Learning for Language

Question 1

how to determine eligibility

Answer 1

• states vary in criteria
• most require standardized testing
• severity ratings, language samples
• important to get a general sense of weak areas and to test those b/c testing everything takes too long

Question 2

assessment

Answer 2

-establish baseline function and identify targets for intervention

Question 3

phonology

Answer 3

• NOT TEACHING READING, teaching strategies to irradicate processes
• support themes learned in school

Question 4

semantics

Answer 4

receptive vocabulary

Question 5

instructional vocab

Answer 5

the clinician observes inside the student’s class and notes the kinds of temporal, spatial, logical, and directive vocab the teacher uses

ex) spatial “make dots ABOVE the sticker”
temporal “make noise AFTER i say go”

Question 6

textbook vocab

Answer 6

clinician can obtain lists of words from classroom texts to use a vocab probes
-can also review students HW and use word child understands poorly

Question 7

what is lexical diversity

Answer 7

the ability to use a flexible, precise vocab contributing to the efficency of communication

Question 8

what is lexical diversity important

Answer 8

• we must understand relationships between words

- synonyms, compare/contrast

Question 9

word retrieval

Answer 9

child might shows circumlocution, moments of dysfluency, topic avoidance, substitution

Question 10

emerging relations

Answer 10

temporal, causal, conditional, epistemic (talk about thoughts), notice-perception, specification, adversative

Question 11

how to work on emerging relations

Answer 11

complex syntax or pre-syntactic expression of semantic relations between clauses is found..

• spend time exposing the student to literate language styles
• provide opportunites for the child to paraphrase the language heard

Question 12

what to do with syntax and morphology problems

Answer 12

• teach concepts to “back up” and support literacy

- what are the delays?

Question 13

more complex sentence forms

Answer 13

• passives “The bread was toasted in the toaster”
• adverbial conjunction “before your eat your dessert, turn off the tv”
• embedded relative clause “the boy who hit the girl ran away”

Question 14

what happens when clues are removed in more complex sentence forms?

Answer 14

need to teach students how to get beyond their dependence on processing shortcuts and to extract appropraite info from syntactic forms

Question 15

how to assess syntactic and morphologica skill

Answer 15

1. standardized test (if student performs below normal range, probe difficult forms)
2. if student scores normally but teacher says there is a problem, look closely at adverbial conjections and passive sentences

Question 16

decontextualized assessment

Answer 16

standardized test

Question 17

contextualized assessment

Answer 17

classroom (realm of everyday)