Methods - Chapter 5

Adolescents with language/learning impairments are “underserved” at the secondary level for SLP services.

Writing prompts = Once upon a time. . .; Suddenly. . .; In the end. . .; Luckily. . . (These are examples of: )

You write the main elements of a story on a card, & review the definition of the story element with the client.

Which term= Expressive language; involves the combination of linguistic symbols to form meaningful messages.

Intervention targets one step above the child's current level = the Zone of Proximal Development (ZPD)

Knowledge of letter-sound correspondences to convert print into words describes which of the following?

These are designed to make the student *think* about the process they should use for the completion of the assignment:

Which is the *least* important in your considerations for Treatment Approaches this age group?

Which directly addresses use of simple sentences, and may indirectly help understanding of complex sentence structure?

Which term is the knowledge and ability to manipulate structural aspects of language independently from meaning?

Difficulty with conversational turn-taking, repairing your message, staying on topic, and knowing what topics are ok is:

Difficulties with word retrieval, determining a word's category, and picture description

Students who frequently demonstrate significant difficulties with both the processes and products of writing:

All but ONE of these evoking techniques exposes a child to instances of desirable language behaviors.

Several treatment approaches for school-aged clients use the student's background knowledge to facilitate learning.

This is the ability to segment and blend individual speech sounds in words.

Gradually introducing more sophisticated means of expression:

The "developmental approach" is used for scaffolding and as a treatment approach for language intervention.

Strategy always uses graphic organizer to help connect background knowledge with the new subject matter

Which of the following is *not* a metacognitive learning strategy?

Proficient and fluent reading of most words by sight is referred to as:

This point of critical transition at which time “learning to read” becomes “reading to learn.”

The two main components of writing are decoding and comprehension.

Which is *not* a key teaching/scaffolding strategy?

Ben has difficulty planning how to study, knowing the topic of what he is reading, and ID'ing key terms.

The process by which printed language is understood and interpreted is ___________________.

_______ is the the abnormal acquisition, comprehension, or use of spoken or written language.

The client will generate 10 words per semantic category given in one-minute.

The knowledge of letter-sound correspondences is referred to as:

Vocabulary size, depth of word knowledge, with steep increases seen in the use of Tier 2 and Tier 3 vocabulary words =

Metacognitive intervention strategies often focus on teaching students how to learn rather than what to learn.

A strategy to enhance semantic categorization (or prediction of what might happen next) is:

The ability to segment words into phonemes, is the strongest predictor of early reading and writing skills

Which one is false regarding the Common Core State Standards (CCSS)?

What term describes appreciation of humor, metaphors, idioms, and other figurative language forms?