Language Learning Disorders, School Aged Children

Front 1

Difficulties acquiring language in the absence of any other known disorder is called

Back 1

Specific Language Impairment (SLI)

Front 2

When students with early language disorders undergo a "spurt" in language learning and seem to catch up with typically developing peers, and then "plateau” due to their ongoing deficits and an increase in academic demands, this may be referred to as

Back 2

Illusory Recovery

Front 3

True or False: SLPs should actively use the students’ curriculum in the intervention process

Back 3

True.

Language is embedded in all parts of the curriculum, so regardless of diagnosis, tx choices should be developed from the specific language learning and literacy problems within curricular contexts.

Front 4

What is the discourse continuum?

Back 4

Conversation - Narratives - Expository

Front 5

–Unspoken re: behavior and communication

–Initiation-response-evaluation(IRE)– Student is perceived as rude,difficult, unable to learn if doesn't follow these rules

–Realproblem: student does not understand that different contexts have differentdiscourse structure rules

–Restrictsaccess to peer and teacher dialogues

The above comprises a teacher's:

Back 5

Hidden Curriculum

Front 6

–Awarenessof language beyond using words and sentences to communicate

–Abilityto focusand talk about language

–Definingwords, synonyms, antonyms, homonyms, grammatical/morphological errors, multiplemeanings

-Understanding and following “hidden curriculum”

...is knows as:

Back 6

Metalinguistic Skills

Front 7

What comprises the sequence of reading in Chall's stages of reading development?

Back 7

Pre-reading

Decoding

Automaticity

Readingto learn

Readingfor ideas

Criticalreading

Front 8

"Tangled speech" is defined by:

Back 8

More than 8 disruptions in a speech sample (mazes, false starts)

Front 9

Theabilityto use the context of the communicativesituation to decide how to say what we want to say is known as:

Back 9

Register Variation

Front 10

How a speaker assesses what listeners know and don’t know is known as:

Back 10

Presuppositional Skill

Front 11

According to Applebee, a "true narrative" has at least how many story grammar elements, including _________?

Back 11

At least 5 story grammar elements, including an initiating event, attempt and consequence.

Front 12

The 2 levels at which narratives can be assessed are:

Back 12

Macrostructure and Microstructure

Front 13

Macrostructure is:

Back 13

The “gist” or big picture of the story. Looks at content or main ideas of narrative as well as overall maturity. Example: Looking at the components of the story (beginning, middle, end) or the overall organization of the story.

Front 14

Microstructure is:

Back 14

Lookingat narrative or story at "local" level. Smaller units of text are assessed. A linguistic levelrepresentation analysis. Rules for connecting ideas and cohesiveness. Example: Looking at tense markers,cohesive ties, vocabulary, and sentence complexity. Microstructure used to convey elementsof characters and plots, and connecting among linguistic units.

Front 15

At which stage should T-unitlength, useof low frequency structures and useof subordination be assessed?

Back 15

Advanced Language Stage

Front 16

(Central) Auditory Processing Disorder

Back 16

Difficulties in the perceptual processing of auditory information in the CNS, and in the neurobiologic activity underlying those processes, that gives rise to the electrophysiologic auditory potentials.

Front 17

SQ3R strategy:

Back 17

A comprehension strategy, helps students think about the text they are reading while they're reading. Helps students "get it" the first time they read a text by teaching students how to read and think like an effective reader.

Stands for: Survey, Question, Read, Write, Review.

Front 18

POW mnemonic for writing stories:

Back 18

Pick an idea.

Organize thoughts and notes.

Write some more.

Front 19

RAPstrategy for reading comprehension

Back 19

Read a paragraph

Ask yourself:What were the mainidea and details in thisparagraph?

Paraphrase in your own words.

Front 20

True or False: Students with word retrieval difficulties would do much better on expressive vocabulary tasks than on receptive vocabulary tasks.

Back 20

False

Front 21

True or False: ScreeningInstruments should have well-documentedpsychometric properties in order to ensure provision of assessment services is done in a fair way.

Back 21

True

Front 22

The 5 types of narratives are:

Back 22

Recounts

Accounts

Eventcasts

Fictional Stories

Scripts

Front 23

True or False: A narrative analysis can be a strong test of content, form and use.

Back 23

True

Front 24

The following are all parts of:

•Setting

•InitiatingEvent or Problem

•InternalResponse Internal Plan

•Attempt

•Consequence

•Resolutionor Reaction

•Ending

Back 24

Story Grammar

Front 25

What is the most important reason that students need to learn advanced syntax?

Back 25

To support their understanding and use of literate language in reading, writing, and spelling