What are characteristics of good reasoning (Stanovich, 2009)?

Seek nuance and avoid absolutism

Think about possible consequences before acting

Weigh the pros and cons of a situation before making a decision

Seek various points of view before coming to a conclusion

Why should effort be praised rather than ability?

We need to encourage students to think that their ability is under their control

Praising someone's ability is not as rewarding

We need to encourage students to think that their ability is NOT under their control

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

sequencing is not a basic cognitive process

the ability to understand and recall events in a narrative depends on the conceptual understanding of the topic and attentional/memory deficits

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

It means distinguishing between the two. This highlights the importance of fostering meaningful learning that goes beyond short-term performance and encouraging teaching methods that promote adaptability and long-term understanding.

Focusing solely on memorization techniques to enhance test scores.

It suggests that learning is entirely independent of the context in which skills are applied.

It emphasizes that performance is more important than the underlying understanding of concepts.

Provide three examples of desirable difficulties and discuss the research that supports them

Spaced practice: Studying information gradually over a period of time leads to better long-term retention than cramming the information at the last second. (Bjork 2004)

Retrieval practice: An attempt to retrieve or test the knowledge is more effective than a second presentation of the material, even without feedback. (Kamhi Powerpoint)

Contextual interference: interleave the practice and learning of information with other things to be learned rather than “block” their practice. (Bjork 2004)

Desirable difficulties include making learning easier through repeated practice, as research shows that simpler tasks lead to better long-term retention.

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

DLD is considered more descriptive and accurate because it directly reflects the nature of the condition

There is a stigma around the word “impairment” in SLI. This terminology can seen as more negative.

The term SLI emphasizes that the disorder is solely related to social interaction difficulties rather than language.

DLD is preferred because it implies that the condition only affects older children and does not apply to early language development.

What are two problems with the change in terminology from SLI to DLD?

Researchers should include sufficient information for the readers to determine if there are children in the larger group of participants who meet the narrower criteria for specific language impairment.

Since the names are not consistent, professionals need to include both terms in the search engine when researching related articles.

The change in terminology from SLI to DLD has made it easier for clinicians to diagnose language disorders without the need for standardized assessments.

The term DLD has been universally accepted without any controversy among researchers and practitioners in the field.

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

DLD is under-researched and a relatively unknown issue.

Advances in technology have made it easier for clinicians to provide effective services, resulting in a growth in the availability of support for children with DLD.

The increased funding for early intervention programs has led to a rise in clinical services for children with DLD.

What are three of McGregor’s (2020) suggestions to increase the number of children with DLD who receive clinical services?

To help teachers better understand how to identify language problems more effectively.

To educate parents on the diversity of labels that may apply to their child at various times.

To create a interprofessional model of service delivery

To focus solely on children with advanced language skills to maximize their clinical resources.

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

Reading, spelling and writing are intricately connected to language development

We implement evidence-based practice to develop strategies that enhance comprehension, phonological awareness, and vocabulary

Teachers are not able to provide as much one-on-one help to the students who are falling behind.

The SLP has in depth training on how to specifically address the child’s language needs

What are two reasons for not using IQ-achievement discrepancy to identify children with a specific learning disability? (Fletcher pp. 12-13).

It relies on potentially biased assessments

It is the most reliable method for identifying all learning disabilities and does not require additional assessments.

Using IQ-achievement discrepancy allows for earlier identification of learning disabilities, ensuring timely interventions for children.

How should SLD children be identified according to Fletcher.

Identification of SLD should be based on a comprehensive assessment that includes RTI strategies, classroom performance, and standardized tests.

SLD children should be identified solely based on their performance on standardized tests without considering any other factors.

Identification should focus exclusively on the child's IQ score, disregarding any academic performance or behavioral observations.

SLD children should be identified only after they have reached high school, as earlier assessments are not necessary.

What is the simple view of reading?

Reading comprehension occurs when both word recognition and language comprehension are strong.

Reading comprehension only occurs when language comprehension is strong

Reading comprehension only occurs when word recognition is strong

What are the three subgroups or RD based on this view of reading?

Dyslexia: poor decoding, good comprehension

DLD: poor comprehension, good decoding

Dyslexia + DLD: poor decoding and comprehension

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

They are separate disorders but can often co-occur. Both involve difficulties with language processing but present with different core deficits.

DLD and dyslexia are completely unrelated conditions with no overlapping symptoms or factors.

The relationship between DLD and dyslexia is complex but interconnected.

What are three clinical implications of the frequent co-occurrence of DLD and dyslexia?

Clinicians should perform thorough evaluations that assess both language and literacy.

Clinicians should incorporate strategies that support both language development and reading skills.

Clinicians need to monitor the progress of children with co-occurring DLD and dyslexia.

Clinicians should prioritize treating only one condition at a time, ignoring any overlap between DLD and dyslexia in their intervention plans.

According to Apel, what are the four sources of knowledge that impact spelling?

Phonological knowledge: letter reversals, especially for liquids and nasals “flod” for “fold”

Semantic knowledge: homophone confusions “bear” vs “bare”

Morphological knowledge: omission of morphemes “walk” for “walked”

Orthographic knowledge: letter-sound confusions/illegal substitutions “cas” for “catch”

mnemonic devices: suggests that children can spell words correctly by memorizing catchy phrases or acronyms without considering any underlying language rules or patterns. Big Elephants Can Always Understand Small Elephants" would help them spell "because"

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

MGRs are like mental images we have in our brains of how words look when they’re spelled. Our brains can picture the letters that make up the word as well as the sounds associated with each letter. We also store the spelling and meaning of the word in our memory. The letters, sounds, and meanings all “appear” in our brains as a mental representation of a specific word.

MGRs are a type of technology that helps students memorize their multiplication tables through interactive games.

MGRs refer to a standardized test used to evaluate a child's overall intelligence and academic potential.

MGRs are simply a method for teaching reading that focuses only on phonetics, ignoring comprehension and vocabulary development.

Provide three suggestions based on Joshi et al. and Apel’s powerpoints about how spelling should be assessed:

Must be guided by theoretical understanding of spelling development and linguistic-cognitive factors that affect spelling.

Include quantitative analysis (single word and text-level writing) Ex) standardized tests

To be diagnostic and prescriptive, the assessment must include a systematic analysis of the nature of the spelling errors to determine the underlying causes

Spelling should be assessed exclusively through oral quizzes where students recite words without any written component.

According to Joshi et al. and Apel, what are suggestions for how it should be taught?

Provide practice in multiple contexts. (generalization)

Teach letter patterns within the words.

Teach the word’s history and origin.

Through rote memorization of word lists only

What are 3 differences between spoken and written language?

Learning to read requires explicit knowledge of the phonological aspects of speech.

Almost all humans are reared in environments in which spoken language is the principal means of communication.

Reading is a comparatively new and arbitrary human ability for which specific biological adaptations do not yet exist.

Spoken language relies exclusively on visual cues, while written language is based solely on auditory signals.

According to Richardson, what are 2 basic truths about writing?

Students who do one kind of writing well will not automatically do other kinds of writing well.

Patterns of language usage, tangled up in complex issues like personal and group identities, are not easy to change.

Writing is primarily an innate ability that does not require practice or instruction to develop.

Writing is always a solitary activity that does not benefit from collaboration or feedback from others.

What impact does this difference have on learning to write?

Written language is more difficult because proper sentence structure is required.

A person can speak in clauses but not write in clauses.

Spoken language is more difficult because proper sentence structure is required.

We spent some time in class discussing whether knowing the cause of a reading or language disorder/disability is important for deciding how to treat the disability. What did we decide?

What might initially cause a disorder/disability may not be what makes the problem persist.

Effective intervention should focus on the specific symptoms and functional challenges of the client.

Knowing the cause is not necessarily essential for deciding how to treat the client.

In some cases knowing the cause of a reading or language disorder/disability is important for intervention. Parents desire to know the “why” when their child is diagnosed with a language disorder.

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

Most children with dyslexia exhibit problems with phonological processing.

Phonological processing is defined as the ability to use phonological codes to encode, store, and retrieve information. Tasks that measure phonological processing include phonological memory, phonological retrieval, speech production.

Evidence shows that dyslexia is primarily caused by visual processing issues, as individuals with dyslexia often have difficulty seeing letters clearly, leading to reading challenges.

Studies indicate that dyslexia can be fully resolved by improving visual skills, suggesting that the disorder is fundamentally related to vision rather than language processing.

What are two suggestions for targeting complex sentences:

Target conjoined sentences (“and then,” “but”) and adverbial clauses (“after,” “because”) to express the meaning of coordinating and subordinating clauses.

Students should be instructed to avoid using any descriptive language when writing complex sentences to keep their sentences straightforward and simple.

Target morphology and pragmatics.

Practice writing short stories and answering comprehension questions.

What are two suggestions for targeting narrative/expository discourse? (choose two answer choices)

Instead of targeting sequencing abilities, target attention and memory processing .

Rather than targeting the structure of object clauses or complements, the focus should be on the expression of various mental state verbs. Ex) think, know, hope, wish

An effective strategy is to have students narrate their stories without any structure, allowing them to jump between events freely.

Use of charts to demonstrate sequencing

Kamhi Midterm

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Kamhi Midterm

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Specialty

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University

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Practice Problem

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Hard

Kaleigh Webb

FREE Resource

42 questions

Show all answers

MULTIPLE SELECT QUESTION

45 sec • 1 pt

What are three types of literacy knowledge that may be acquired during the emergent literacy period?

letter names

sound-letter correspondences

mathematical literacy

alphabet

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

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

They have not had the same exposure, access to literacy books, and joint-book-reading experiences. Their exposure and development of phonological knowledge, semantic knowledge, and morphological knowledge are limited.

They are not at risk.

They have not had the same exposure, access to literacy books, and joint-book-reading experiences. However, development of phonological knowledge, semantic knowledge, and morphological knowledge are not limited.

None of the above.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What achievement characterizes the orthographic stage?

Picture words

Sounding out words: requires knowledge of sound-letter correspondences

Sight word reading: using letter sequences/spelling patterns to visually recognize words without sounding them out (phonological decoding)

Both A and C

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

T/F: Saying that word recognition is “word based” rather than “stage based” means the goal is to immediately recognize the sight-word with little to no phonological decoding rather than progressing through developmental stages of reading.

True

False

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

How do children read novel words differently from familiar words?

Familiar words are often independent of phonological decoding. As word-specific orthographic information is learned, novel words are recognized by sight.

Novel words are often dependent of phonological decoding such as sounding out the letters. As word-specific orthographic information is learned, novel words are recognized by sight.

Novel words are often independent of phonological decoding. As word-specific orthographic information is learned, novel words are recognized by sight.

Familiar words are often dependent of phonological decoding such as sounding out the letters. As word-specific orthographic information is learned, novel words are recognized by sight.

MULTIPLE SELECT QUESTION

45 sec • 1 pt

How do children teach themselves to read?

By going to school

By decoding unfamiliar words

By building orthographic knowledge

By enhancing memory

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What is lexicalization?

A complex of higher-level mental processes that include thinking, reasoning, imagining, and interpreting

With print exposure, specific sequences of letters become associated with particular words.

The appropriate grouping of words into phrases that are produced with correct intonation, stress, and pausing.

None of the above

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Kamhi Midterm

42 questions

What are three types of literacy knowledge that may be acquired during the emergent literacy period?

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

What achievement characterizes the orthographic stage?

T/F: Saying that word recognition is “word based” rather than “stage based” means the goal is to immediately recognize the sight-word with little to no phonological decoding rather than progressing through developmental stages of reading.

How do children read novel words differently from familiar words?

How do children teach themselves to read?

What is lexicalization?

What is this an example of? If a child knows the word “found” he will be able to read the word “round” because he will know his initial sounds (/r/) and will recognize the familiar letter sequence (ound).

T/F: The procedural view of learning is an unconscious learning and processing of a wide range of perceptual, motor, and cognitive skills and tasks. It requires practice until the skill or task becomes automatic.

T/F: Learning to drive a car and learning to play a musical instrument are examples of procedural learning

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