What would you say to convince SLPs that they should play a role in targeting reading, spelling, and writing in therapy?

It is part of our title and within our scope of practice

What are two factors that have contributed to the continued decline of clinical services to children with DLD?

Outdated policies and educational culture

Which is NOT one of two myths and/or basic truths about writing discussed in the Richardson article.

Writing is easy if you teach the student the proper way to hold the tool

What are two problems with the change in terminology from SLI to DLD (Leonard article)?

DLD is less known, inconsistency could lead to different diagnoses.

Provide an example of how the lexicalization process occurs.

fought, brought, sought, bought

What are three specific areas in which SLPs are qualified to provide service to student with written language disorders?

Decoding skills, sentence structure, collaboration

Which is NOT a clinical implication of frequent co-occurrence of DLD and dyslexia?

Inability to establish orthographic understanding

Which is NOT one of three suggestions on how it should be taught.

Phonology - speech sound disorder awareness

How should SLD children be identified according to Fletcher?

Use multiple data points, avoid fixed cut points, use confidence intervals

Explain what MGRs are so a parent or teacher would understand.

Child sounding out /d/ /o/ /g/, until they recognize word as a whole

Whether knowing the cause of a reading or language disorder is important for deciding how to treat. What did we decide?

Discussed both sides pros and cons, and how knowing can help rule out

What are two reasons for preferring the term DLD instead of SLI (Bishop, McGregor et al.)?

DLD is more inclusive, co-occuring conditions can exist

What does it mean to reconceptualize learning and generalization as performance and learning?

Performance is short term and context specific, rather than learning

What are two reasons for not using IQ-achievement discrepancy to identify children with a specific learning disability?

Lacks validity, IQ is not a strong predictor of intervention response

What is the simple view of reading?

Combo of language comp and word recognition

Which is NOT one of the four sources of knowledge that impact spelling according to Apel?

Lexicalization process - cage, stage, age

Describe a procedural view of learning (Kamhi/Ullman).

Focuses on the skill rather than memorization or ability to recite facts

Why are children from low print homes at risk for learning to read?

Not a lot of exposure to resources

What evidence shows that dyslexia is a language-based disorder not a visually-based disorder?

Phonological processing leads to decoding issues in people with dyslexia

Why do the vast majority of teachers believe in the auditory vs. visual learning style distinction?

It has been so widely accepted, but abilities are not interchangeable

What is the lexicalization process?

Recognizing sequences of letters and associating them with that pattern

How do children read novel words differently from familiar words?

Novel words depend on phonological decoding

Why are sequencing abilities not important for retelling narratives or improving narrative abilities?

Sequencing is not a basic cognitive process.

What are three of McGregor’s suggestions to increase the number of children with DLD who receive clinical services?

SLPs advocate, create interprofessional models of service, train teachers

Provide two suggestions for targeting complex sentences.

Student adds subordinate clause or conjunction, or identifies CS in books

What is the relationship between DLD and dyslexia according to Adlof and Hogan (2018)?

Can co-occur, but are their own disorder

What impact does difference b/w written and spoken language have on learning to write?

Writing has structure, spoken is less structured

What does it mean to say word recognition is “word based” rather than stage based?

Children recognize words more if they've been exposed to the words a lot

Provide two suggestions for targeting narrative/expository discourse.

Flowcharts, breaking down sentences for meaning

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Kamhi Midterm

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Questions 41

Answers

1
What would you say to convince SLPs that they should play a role in targeting reading, spelling, and writing in therapy?
SLPs only focus on articulation
Nothing, they should not play this role
Spelling should be taught only in the classroom
It is part of our title and within our scope of practice
2
What are two factors that have contributed to the continued decline of clinical services to children with DLD?
Caseloads are too large to manage children with DLD
SLPs are overworked
Children are regressing
Outdated policies and educational culture
3
Which is NOT one of two myths and/or basic truths about writing discussed in the Richardson article.
anyone is able to teach writing because it is a “basic skill”.
writing is a “basic skill” and should come quickly as we grow
Writing is easy if you teach the student the proper way to hold the tool
4
What is the main finding from research about treatment (dose) intensity?(Kamhi/Eisenberg 2014 articles)
Perform standardized tests to measure their progression
Lower the amount of time a child is in a session due to fatigue
Frequency is key for progress
If a child is progressing, you can lower therapy time
5
What are two problems with the change in terminology from SLI to DLD (Leonard article)?
DLD is already the overarching term
People have already adapted to SLI, retest kids diagnosed with SLI
DLD is less known, inconsistency could lead to different diagnoses.
People will not accept it, will be upset
6
Provide an example of how the lexicalization process occurs.
bake, brown, buy, boy
fought, brought, sought, bought
little, sitting, fitting, quitting
cage, steak, lake, seat
7
What are three specific areas in which SLPs are qualified to provide service to student with written language disorders?
How to create a Venn diagram, write out a math problem, use a calculator
Decoding skills, sentence structure, collaboration
Checking out a book, understanding what their homework is, completing it
Picking out a book in the library, responding verbally to questions
8
Which is NOT a clinical implication of frequent co-occurrence of DLD and dyslexia?
Dyslexia with/without DLD can have other problems outside phonology
Early intervention
Inability to establish orthographic understanding
Intervention should address spoken and written language
9
Which is NOT one of three suggestions on how it should be taught.
Semantic concepts - have students identify pictures and recall spelling
Understanding of sounds - focus on speech sounds in the classroom
Orthographic understanding - teach phonological awareness
Phonology - speech sound disorder awareness
10
How should SLD children be identified according to Fletcher?
Use what teacher reports, data from grades in class
Parents should inform and report how the child is at home
Use multiple data points, avoid fixed cut points, use confidence intervals
Use data from standardized test, school reports
11
Explain what MGRs are so a parent or teacher would understand.
Child grasping the meaning of words
Child memorizing words on a page of their favorite book
Child sounding out /d/ /o/ /g/, until they recognize word as a whole
Child sounding out everything with no progression
12
Whether knowing the cause of a reading or language disorder is important for deciding how to treat. What did we decide?
Does not matter if you know or not
Not knowing cause is more beneficial
Knowing cause will help
Discussed both sides pros and cons, and how knowing can help rule out
13
Which is NOT one of three suggestions based on Joshi et al. and Apel’s powerpoint about how spelling should be assessed
Semantic concept and understanding
Students’ understanding of sounds associated with the letters
Phonemic awareness
Orthographic understanding
14
Which is NOT a type of literacy knowledge acquired during the emergent literacy period?
Sound-letter correspondence
Alphabet
Phonemic awareness
Letter names
15
What are two reasons for preferring the term DLD instead of SLI (Bishop, McGregor et al.)?
It is a better diagnosis to recieve
DLD is more inclusive, co-occuring conditions can exist
People prefer it, parents like it better for their children
DLD sounds better, looks better
16
What does it mean to reconceptualize learning and generalization as performance and learning?
Performance is short term and context specific, rather than learning
Generalization can be attributed to the ability to express a behavior
Learning is context-dependant
Learning is short term
17
What are two reasons for not using IQ-achievement discrepancy to identify children with a specific learning disability?
Involve the family to see their perspective, only rely on reported info
Lacks validity, IQ is not a strong predictor of intervention response
IQ does not measure intelligence, it wouldn't matter
Use standardized tests instead, have parents fill out a questionnaire
18
What is the simple view of reading?
Combo of language comp and word recognition
Phonological processing is the only factor involved
Reading determines what kind of student the child will turn out to be
Reading is a cognitive and natural skill
19
Which is NOT one of the four sources of knowledge that impact spelling according to Apel?
Lexicalization process - cage, stage, age
Semantic knowledge - difficulties in homophone recognition
Morphological awareness - difficulties spelling modification
Phonemic awareness - difficulties lead to omission of phonemes
20
Describe a procedural view of learning (Kamhi/Ullman).
Sequencing
Not trying or working hard
Focuses on the skill rather than memorization or ability to recite facts
Knowing how to do it right away
21
How do children teach themselves to read (self-teaching hypothesis)
They take classes
They recognize patterns
They memorize the words on each page after they read it once
Their parents help them by reading with them
22
Give two examples of a procedural view of learning (Kamhi/Ullman).
Skiing and snowboarding
Reading and recalling
Cooking and painting
Writing and spelling
23
Which is NOT a subgroup of RD based on this reading?
Dyslexia
Dyslexia and DLD
DLD
Dysgraphia
24
Which is NOT one of three differences between spoken and written language (Kamhi/Catts- Ch. 1, pp. 15-20)
Structure of written and spoken language
Permanence
Contextual cues
Understanding of phonemes
25
Why are children from low print homes at risk for learning to read?
They do not have an interest in reading
Not a lot of exposure to resources
Their parents don't read with them
They are not at risk for learning to read
26
What achievement characterizes the orthographic stage?
No achievement
Letter recognition
Spelling with minimal errors
Sight-word reading phase
27
Which is NOT one of the four characteristics of good reasoning (Stanovich, 2009)
Collect information
Get other points of view
Think about future consequences
Think about the research
28
What evidence shows that dyslexia is a language-based disorder not a visually-based disorder?
Phonological processing leads to decoding issues in people with dyslexia
Dyslexia is a visually-based disorder
Not a language-based disorder
29
Why do the vast majority of teachers believe in the auditory vs. visual learning style distinction?
They believe wrong information
They have seen it in the classroom
It has been so widely accepted, but abilities are not interchangeable
Studies have been done
30
Provide three examples of desirable difficulties and discuss the research that supports them (PP, Bjork, Kamhi 2014).
Spacing, retrieval, interleave
DLD, dyslexia, SLI
Practice, learning, understanding
Happy, sad, angry
31
What is the primary unit of written language? Spoken language?
Letters, numbers
Conjuctions, adverbs
Sentences, clauses
Nouns, verbs
32
Why should effort be praised rather than ability?
Neither should be praised
Ability is subjective
It should not
Effort requires less critical thinking
33
What is the lexicalization process?
Pronouncing words incorrectly
Recognizing sequences of letters and associating them with that pattern
Understanding of phonology and phonemic awareness
Process of grasping what sound each letter of the alphabet makes
34
How do children read novel words differently from familiar words?
Novel words depend on an understanding of their meaning
Familiar words are context specific
Novel words depend on phonological decoding
Familiar words and novel words are the same to children
35
Why are sequencing abilities not important for retelling narratives or improving narrative abilities?
Sequencing is not a basic cognitive process.
They are important
Narrative abilities do not need to be improved
Nobody needs to retell narratives
36
What are three of McGregor’s suggestions to increase the number of children with DLD who receive clinical services?
Increase collaboration skills, divide caseloads to reading teachers
Have the OTs and PTs assist in the caseloads
SLPs advocate, create interprofessional models of service, train teachers
Hire more SLPs in every district
37
Provide two suggestions for targeting complex sentences.
Student adds nouns to sentences, then reads them back to the clinician
Practice the articulation of sentences, teach them correct artic placement
Have the student practice irregular verbs, then put them into sentences
Student adds subordinate clause or conjunction, or identifies CS in books
38
What is the relationship between DLD and dyslexia according to Adlof and Hogan (2018)?
They are the same and have no different impact on a person
Can co-occur, but are their own disorder
Cannot co-occur
There is no relationship
39
What impact does difference b/w written and spoken language have on learning to write?
Written is less important than spoken
There is no difference
Writing has structure, spoken is less structured
Spoken has more structure than written
40
What does it mean to say word recognition is “word based” rather than stage based?
Children don't recognize words they have seen over and over again
Children only recognize patterns
Word recognition is actually stage based
Children recognize words more if they've been exposed to the words a lot
41
Provide two suggestions for targeting narrative/expository discourse.
Read the text until the child memorizes it, have them retell it
Flowcharts, breaking down sentences for meaning
Color a picture, tell you a story about their family
Openly discuss the issues with the text with the child, have them identify

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