Teaching and Learning
SLD/DLD and Dyslexia
Language Assessment/Intervention and Role of SLP
Reading Development
Spelling and Writing
100

What does it mean to reconceptualize learning and generalization as performance and learning? 

Generalization is the ability to transfer existing knowledge/skills and apply it to different contexts. Whereas reconceptualized learning, is more of a continuum and focuses on making connections from prior/future learning.

  • Performance Learning: Is the act of acquiring information to use and retain for a short period. For example, memorizing answers to a test.

  • Learning is the ability to retain information long-term.

100
  1. What are two reasons for preferring the term DLD instead of SLI?

  2. What are two problems with the change in terminology from SLI to DLD?

Preferring DLD 

  • The term “specific,” is misleading. This term implies that language difficulties exist solely in isolation. When in reality, most conditions co-exist with other conditions like ADHD.

  • This term is also more preferred as it is broader and more inclusive. 

Term Change Issues

  • Confusion in the literature, older studies would use SLI, whereas newer studies would use DLD.

  • Consistency in use and child may receive inappropriate services that may address co-occuring conditions rather than language deficit. 

100

What is the main finding from research about treatment (dose) intensity?  (Kamhi/Eisenberg)

  • The articles emphasized that intensity does not equate to better outcomes. Contrary to popular belief, more and more practice does not equal better results. A high dose of instruction will result in more long-term learning outcomes, rather than multiple shorter sessions. 

100

What are three types of literacy knowledge that may be acquired during the emergent literacy period? Why are children from low print homes at risk for learning to read?

1) Alphabet

2) Letter knowledge

3) Sound letter correspondence

Children from low-print homes and environments are at risk due to less exposure of language models. This may limit vocabulary and phonological awareness development. 

100

What are the four sources of knowledge that impact spelling according to Apel?  Provide examples of how these sources of knowledge impact spelling.  Explain what MGRs are so a parent or teacher would understand.

1) Phonemic Awareness

2) Orthographic Knowledge 

3) Morphological Awareness

4) Semantic Knowledge

MGRS; Mental Graphemic Representations "MGRS is how your child remembers what a word may look like after seeing it written,"

200

Describe and give two examples of a procedural view of learning

Procedural learning is associated with unconscious learning of motor and/or cognitive skills. This form of learning requires practice and is accumulated slowly; however, it is processed rapidly. 

  • Examples: driving and speaking.

200
  1. What are two factors that have contributed to the continued decline of clinical services to children with DLD?  

  2. What are three of McGregor’s (2020) suggestions to increase the number of children with DLD who receive clinical services?

The decline of clinical services...

1) Poor awareness 

2) Inconsistent diagnostic practices and outdated policies

To increase the number of children with DLD who receive services...

1) Teach educators how to identify DLD

2) Advocate and provide resources about DLD (parents, educators)

3) Improved diagnostic procedures

200

Provide two suggestions for targeting complex sentences and two suggestions for targeting narrative/expository discourse. (Kamhi, 2014; Scott, 2014).

Targeting Complex Sentences: For younger children, target the meaning and functions conveyed by the syntactic structure rather than the structure itself. In older children, focus on both structure and the meaning/function.

Targeting Narrative/Expository: Focus on scripts/relating events, cause-and-effect relationships, and contextualized language intervention. 

200

What achievement characterizes the orthographic stage?

When children begin to recognize sight word reading (patterns, morphemes) with minimal phonological processing

 


200

Provide three suggestions based on Joshi et al. and Apel’s powerpoints about how spelling should be assessed and three suggestions for how it should be taught.

Assessment

1) Examining students understanding of sounds and spelling patterns

2) Orthographic knowledge

3) Semantic knowledge 

Teaching

1) Explicit instruction of phonological awareness

2) Speech sounds can be represented by letters in words

3) Knowledge of a word leads to ability to recognize spelling, meaning, and usage in speech/writing

300

Provide three examples of desirable difficulties and discuss the research that supports them

  • Spaced Practice: Research indicates that spaced practice is more effective for long-term retention. 

  • Reduced Feedback: Studies have shown that this approach leads to faster and more effective learning.

  • Contextual Interferences: Research indicates this enhances long-term learning and transfer.

300

What are two reasons for not using IQ-achievement discrepancy to identify children with SLD, and how should children be identified with SLD? (Fletcher)

IQ achievement cannot identify children with SLD because...

1)  It is not accurate and lacks validity. Children with and without SLD can score a "low," IQ. 

2) Each test measures and yields different discrepancies, which leads to over-identification 

Fletcher recommends that to improve reliability in identification, we must...

1) Use an inclusive approach (norm referenced test, confidence interval, multiple data points)

300

What are three specific areas in which SLPs are uniquely qualified to provide services to students with written language disorders?

1) Phonological Processing: Ability to recognize and manipulate sound structure of language

2) Phonetics/Phonology: Focuses on how sounds are produced and organized

3) Semantics: meaning of words

300

What are three types of rules that characterize sublexical knowledge?

Phonological, lexical/orthographic, and morphological. 

300

What are three differences between spoken and written language (Kamhi/Catts- Ch. 1, pp. 15-20) and two myths and/or basic truths about writing discussed in the Richardson article.

Differences

1) Learning to read requires explicit knowledge of phonological aspects of speech

2) Spoken language is context-dependent and written is more decontextualized. 

3) Spoken language is interactive and written language requires additional planning and revision. 

Myths

- Writing develops naturally like speech; it is a "basic," skill that comes quickly.

- Writing is a skill that anyone can teach

400

What are four characteristics of good reasoning?

  • Seek various points of view before coming to a conclusion

  • Think about the problem before responding

  • Think about future consequences before acting

  • Compare the degree of one’s opinion to the degree of evidence that is currently present

400

What is the simple view of reading, and what three subgroups are based on this view? 

Reading Comprehension = word recognition and language comprehension

Subgroups

- Poor Decoders: Dyslexia profile (weak decoding and strong language)

- Poor Comprehenders: DLD profile (decent decoding and weak language)

- Mixed Deficits (DLD and Dys): Weakness in both areas of decoding and language comprehension

400

Role of SLP/ What would you say to convince SLPs that they should play a role in assessing/targeting reading, spelling, and writing in therapy?   

SLPS work closely with the five domains of language. Given that literacy is language-based, therapist should prioritize and aid in assessing/targeting reading, spelling, and writing. By incorporating these skills into therapy, SLPS can help students generalize multiple skills across different contexts. 

400

What is the self-teaching hypothesis?

This hypothesis theorizes that repetitive exposure to print allows children to learn orthographic patterns and rules 

400

What is the primary unit of written language?  Spoken language?  What impact does this difference have on learning to write?

Written Unit: Sentences

Spoken Language: Clauses/Phrases

- This can have various impacts; however, it is harder to write because more structure and planning is required. Speech is more natural and "easier," 


500

Why should effort be praised rather than ability?

Effort should be praised rather than ability because it encourages students to believe that their ability is under control. Furthermore, it supports persistence and conveys that you have confidence in them.

500

What are the three differences between the old and newly suggested IDA definition of Dyslexia? 

Old IDA focuses on...

- Phonological deficits

- Viewed dyslexia as a reading-only disorder

- One size fits all model


New (Proposed) 

- Acknowledges broader language weakness (morphological and more)

- Overlap with spelling and written

- Continuum of severity and individual variability 

500

What does it mean to say word recognition is “word based” rather than stage based?  How do children read novel words differently from familiar words?

Word Based: process of word recognition will depend on the frequency of exposure to a particular word.

Stage Based: describes different phases a reader develops over time to recognize words. (Pre-alphabetic, partial, full) 

Children are able to read familiar words; however, they read novel words differently due to their dependence on phonology. 

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