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Midterm
Lang Dev
| Question | Answer |
|---|---|
| Gerunds | verbs ending in -ing that act like nouns --> if can swap for noun? "running is fun" |
| particples | verbs ending in -ing, -ed, or -en but act as adjective "the tired parents" |
| subject pronouns | 1st: I, we 2nd: you, y'all 3rd: he/she, they |
| object pronoun | 1st: me, us 2nd: you, y'all 3rd: him/her, them |
| possessive pronoun | 1st: my, our 2nd: your, y'alls 3rd: his/hers, their |
| reflexive pronoun | 1st: myself, ourselves 2nd: yourself, yourselves 3rd: himself/herself, themselves |
| finite vs nonfinite verbs | finite= mark for person, plurality: she walks, I walked nonfinite = NOT marked - gerunds and participles |
| finite verbs: 1. irregular/regular past tense 2. progressive 3. transitive 4. intransitive | 1. irregular = changes word: eat/ate regular: adds -ed 2. present=is/are past progressive = was/were future progressive = will be 3. take an object: kick, buy, love 4. can take an object, but does not have to: sing, laugh, |
| Copula verb | "to be" - acts as equal sign - linking verbs |
| auxilliaries | HELPING verbs that help main verb to indicate tense, mood I AM teaching --> teaching is main verb, am is helping |
| adverbs | describe verbs - end in -ly - answer when/why |
| simple sentence | one main clause with subject verb, |
| compound sentence | 2 main clauses with conjunction: FANBOY |
| adverbial clause | provides information such as time, manner, condition, reason, purpose, comparison(think dependent clause) after, although, as, as if, as though, because, before, even if, even though, if , like, since, so that, unless, until, when, whenever, and while |
| relative clause | adds information to describe subject of object who, that, or which |
| complement clause | complete a thought remembered, said |
| what age is the shift of written language | 3rd grade: before learning to read, after reading to learn |
| school age content: | - lexical development: -understanding multiple meanings -understand lexical ambiguity: one word/phrase has multiple meanings |
| school age form: | longer noun phrases adverbs words referring to thinking and speaking |
| school age use: | conversation narrative |
| Morphology: inflectional vs derivational | inflectional = tense, mood, number, gender (typical bound morpheme) derivational = change semantic meaning (-ness, un-, -ation, -y, -ize) |
| adolescent content: | sentence length cohesion = join sentences to produce cohesive discourse semantics = figurative language |
| adolescent use: | slang |
| Narrative language stages | 1: heap stories- labels, no theme 2: sequence story: central theme 3: primative narrative: 3 elements of story grammar around central theme 4: chain narrative (5y/o): 34elements of story grammar around central theme, no resolution, weak plot, no char |
| story grammar | characters setting rpoblem feeling plan action consequence ending |
| Early literacy | social routines: - anticipation of words (songs) - how to hold book - sequencing |
| types of multilingualism | 1. simultaneous bilin: 2 languages at same time 2. sequential bilin: 2nd language introduced after 3 once first language is established |
| oakland school board 1996 controversy | oakland had dialects - saw kids struggling with literacy - decided to teach both dialects - used activities allowing aae use - became negative |
| IEP Process | 1. referral 2. eval 3. eligibility 4. IEP development 5. IEP implement 6. annual review |
| 504 plan | not individual instruction - need supports to accommodate environment - do NOT have IEP |
| mutli-tiered system of support (MTSS) | tier 1: general ALL students 2. targeted intervention, small group within general education setting --> push-in 3. individualized service: pull out (can be group but individual goals) |
| response to intervention (RTI) | slps much monitor how students are responding to intervention at each tier |
| IEP eligibility | 1. child meet criteria for one of disability categories AND need special education and related services (educational impact? need special instruction?) |
| lang dis vs DLD | lang = umbrella term for any persistent difficulty with one or more pts of lang DLD = more specific, persist in adulthood |
| 3 pts of DLD | 1. language disorder 2. primary disability --> YOU are case manager 3. no obvious cause *secondary to autism, down syndrome, intellectual disability |
| DLD VS SLI | SLI = specific language impairment, language difficulties that were impacting academic IQ = >= 85 DLD IQ can be lower than 85 and qualify |
| DLD characteristics (young vs older/adult) | young: - late talker -delayed in forming sentences -difficulties learning new vocab -diff understanding directions -grammatical errors older: - use simple sentence - word finding issues - reading problems - disorganized narratives |
| fast mapping | learning new words, overgeneralizing putting it into a broad category ex: dog --> is all 4 legged creatures until you learn a cat vs a dog |
| statistical learning | kids learn word boundaries - learn where one word ends and one begins - pretty baby = kid hearing speech, child see syllables (4) +likelihood of syllables being together to create words "ty ba" is never heard often, but "pretty" is so that's a word |
| literacy and DLD cycle | Students with DLD read less bc hard, aquire less background knowledge=not learning bc read hard, Reading comprehension gets more difficult, As text goes up by grade, difficulty increases Reading gets hard and negatively impacts success Cycle repeats |
| cognitive referencing | IQ scores to determine eligibility = not good |
| McGregor 2020 reading | 1. DLD are underserved: gender, behavioral profile, geography, minority, ses 2. dld is under-researched: unknown disorder, hidden impairment, educational cultural constrains the diagnosis of dld |
| eligibility for SPED services | 1. educational disability? autism, visual impairment 2. does the student need special education to address impairment? |
| Purpose of assessment 1. screen 2. baseline function 3. crate goals and measure change | 1. if eval is needed 2. areas of strength and support/needs 3. child reached all goals and no longer identifies, child reaches plateau and need modify intervention (reassess every 3 years) |
| What to assess: 1. form 2. content 3. use | - hearing -oral motor - non verbal cognition - social functioning |
| How to assess | standardized assessments criterion referenced measures questionnaires interviews observation language sample dynamic assessment |
| Sensitivity | how sensitive the test is at identifying disorder - low sensitivity = bad, kids diagnosed as fine when really have disorder |
| specificity | how specific test is in ruling out WITHOUT disorder - low specificity = bad, says kids HAVE lang disorder when TD |
| cut points/cut scores | balance of sensitivity and specificity score which says who has disorder if score under (ex cut score 85 = under is diagnosed) |
| reliability | how true is measurement |
| validity | is this a vocab test a measure of vocab? does this test assess lang? |
| internal consistency | split half = (not usually used bc assessment get more difficult as they go further in)performance on first half correlates with second odd-even = performance one ven items correlates with odd items |
| percentile rank | what percent of the population scored lower |
| Dynamic assessment | - lang difference vs lang disorder - test teach retest - less focus on what child kNOWS and how child LEARNS |
| dynamic assessment vs response to intervention (RTI) | DA = 1-3 sessions, by sped, focus on what works and why RTI = min 9 wks, by regular education, focus on what tier is child in? 1-3 |
| Mediated learning experience (MLE) | 1. intentionality: tell child target and reason-why should care 2. meaning: why goal is important outside of school 3. transcendence: bridge concept and event beyond current context-in other areas 4. competence = develop plan for how to use target |
| MLE judge | low examiner effort, but hi responsiveness in child (learned quickly) = Not language disorder, need more language exposer hi examiner effort w low responsive = Putting a lot of effort with practice, mult sess = disorder, more than just language issue |
| multilingual assessment | test both languages if above 60% exposure in english? can assess in english do not report scores, but can see strengths and weakness |
| multilingual assessment: test general processing skills | non-word repetition: correlate strongly with DLD |
| macrostructure vs microstructure | mac = story structure and organization --> inclusive mic = MLU, number of different words, |
| ebert & pham 2017 | must need stand assess AND lang sample |
| criterion-referenced procedures | examine communication behaviors WO comparison to others when eligibility is already establish see baseline identify goals ex: children at 2y/o should say 50 words |
| criterion-referenced considerations | comprehension: overinterpretation controlling linguistic stimuli specific appropriate response production: imitation you sit on a bed. you sit on a __ story retell |
| types of language sample | conversational narrative retell expository persuasive less to most challenge |
| language sample | 50 utterances about 5 min |
Created by:
Katied62