Language Disorders of School Aged Children Quiz 2

Structured oral narratives: teaches students to produce organized narratives based on the elements of story grammar. The story grammar elements help them to understand narrative texts. The focus of this tool is to teach students relevant story grammar components to structure their oral narratives.

Story talk approach: involves a structured lesson during which the facilitator (SLP) develops a rich personal narrative with appropriate detail through a process of a question-answer session with the students. After the facilitator models the story and Q&A session, a student goes through this same process with appropriate scaffolds as needed. This focuses on narratives, vocab, and inferential thinking.

This tool involves students building ideas, making inferential comments, and using higher level language. Additionally, answering and asking strategic questions that get to the heart of the story is the key focus of this intervention.

1. Select a text worth talking about: The most important element of a text is that the text contains interesting ideas that will generate a meaningful discussion

2. Plan to read the text repeated times: required to reach a deeper level of understanding, build coherent & complex language.

3. Plan the lesson by identifying key ideas throughout the story to discuss and big ideas from the story as a whole.

4. Read the shared text aloud: provide stop and talk points for discussion. Provide think aloud language models.

5. Facilitate the generation and discussion of open ended questions about key ideas in order to focus on deeper emotional meaning tied to the actions of characters.

6. Optional: use a writing extension

- notes may be incomplete, fail to highlight main ideas, overly rely on writing down lectures verbatim

- especially difficult for those with impaired language skills

- it has been shown to improve information retention and learning, as well as the ability to refer to these notes later at an appropriate time, like when students are studying for tests or completing written assignments

- cues based note taking: guides students to identify the key cues teachers use to indicate important information (phrases the teachers use to highlight the importance of different points during the lecture)

1. alphabet knowledge: student's understanding of different alphabet letters

2. print concepts: a dimension of early-literacy that represents children's developing knowledge of the forms and functions of written language and includes 4 domains of print knowledge.

3. phonological awareness: students' sensitivity to the various phonological units that make up spoken speech including words, syllables, onsets, rimes, and phonemes.

4. phonics: a method of teaching students to read by drawing attention to letters or letter patterns and the sounds they represent

5. reading fluency: involves accuracy, rate, and prosody. It involves accurately reading connected texts at an acceptable conversation rate with appropriate prosody or expression

1. word awareness: ability to segments words from sentences (pre-k). Play a board game that focuses on counting words (They move forward the # of words they count in sentences)

2. rhyme awareness: includes both the ability to recognize when two words rhyme as well as the skills to produce pairs of rhyming words (pre-k). Songs like "Down By the Bay" can be played.

3. syllable awareness: ability to segment multi-syllabic words into component syllables. Clapping games - count syllables by clapping

1. book and print organization

2. print meaning

3. letters

4. words

- for struggling students who have difficulty with print concepts beyond kindergarten

1. What does the text state? - ask about main details, fact based questions (Why was he homeschooled?)

2. How does the text function? - reflecting on word choice, structure of text, style and craft (Explain why he used the word "ordinary")

3. How can we make meaning from this text? - inferences, opinions, personal connections, reflections (How does he feel about starting school?)

Benefits: well supported by researchers for both strong and at risk readers, helps highlight information for readers & focus their attention on key elements of texts, teaches them to read strategically

Limitations: Research is not conclusive about which strategies are considered the best or most effective, but highlight that it is the active participation of students in the comprehension process that makes the most difference on students comprehension, experts caution about spending too much time on these strategies at the expense of other important aspects of reading comprehension

1) lexical instruction: instruction targets whole words that are learned through a variety of meaning rich activities

2) sublexical instruction: aimed at helping students gain an explicit awareness of morphemes, which is considered a meta-skill

- They can be combined in vocabulary instruction?

1) Target words are presented with student-friendly definitions that contain both explanatory and contextual information

2) Educators provide opportunities for students to encounter target words in multiple concepts

3) Students are actively and directly engaged in the process of learning new word meanings

1) Multimedia activities: virtual field trips allow student's to explore new settings and experiences through web cam services and is an engaging way to teach students vocabulary learning

2) interactive games & songs: can promote engagement with words in an entertaining context

- highlights that instruction will be most impactful when the focus is on high frequency words that occur largely in academic environments (tier 2) rather than on basic words that occur largely in conversation (tier 1) speech or domain specific words (tier 3)

- Altering the frequency and intensity with which students are exposed to words within this activity is an important way to modify this activity to meet the needs of students at different tiers

- no particular dosage and frequency was superior to another as long as the total of target number of exposures was reached.

- writing is a high level intellectual endeavor that requires a high level of linguistic skills: relies on comprehension and production in both areas of vocabulary and sentence structure, as well as implementation of strategies related to planning & revising

- writing is important for access to higher level education and job opportunities: writing is considered a "threshold skill" for hiring and promotion, it is important for SAT & GRE tests, which are important for access to higher education

- the ability to construct syntactically correct complex sentences is a key skill for expert writing, strength in this area allows students to focus on other writing-related issues such as planning

- systematic = direct & structured, includes specific steps

- interactive = indirect & less structured, does not include specific steps

- activity = sorting morphemes: create flashcards that have either a base word or an affix and have students create as many multi morphemic words as possible

1) behavioral expectations role play activity: reinforcing school-wide behavioral expectations through a language based role play activity; this includes using direct instruction sequence that includes introducing and explaining expectations and role-playing w/ explicit examples & non examples of target behavior

2) Reading and Discussing Pro-social books: guided reading of written materials to help the reader grow in self-awareness; includes identification w/ behavior & emotion identified in literature, catharsis that involves satisfaction when the character resolves a situation or processes an emotion, and insight when the reader can relate to the situation in the literature to their personal experiences

- it is important for SLPs within an MTSS model, especially in light of research that shows that students with communication difficulties (e.g., autism, stuttering) are often at a higher risk of being victims of bullying than their typically developing peers

1) Execute activities geared at raising student's awareness of bullying (e.g., how to respond to bullying

2) Act as a support person for student's who are bullied (e.g., be a listening ear

- Social emotional skills: have students keep reflective journals and rate their own social skills over time; use a social skills rubric which prompts students for self reflection

- Reading: Use the general accuracy collection; early concepts of print checklist