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4.CD1-LD/Literacy
CommDis1
| Term | Definition |
|---|---|
| Learning Disability (LD) | -a generic term used to describe a disorder in the acquisition of comprehension, speaking, reading, writing, reasoning, mathematical ability, and/or social skill (Kavanaugh & Truss, 1988). |
| Language Learning Disability (LLD) | –a deficit in one or more aspects of communication that negatively impacts the ability to succeed in academic pursuits (Paul & Norbury, 2011). |
| Examples of LDs & LLDs | - ADD/ADHD - Dyslexia` - CAPD - Dysgraphia - Dyscalcula - Other deficits that are specific to areas of academic development (e.g., reading, writing, spelling) |
| LLD Characteristics | -proficiency with basic vocabulary, fundamental grammar, and comprehension of simple language. -difficulty with differences between basic language skills, more advanced linguistic concepts and function. |
| LLD Speech/Phonology (3) | 1.Delayed speech/language acquisition 2.Future literacy deficits (severity of phonological process disorder may be an indicator) 3.Poor phonological awareness |
| Phonological awareness | Knowledge of speech sounds and how they can be manipulated in words. Making the connection between letters and sounds. |
| LLD Syntax | 1.Longer, complex sentences are problematic 2.Immature lang. w/few verbal descriptors, conjunctions, cohesive devices, complex verbs 3.Erroneous morphology (e.g., poor comparatives, superlatives, irregular plurals and/or past tense, few endings) |
| LLD Semantics (6) | 1.Poor vocab 2.Filler words/phrases 3.Ambiguous terms 4.Poor understanding of nouns-adjectives, verbs-adverbs, rootwords-derivatives, prefixes/suffixes 5.Decreased word retrieval (confrontational naming tasks) 6.Probs w/ multi-step directions |
| Type/token ratio | total number of different words over total number of words |
| LLD Pragmatics (6) | 1.less persuasive arguments 2.perceived as apathetic/aggressive 3.maladaptive responses to communication breakdowns 4.decreased turn-taking 5.poor topic maintenance 6.poor code/register switching |
| LLD Classroom Pitfalls (5) | 1.Teacher-Dictated Structure 2.Decontextualized Language 3.Culture Clash 4.Expectations of Metalinguistic Competence 5.Required Self-Assessment of Comprehension |
| Teacher-Dictated Structure: | Course objectives, flow of discussion, instructional style, are determined by the teacher (power-holder). |
| Decontextualization | typical of second language learning. |
| Metalinguistic comp. | “modifiers go before the noun” “I’m not sure I worded that right.” |
| Self-assessment | Matt is not aware of his own disorganization. |
| Emergent Literacy Development (5) | 1.Decoding & comprehension 2.Mechanics 3.Metalinguistic awareness 4.Phonological awareness 5.Understanding of narratives |
| Decoding & comprehension | - Written text must be decoded and language comprehension must be supported. |
| Mechanics | Mechanics of reading must be explored. |
| Metalinguistic awareness | Awareness of text, punctuation, font, etc. must be bolstered. |
| Phonological awareness | Sound-symbol correspondence must be taught. |
| Narratives | Characters. Setting. Sequence: beginning, middle, end. |
Created by:
ashea01
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