Written Language Development & Disorders Flashcards by Lacey Wall

Which cognitive skill is considered necessary for reading but is not one of the five specific sub-strands in the Language Comprehension section of Scarborough’s Reading Rope Model?

A. Language Structures
B. Background Knowledge
C. Vocabulary
D. Working Memory

D. Working Memory

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A Speech-Language Pathologist is assessing a child diagnosed with a Language-Learning Disability (LLD). According to research, the SLP should anticipate primary difficulties in written language in approximately what percentage of children with LLD?

A. 60%
B. 80%
C. 40%
D. 10%

B. 80%

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Berninger’s Triple Word Form Theory (2008) states that successful fluent reading and spelling requires the learning and coordination of three primary elements. Which option correctly lists these three elements?

A. Phonological, Orthographic, and Morphological & Semantic Awareness

B. Decoding, Fluency, and Comprehension

C. Phoneme Awareness, Grapheme Awareness, and knowledge of GPC relationships

D. Phonological, Orthographic, and Semantic Awareness

A. Phonological, Orthographic, and Morphological & Semantic Awareness

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The term Lexical Quality is best defined as the:

A. Total number of words a child knows (vocabulary breadth).

B. Level of fluency a reader achieves based on their words-per-minute rate.

C. Ability to instantly recognize a word’s visual form without sounding it out.

D. Precision, completeness, and accessibility of a word’s mental representation across its phonological, orthographic, semantic, and grammatical dimensions.

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In the word “Cat,” the syllable is broken down into two parts: the onset and the rime. Which part of the word correctly represents the rime of the syllable?

A. Cat
B. a
C. at
D. Ca

C. at

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The smallest unit of sound in a language that, when changed, can change the meaning of a word is called the:

A. Affix
B. Phoneme
C. Grapheme
D. Morpheme

B. Phoneme

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Which term refers to the written letter or group of letters that represents a single speech sound, such as ‘sh’ in ‘ship’ or ‘a’ in ‘cat’?

A. Phoneme
B. Morpheme
C. Grapheme
D. Onset

C. Grapheme

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The words Bugs, Mother’s, Singing, and Tested all contain what type of morpheme?

A. Derivational Suffixes
B. Inflectional Suffixes
C. Root Morphemes
D. Derivational Prefixes

B. Inflectional Suffixes

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Phonological awareness is best defined as the conscious ability to:

A. Understand complex sentence structures (Syntax).

B. Rapidly name words and objects (Rapid Automatic Naming).

C. Associate printed graphemes with their spoken sounds (Phonics).

D. Analyze and manipulate the sound structures used in language.

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Which phonological awareness skill is typically the earliest to develop in children?

A. Dividing words into syllables (e.g., ba-na-na)
B. Identifying initial sounds in words
C. Segmenting sounds in words (e.g., /c/-/a/-/t/)
D. Rhyming recognition

A. Dividing words into syllables (e.g., ba-na-na)

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When planning phonological awareness activities, a child would typically find working with words that contain initial continuant consonants (sounds that can be held, like /s/ or /f/) to be the easiest compared to working with words that contain:

A. Rimes containing short vowels
B. Final continuant consonants
C. Initial vowel sounds
D. Initial stop consonants (e.g., /b/, /d/, /t/)

D. Initial stop consonants (e.g., /b/, /d/, /t/)

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The definition of Decoding in the context of reading is the process of:

A. Translating a printed word into a spoken word by mapping graphemes to their corresponding phonemes.

B. Understanding the implied meaning of a text (inference).

C. Reading text aloud with expression and appropriate pacing (Prosody).

D. Instantly recognizing a word’s meaning based on the story’s context.

A. Translating a printed word into a spoken word by mapping graphemes to their corresponding phonemes.

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Skilled readers efficiently read words by integrating which two primary word recognition processes?

A. Lexical Processes and Phonological Recoding Processes

B. Contextual Guessing and Whole Word Memorization

C. Pre-reading and Post-reading

D. Lexical Processes and Semantic Tuning

A. Lexical Processes and Phonological Recoding Processes

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Which of the following statements about written language is NOT true?

A. It must be explicitly taught to learners.

B. The human brain is naturally wired to understand it.

C. It has only been around for a few thousand years.

D. It typically uses more novel and complex vocabulary than oral language.

B. The human brain is naturally wired to understand it.

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True or False: Reading fluency is highly correlated with reading comprehension.

A. True
B. False

A. True

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Children typically begin to transition into reading fluently, where word recognition is largely automatic, in which grade?

A. First
B. Second
C. Third
D.Fourth

C. Third

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To ensure a student is practicing at their independent reading level when reading books alone, the recommended accuracy rate should be:

A. 90% or better
B. 100% mastery
C. 95% or better
D. 85% or better

C. 95% or better

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Beck et al. (2008, 2013) defined Tier 2 vocabulary as words that are:

A. Domain-specific, low-frequency, and central to a specific subject or topic.

B. Common in oral language and rarely appear in written language.

C. Characteristic of sophisticated oral language and used in multiple contexts.

D. Only used by advanced readers and rarely found in primary texts.

C. Characteristic of sophisticated oral language and used in multiple contexts.

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The term for a morpheme that is attached to a word root or stem to form a new word or modify its grammatical function is called an:

A. Affix
B. Root
C. Rime
D. Onset

A. Affix

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The written letter or group of letters that represents a single phoneme (e.g., the ‘sh’ in ‘ship’ or the single ‘a’ in ‘cat’) is defined as a:

A. Grapheme
B. Morpheme
C. Phoneme
D. Syllable

A. Grapheme

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A Fluent Reader is best defined as someone who reads text with sufficient speed, accuracy, and appropriate prosody. This collective mastery of these components is formally known as:

A. Decoding
B. Fluency
C. Prosody
D. Comprehension

B. Fluency

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A student reads the sentence, ‘The boy built a house’ but says, ‘The boy built a home.’ This miscue error is an example of a:

A. Word Shape Substitution
B. Similar Meaning Substitution
C. Similar Phoneme Substitution
D. Grammatical Morpheme Substitution

B. Similar Meaning Substitution

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A student attempts to read the word ‘ghost’ but says the word ‘jost.’ This specific miscue error is best categorized as a:

A. Contextual Guess
B. Similar Phoneme Substitution
C. Similar Meaning Substitution
D. Reversal

B. Similar Phoneme Substitution

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During an oral reading task, a child reads the printed word ‘was’ as ‘saw.’ This specific miscue is classified as a:

A. Morphological Substitution
B. Phonological Recoding Error
C. Word Shaping Substitution
D. Reversal

D. Reversal

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A reader says '**jumps**' when the text explicitly reads '**jumped**.' This miscue error is specifically a: A. Lexical Error B. Derivational Suffix Substitution C. Grammatical Morpheme Substitution D. Similar Meaning Substitution

C. Grammatical Morpheme Substitution

A student reads the printed word '**little**' as '**hello**.' The most likely miscue reason is that the student is primarily relying on: A. Word shape cues B. Strong phonological skills C. Semantic analysis D. Contextual cues

A. Word shape cues

One major way a student's **intrinsic motivation** positively impacts their literacy abilities is by leading to: A. A greater reliance on whole-word memorization techniques. B. Increased processing speed and reduced cognitive load. C. Stronger visual processing skills and letter recognition. D. More time spent reading, resulting in increased exposure to complex vocabulary and syntax.

D. More time spent reading, resulting in increased exposure to complex vocabulary and syntax.

High intrinsic motivation contributes to literacy by increasing a student's willingness to **persevere** through difficult texts and challenging tasks. This concept is best described as: A. Reading resilience B. Automaticity C. Lexical quality D. Decoding speed

A. Reading resilience

A reader makes an inference by combining the explicit **Text Information** with what other essential component? A. Phonological awareness B. Decoding speed C. Background knowledge (Schema) D. Grammatical morphemes

C. Background knowledge (Schema)

According to the components of inference, the primary action a reader must perform is to **link** the explicit text information with their background knowledge to achieve what outcome? A. Analyze the word's morphemes for its grammatical function. B: Construct the unstated meaning (the inference). C. Store the explicit details in long-term memory for later recall. D. Translate the information into a spoken word using phonics.

B: Construct the unstated meaning (the inference).

Based on multiple studies by Shaywitz et al. utilizing fMRI, what type of reading intervention was determined to be the most effective in helping poor readers develop typical brain function? A. Vocabulary Instruction B. Whole Word Intervention C. Increased Processing Speed Training D. Structured Phonological Intervention

D. Structured Phonological Intervention

Shaywitz et al. theorized that the key factor causing the difference between poor readers who 'catch up' and 'persistently poor readers' (PPR) was primarily a: A. More severe and persistent underlying deficit in core phonological processing. B. Lower overall cognitive ability (IQ). C. Difference in socio-economic status. D. Lack of adequate instruction at home or in school.

A. More severe and persistent underlying deficit in core phonological processing.

The area of the brain often called the **Visual Word Form Area** (VWFA) is primarily responsible for which function during reading? A. Generating spoken output during oral reading. B. Recognizing the visual form of words instantly, making sight-word reading fast. C. Comprehending complex syntax and grammar. D. Processing auditory signals of speech for comprehension.

B. Recognizing the visual form of words instantly, making sight-word reading fast.

When children are decoding words, the **Pre-Central Gyrus** (part of the motor cortex) is engaged. Its function in reading is primarily related to: A. Mirroring motor activation of producing sounds in words (Articulatory Processing). B. Linking graphemes to phonemes. C. Controlling eye movements across the page. D. Storing the semantic meaning of the word.

A. Mirroring motor activation of producing sounds in words (Articulatory Processing).

A primary difference between written language and oral language is that written language tends to: A. Use shorter, less grammatically complex sentences. B. Be more context-dependent and dynamic. C. Use a higher frequency of novel and complex vocabulary. D. Be acquired naturally without explicit instruction.

C. Use a higher frequency of novel and complex vocabulary.

Which of the following is a key strategy a teacher would use when **modeling** reading comprehension? A. Using graphic organizers to visually map the text structure. B. Having students read silently for speed. C. Asking students to define all words before reading. D. Telling students to bypass novel words to maintain fluency.

A. Using graphic organizers to visually map the text structure.

A student can use a word correctly in various social contexts, knows multiple nuanced definitions for the word, and understands its relationship to other words. This illustrates high: A. Vocabulary breadth B. Orthographic awareness C. Vocabulary depth D. Phonological processing

C. Vocabulary depth

What is the main purpose of an **affix**? A. To provide phonetic cues for decoding. B. To represent the word's primary meaning (the root). C. To attach to a root word and modify its meaning or grammatical function. D. To divide a word into pronounceable segments (syllables).

C. To attach to a root word and modify its meaning or grammatical function.

What is the initial step a beginning reader must successfully take to transition a printed word into a spoken word (the first step of decoding)? A. Connecting the graphemes (letters) to their corresponding phonemes (sounds). B. Analyzing the word's overall visual shape for quick recognition. C. Looking up the word in a physical or mental dictionary. D. Guessing the word from the context of the surrounding sentence.

A. Connecting the graphemes (letters) to their corresponding phonemes (sounds).

What is the onset of the word "Sting" A. ting B. ing D. S D. St

D. St

Which professional is typically qualified to administer a comprehensive cognitive assessment like the Weschler Intelligence Scale for Children, Fifth Edition (WISC-V)? A. Speech-Language Pathologist (SLP) B. Reading Specialist C. School Psychologist D. Special Education Teacher

C. School Psychologist

The primary purpose of the Woodcock-Johnson Test of Achievement, Fourth Edition (WJ-IV) is to assess a student's: A. Academic knowledge and learned skills B. Executive function and working memory C. General intellectual ability (IQ) D. Social-emotional functioning

A. Academic knowledge and learned skills

True or False: Informal assessment measures, such as reviewing academic artifacts and conducting oral narrative analysis, are generally less valuable than standardized test scores for a comprehensive student evaluation. A. True B. False

B. False

Which of the following is NOT a primary reason for ensuring an accurate diagnosis is made in the school setting? A. Mandating a specific instructional program by law B. Identification and labeling of the student's condition C. Determining eligibility for special education services D. Establishing a baseline for progress monitoring

A. Mandating a specific instructional program by law

Phonological awareness is best defined as the ability to: A. Understand the meaning of words and sentences B. Convert letters into their corresponding sounds to read words C. Rapidly name a series of objects, colors, or letters D. Recognize and manipulate the sounds, syllables, and rhymes in spoken language

D. Recognize and manipulate the sounds, syllables, and rhymes in spoken language

True or False: Assessing a student's phonological skills is critical because a weakness in this area is recognized as the core deficit in the majority of reading disabilities, particularly dyslexia. A. True B. False

A. True

Which of the following represents a child's spelling that is characteristic of the Phonetic Stage of development? A. Writing 'cat' as 'ct' (omits a vowel) B. Writing 'going' as 'goeing' (incorporates sight-word patterns, but over-applies a rule) C. Writing 'apple' as a random sequence of letters like 'XQR' D. Writing 'friend' as 'frind' (spells all sounds, but uses phonetically plausible incorrect spelling)

D. Writing 'friend' as 'frind' (spells all sounds, but uses phonetically plausible incorrect spelling)

The main goal of the Transitional Stage of spelling development is for the child to begin to integrate: A. Visual memory of words and common orthographic patterns B. Only random letters with no sound-symbol correspondence C. Simple morphemes and root words D. Phonetic sounds only

A. Visual memory of words and common orthographic patterns

What are Mental Graphemic Representations (MGRs) primarily defined as in the context of spelling? A. Knowledge of Greek and Latin morphemes B. The memory of letter sounds and phonics rules C. The abstract, memorized, visual images of written words D. The ability to rapidly name letters of the alphabet

C. The abstract, memorized, visual images of written words

MGRs (Mental Graphemic Representations) are developed through the integration of which three linguistic inputs? A. Syntax, morphology, and executive function B. Phonological, orthographic, and semantic knowledge C. Decoding, comprehension, and expression D. Handwriting, keyboarding, and fluency

B. Phonological, orthographic, and semantic knowledge

The spelling rule 'The letter C before a, o, u, or any consonant is hard (k sound), but C before e, i, y is soft (s sound)' is an example of what kind of rule? A. A morphological rule B. A grapheme-phoneme spelling rule C. A phonological rule D. A syntactic rule

B. a grapheme-phoneme spelling rule

A student who exhibits superior, precocious word reading abilities but severe deficits in language comprehension is most likely classified as having which reading disability subtype, according to the distinction in your study guide? A. Dyslexia B. Acquired Reading Disorder C. Hyperlexia D. Specific Decoding Deficit

C. Hyperlexia

When teaching students about plural endings, the rule 'If the word ends in y preceded by a consonant, change the y to i and add es is primarily a rule of: A. Etymology B. Phonology C. Syntax D. Morphology

D. Morphology

According to your study guide, which reading disability subtype is primarily characterized by the sudden loss of ability to read after injury? A. Dyslexia B. Hylerlexia C. Specific Comprehension Deficit D. Acquired Reading Disorder

D. Acquired Reading Disorder

Which of the following is considered a key red flag for potential reading difficulties in a student? A. Early achievement of reading milestones B. Unusual vocabulary knowledge C. Persistent difficulty with rhyming, segmenting, and blending sounds D. Consistent high achievement in mathematics

C. Persistent difficulty with rhyming, segmenting, and blending sounds

The Matthew Effect in reading refers to the phenomenon where: A. Students who receive intervention will eventually catch up to their typically developing peers B. All students experience a reading slump around the fourth grade C. Reading skills are strongly correlated with math skills D. Students who start with strong reading skills gain vocabulary and knowledge faster, widening the gap with weaker readers

D. Students who start with strong reading skills gain vocabulary and knowledge faster, widening the gap with weaker readers

The Single Deficit Theory for dyslexia primarily attributes the reading difficulty to a core weakness in: A. Orthographic (visual) processing B. Rapid Automatized Naming (RAN) C. Oral language comprehension D. Phonological awareness and phonological memory

D. Phonological awareness and phonological memory

The Dual Deficit Theory expands on the Single Deficit Theory by including an additional deficit in: A. Working memory capacity B. Executive function/planning C. Rapid Automatized Naming (RAN) or processing speed D. Syntactic complexity

C. Rapid Automatized Naming (RAN) or processing speed

An intervention that focuses on improving the overall structure, organization, and planning of a written essay is addressing which level of writing? A. Syntactic level B. Transcription level C. Macro-level D. Micro-level

C. Macro-level

Which of the following is an example of a micro-level component of writing? A. Making sure that there is an understandable sequence of events. B. Ensuring the conclusion logically summarizes the introduction C. Correctly applying punctuation, capitalization, and spelling rules within a sentence D. Writing a persuasive argument targeted at a specific reader

C. Correctly applying punctuation, capitalization, and spelling rules within a sentence

A graphic organizer is the most helpful intervention support for written language when the student struggles with: A. The spelling of high-frequency words B. Using correct comma placement in a series C. Generating and organizing ideas for an essay (macro-level) D. Holding information in short-term memory while writing

C. Generating and organizing ideas for an essay (macro-level)

Sentence Combining is an intervention method that has been shown to be effective primarily in improving a student's: A. Syntactic maturity and use of complex sentence forms B. Ability to self-monitor and correct capitalization errors C. Handwriting fluency and neatness D. Spelling accuracy and phonetic decoding skills

A. Syntactic maturity and use of complex sentence forms

What is the correct foundational sequence taught in Sentence Combining instruction? A. Writing questions, writing commands, writing exclamations B. Writing complete simple sentences, introducing conjunctions, introducing subordinating conjunctions C. Identifying conjunctions, writing complex sentences, writing paragraphs D. Drafting an essay, revising for content, editing for grammar

B. Writing complete simple sentences, introducing conjunctions, introducing subordinating conjunctions

True or False: Explicit instruction in traditional grammar rules (e.g., memorizing parts of speech, diagramming sentences) is generally shown to be more effective than Sentence Combining for improving a student's actual writing quality. A. True B. False

B. False

According to A Simple View of Writing, what are the two core processes that interact to produce written text? A. Fluency and Vocabulary B. Reading Comprehension and Decoding C. Transcription and Executive Function/Composition D. Working Memory and Long-Term Memory

C. Transcription and Executive Function/Composition

In the Simple View of Writing, the Transcription component primarily includes which two skills? A. Idea Generation and Cohesion B. Spelling and Handwriting/Keyboarding C. Oral Language and Vocabulary D. Planning and Revising

B. Spelling and Handwriting/Keyboarding

A Personal Narrative is primarily concerned with: A. Conveying factual, logical, and informational content B. Listing steps in a chronological process C. Telling a story or recounting a sequence of events D. Persuading the reader to adopt a specific viewpoint

C. Telling a story or recounting a sequence of events

A student writing a report on 'The life cycle of a butterfly' is engaged in which type of narrative writing? A. Persuasive narrative B. Fictional narrative C. Personal narrative D. Expository narrative

D. Expository narrative

Which of the following is an example of a Declarative sentence? A. Please close the door. B. I can't believe we won! C. The sun rises in the east. D. What time is it?

C. The sun rises in the east.

The sentence 'Study for your exam tonight.is an example of which functional sentence type? A. Interrogative B. Declarative C. Exclamatory D. Imperative

D. Imperative

What is the primary characteristic of an Independent Clause? A. It is always separated from the main sentence by a comma B. It contains a subject and a verb but cannot express a complete thought C. It can stand alone as a simple sentence and expresses a complete thought D. It always begins with a subordinating conjunction (e.g., because, although)

C. It can stand alone as a simple sentence and expresses a complete thought

The sentence 'Since we left early, we arrived at the concert on time' is structurally a(n): A. Complex sentence B. Simple sentence C. Compound sentence D. Compound-complex sentence

A. Complex sentence

Which of the following phrases is an example of a Dependent Clause? A. Run quickly and leap over obstacles B. Before the game started C. We should plan a trip D. The team won the championship

B. Before the game started

A student demonstrates good decoding skills but poor understanding of the text they read. According to your study materials, which reading disability is this characteristic of? A. Hyperlexia B. Specific Comprehension Deficit C. Acquired Reading Disorder D. Dyslexia (Specific Decoding Deficit)

B. Specific Comprehension Deficit

According to the Simple View of Writing, a student who has excellent organizational and planning skills but struggles significantly with spelling and handwriting has a weakness primarily in the _________________ component. A. Transcription B. Working Memory C. Executive Function/Composition D. Semantics

A. Transcription

True or False: The Test of Integrated Language and Literacy Skills (TILLS) is designed to assess only written language skills and does not include measures of oral language. A. True B. False

B. False

What is the key difference between Grammatical Instruction and Sentence Combining instruction for writing? A. Grammatical Instruction is always taught in small groups, while Sentence Combining is only taught individually. B. Sentence Combining is used for younger students; Grammatical Instruction is used for older students. C. Grammatical Instruction focuses on rule memorization; Sentence Combining focuses on functional application of syntax. D. Grammatical Instruction only targets simple sentences; Sentence Combining targets complex sentences.

C. Grammatical Instruction focuses on rule memorization; Sentence Combining focuses on functional application of syntax.

A student who spells the word 'needed' as 'nedid' is demonstrating an error in: A. Only phonetic skills B. Grapheme-phoneme correspondence and inflectional endings C. Only MGR of a sight word D. Only morphological knowledge

B. Grapheme-phoneme correspondence and inflectional endings

Which ability is a typical, co-occurring weakness for children diagnosed with Dyslexia (Specific Decoding Deficit)? A. High motivation for reading tasks B. Superior visual-spatial reasoning C. Strong oral language comprehension D. Word retrieval/Rapid Automatized Naming (RAN)

D. Word retrieval/Rapid Automatized Naming (RAN)

One type of hyperlexia, discussed in class, is often characterized by early ability to read combined with which co-occurring difficulty? A. Struggles with reading fluency and accuracy B. Intact writing or speaking abilities, with specific reading challenges C. Splinter skill consistent with some individuals with autism D. Difficulty reading by sight word identification

C. Splinter skill consistent with some individuals with autism

When assessing a student's literacy skills, what information does an academic artifact (e.g., a graded history paper) provide that a standardized test may miss? A. The student's maximum potential IQ score B. A comparison to a national normative sample of peers C. The student's innate phonological processing capacity D. The student's functional performance and application of skills in a real-world, curriculum-based task

D. The student's functional performance and application of skills in a real-world, curriculum-based task

Which sentence is structurally a Compound Sentence? A. Running quickly, the dog chased the squirrel. B. The cat jumped onto the table, which made the vase fall. C. The team practiced all night, and they won the next day. D. After we finished dinner, we watched a movie and ate popcorn.

C. The team practiced all night, and they won the next day.

True or False: Phonological awareness is only necessary for early reading acquisition and becomes irrelevant once a student achieves reading fluency. A. True B. False

B. False

The Simple View of Writing framework emphasizes that weak writing performance can stem from a breakdown in either the Transcription or Executive Function/Composition component, or both. Examples of these components include: A. setting goals, handwriting, and spelling B. planning, presenting, outlining C. self-monitoring, self-expression, self-control D. typing, scribing, printing

A. setting goals, handwriting, and spelling

Which type of professional is most likely to administer the Fidelity Assessment of Reading (FAR) to evaluate a student's reading skills? A. Physical Therapist (PT) B. Occupational Therapist (OT) C. School Administrator D. Speech-Language Pathologist (SLP) or Educational Specialist

D. Speech-Language Pathologist (SLP) or Educational Specialist

Research by Graham et al. (2017) demonstrated that the written sentences of students with Developmental Language Disorder (DLD), when compared to typically developing peers, exhibited: A. Fewer complex sentence forms and less diverse vocabulary B. More complex sentence forms and higher use of cohesive devices C. A greater number of invented spellings and errors in verb tense D. Longer sentences with fewer punctuation errors

A. Fewer complex sentence forms and less diverse vocabulary

A student who is in the Precommunicative Stage of spelling is demonstrating: A. An understanding of short vowel sounds B. The beginning of the process of phonetic spelling C. Correct use of most common sight words D. The use of letters or symbols with no relationship to the sound of the word

D. The use of letters or symbols with no relationship to the sound of the word

True or False: In a Compound-Complex sentence, there are exactly two dependent clauses and one independent clause. A. True B. False

B. False

Mental Graphemic Representations (MGRs) of words develops A. during preschool years B. through integration of sounds, letters, and meanings C. after 5th grade D. through phonological awareness

B. through integration of sounds, letters, and meanings

What is the correct definition and punctuation for an Exclamatory sentence? A. A sentence that makes a statement; ends with a period (.). B. A sentence that gives a command or request; ends with a period (.) or exclamation point (!). C. A sentence that asks a question; ends with a question mark (?). D. A sentence that expresses strong emotion or excitement; ends with an exclamation point (!).

D. A sentence that expresses strong emotion or excitement; ends with an exclamation point (!).

Written Language Development & Disorders Flashcards

(90 cards)