) v.​ use word lists to check selections vi.​ teach multiple senses of the word in the story and outside the story context c.​ After teaching tier 2 words, go back and teach landmark words and syntactic structures from the book d.​ Selecting complex syntax i.​ focus on later dev’ing forms: adverbials, object complements, and relative clauses ii.​ show these forms coming before and after main clauses e.​ Evidence-based activities i.​ direct teaching of decoding and comprehension strategies ii.​ phoneme awareness instruction linked to decoding and encoding (spelling)  iii.​ explicit teaching all around iv.​ hybrid approach to teaching vocabulary - contextualized and decontextualized 16.​If I asked you to review a language sample, could you produce a basic analysis with a basic interpretation that addressed vocabulary, syntax, morphology, and knowledge of text structure? Could you provide follow-up recommendations about where you’d want to go next – in terms of potential assessment or instruction? a.​ yes!