What is considered the process of reading comprehension?
Cognitive activities and knowledge sources the reader uses to arrive
What is inferencing?
Inferencing is important because critical information is often not explicitly mentioned in the text. Therefore, they will use
1.background knowledge
2.Not explicitly mentioned in the text
3.Requires reading comprehension
What is comprehension monitoring?
Student determines when they are having difficulty understanding something; know which strategy to use to address the problem
What is the purpose of graphic and semantic organizers?
Help identify critical elements in the text and help you provide a visual representation.
Provides a visual representation that assist with comprehension
What is the best predictor of reading comprehension?
Background Knowledge
What is a beyond text question?
Predicting, inferring, and making connections about the text that is not actively stated in the text. How you relate experience to main character
What are two proposed ways to work on reading comprehension?
-Discplinary literacy instruction- teaches analytically and critically across settings
-Teaching reading comprehension strategies
Literacy of the 21st century which is not limited to printed text is considered which type of literacy?
Multiliteracies
What is microstructure?
Best predictor from kindergarten and first grade to determine how they are going to do in middle school.
Vocabulary and syntax
What is macrostructure?
The content information and its organization
Organization of text
What are the two types of Theory of Mind
Interpersonal - ability to reflect on the mind of others.
Intrapersonal - ability to reflect on one's own mind
Interpersonal
ability to reflect on the mind of others
Intrapersonal
ability to reflect on one's own mind
What is the Bottom-Up Processing?
More load on memory, must hold facts in memory, organize facts into content schema, and search for a test structure that may facilitate processing of the content schema. *Used to comprehend expository text.
Define Think-Aloud Strategy
Teacher reads text and models his/her own comprehension strategies.
Which microstructure assessment is used with older children to determine the complexity of utterance?
T-Unit analysis
What is morphology?
Prefixes, suffixes, and root words
What type of narrative involves sequence of events, a problem, and a solution told by a child?
a true narrative
What is a conventional writer?
The end of first grade many children are conventional writers. The ability to produce connected discourse (at least a few sentences in length) that can be read by someone else without too much difficulty. *Able to produce a few sentences that can be read
Most difficult genre to write?
Persuasive
Which area of literacy assessment is NOT needed for a preschool child?
Phonemic awareness
When using the Interactive to Independent model with children what does level 2 focus on?
We did not go over this in class it's in our power points
Level 2: Work towards balanced exchange during literacy interactions. (turn taking)
Based on social interaction theory
Literacy is a socially constructed practice that should be accessible to all individuals regardless of ability level
What are some ways to work on alphabetic knowledge?
Letter shape recognition, Letter-name knowledge, Letter-sound knowledge, Letter-writing/selecting abilities, read alphabet books, point out letters within environment
What are requirements for students with significant disabilities regarding the state assessments?
IDEA:
all students with disabilities must participate in state assessments
-have access to the general curriculum
-the school must make changes to the test depending on the child's needs
*Will take an alternative assessment
. First type of genre children learn to write
narrative writing
Know about written language
-written language requires that the meaning of the message be independent of an immediate reference (decontextualized)
-written language production can be described from two perspectives - process and product (ASHA)
- Later grades length of sentence excee
What area do LLD student focus on when revising a text?
-spelling
-capitalization
-punctuation
What are some facts about ASD related to reading?
-the SLP should promote literacy
-students with disabilities may not be convention readers
-difficulty attending in class
In spelling interviention, if you have a child sort words into possible words and impossible words (example: "ckuk", "stit"), this would be working on what area of spelling deficit?
Orthographic Knowledge Deficit
What is a visual storage deficit?
In visual storage deficit, students practice identification of correctly spelled words from a list of foils. This is also known as "picture this" strategy.
Studies have shown that poor comprehenders have language difficulties with:
Vocabulary and grammer (fill in blank)
It is recommended that SLP's engage in what kind of therapy?
Curriculum Relevant (fill in the blank)
What skill cannot be systematically taught?
Reading comprehension
(fill in the blank)
What provides the foundation for the development of reading and writing?
Spoken language
(fill in the blank)
What is something used to teach narrative (text grammar structure)?
Story Maps
(fill in the blank)
Teaching what has proven to be effective in reading, what type of strategy?
Strategy instruction
(fill in the blank)
What is the goal of all students with significant disabilities? To become a what?
Conventional Reader (fill in the blank)
Preschool children with ASD are severely delayed in?
Vocabulary
(fill in the blank)
What do many teachers believe children with LLD disabilities are not capable of learning to do?
Read and write
(fill in the blank)
Reading Comprehension Definition
process of simultaneously constructing (decoding) and extracting (inferencing) meaning through interaction and engagement with print.
Reading Comprehension is...
multidimensional
-you can't isolate one thing to work on
For reading comprehension you need...
GOOD SYNTAX
-must have good sentence structure
Products of Comprehension
-How we measure comprehension
-How we determine that they know what they have read
-Assessments
Processes of Comprehension
-How you figure out/comprehend the information
-Cognitive processes
-How we get to the product
-Interventions
-How we understand what we are reading
Oral language
lays the foundation for successful acquisition of reading and writing competence
-focus on academic language
Good oral language=
predicts good reading writing
Reading Comprehension is the combination of three elements:
-Reader Abilities
-Text Factors
-Activity or purpose of reading;task
Reader Abilities
-Attention Span
-Background Knowledge** Best predictor of reading comprehension
-Inferencing Ability
Text Factors
-Reading Level
-Display/Appeal
-Storybooks with flaps
-Text structure
-Genre
-What they are interested in
-Electronic or on paper
What is difficult to measure reading comprehension?
-Multidimensional
-So many things effect reading comprehension
-Ask child to summarize, true/false, open ended, ect
-Not telling you what they need to work on
Use descriptive, criterion-oriented assessments:
-informal reading inventories
-give a lot of information
-words correct per minute
-fluency
-asking the comprehension questions about what they read
-ask about vocabulary
-file folder of child's work, conferences, teacher observations. PORTFOLIO ASSESSMEN
Ask questions according to their relationship to the text:
-higher-level thinking questions
-questions right out of the text
Text Related Questions
-lower level
-facts
-inferencing knowledge
Beyond Text Questions
-higher level
-may relay questions from the text or to the reader
-BUT NOT FOUND IN TEXT
Assessments in schools rely on...
ONE TEST, ONE SCORE for reading comprehension
-background knowledge will influence this score
Common measures of reading comprehension...
DO NOT measure the same thing
Comprehension Instruction
-influenced by so many factors
-systematic instructional programs do not work for comprehension
What do you target to improve comprehension abilities in struggling readers?
-SLPS: language aspect
-Reading/Special Education Teachers: Strategy Instruction
-Teachers of adolescents: Subject and Disciplinary literacy
Reading Comprehension Instruction Recommendations
-Instruction should be tailored to specific texts and tasks
>Narratives
>Informational (expository)
-Build content knowledge
-Continue to target word-level reading
-Build content vocabulary
-Teach strategies
Strategy Instruction
-proven to be effective
-National Reading Panel, 2000, identified 7 strategies to improve comprehension
7 Strategies to Improve Comprehension
-Comprehension Monitoring
-Cooperative Learning: give each person a different job
-Graphic & Semantic Organizers
-Self Questioning: asking yourself questions throughout the whole thing
-Story Structure Analysis: knowing the structure of each part of the s
Before Reading Strategies
-give background knowledge
-making connections
-giving vocabulary
-showing cover of book and asking what it is about
During Reading Strategies
-monitor comprehension
-using fix up strategies
-periodic summarizing
-take notes
-highlighting
After Reading Strategies
-recalling and summarizing
-generating questions about what the reader just read
-use knowledge in an activity
Disciplinary Literacy Instruction
many researchers believe a focus on content and disciplinary literacy, rather than strategies, is the most effective way to create engaged readers
Differences in Disciplinary Literacy
-History: think about perspective of other people
-Science: predict, observe, summarize, analyze
-English: background knowledge, figurative language, irony, satire
-Math: accuracy and precision
Basic Literacy
Being able to decode, encode and say the word on the page
-literacy has changed bc technology has advanced
-reading along the lines
Critical Literacy
*This is what we use now: moves beyond the literal meaning of the word
-make inferences
-read between the lines
Dynamic Literacy
-requires inferencing
-read across the lines and reading beyond the lines
Multiliteracies
-videos
-images
-print
greater than different types of literacies
Oral Language is more
FORMAL
Written language is...
MORE COMPLEX
-grammar and vocab are more complex
Young children use oral language skills to...
learn to read
Older children read to learn:
decoding is automatic so we focus on comprehension
GOOD ORAL LANGUAGE=
GOOD READING AND WRITING SKILLS AT A YOUNG AGE
Microstructure
Vocabulary and Syntax
-Child with good vocabulary and language skills=good reading and oral narrative skills
Macrostructure
Content Information/Content Schema
**Background Knowledge
Theory of Mind (under macrostructure)
-Interpersonal: awareness of what I am thinking
-Intrapersonal: awareness of what others are thinking
Macrostructure: NARRATIVE Overall Organization
-casual even chains or story grammars
Macrostructure: EXPOSITORY Overall Organization
Described in terms of text functions
-Descriptive: Does the text tell me what something is?
-Sequence/Procedural: Does the text tell me how to do something or make something?
-Cause/Effect: Does the text give me reasons for why something happens?
-Problem
Narrative Texts
-purpose is to entertain
-familiar schema content
-consistent text structure
-focus on character motivations, intentions, goals
-require multiple perspective taking
-can use pragmatic inferences (inference from similar experiences)
-required top down proc
Expository Texts
-purpose to inform
-unfamiliar schema content
-focus on factual information and abstract ideas
-expected to take the perspective of the writer
-expected to integrate information across texts
-requires bottom up processing (no background, have facts and yo
Microstructure Assessments
*
looking at syntax and sentence structure
*
-Terminal Unit Analysis (t-Unit)
>t-unit: main clause plus any subordinate clauses and non-clausal phrases attached or embedded in the sentence
>Mean T-Unit Score= total number of words/number of T-Units
Look at the following for microstructure assessments:
-Types of Subordinate Clauses
-Connectives: when, since, before, after, while, because, so, as, a result, if, until but, therefore, however, although, unless
-Elaboration of Noun Phrases: the two, expensive, big, white cockatoos
-Mental/Linguistic Verbs:
Macrostructure Assessments
*
VOCABULARY, CLAUSES, PHRASES
*
-Recognition/Comprehension of Content Schema:
>child tells story from wordless picture books or DVDs
>Ask comprehension questions about book or video
>Qualitative Reading Inventory-V (QRI-V)
~students retell passage and an
Macrostructure Assessment: Ability to organize schema content & text grammars
-Tell story with minimal contextual cues
>requires knowledge of content schema & text grammar schema
> can determine level of narrative development
~narrative development
~decision tree
Tests of Narrative Language
-assesses both narrative comprehension & narrative production
-looks at macrostructure & microstructure
-at ages 7-9, children should identify feelings of the character
Children with Multiple/Severe Disabilities
-literacy may be a lesser priority to parents of children with severe disabilities
-parents may be more focused on basic care needs
-some teachers believe children with severe disabilities are not capable of learning to read and write
-some teachers have
IDEA for Children with Multiple/Severe Disabilities
-must provide education in LRE
-requires all students with disabilities to participate in State Assessments (STARR)
>they have special accommodations or different versions of the test
-report cards are given to give progress of the child
-NCLB- No Child L
Literacy goals may look different for children with significant impairments:
-emergent writer goal:
"During writing with the full alphabet, student will independently activate a single message device programmed with "that's it", 3 or more time, on 3 out of 5 days."
**Work collaboratively with other professionals
Promoting Literacy in Students with ASD- The Basics for the SLP Article
-child directed
-had a lot of support
-lots of technology
-everyone worked together
Alphabetic Knowledge
What students need to know about letters!
-letter shape recognition
-letter name knowledge
-letter sound knowledge
-letter writing/selecting abilities
Teaching of Alphabetic Knowledge
-read alphabet books
-point out letters and print in the environment
-talk about letters and their sound in everyday activities
-provide opportunities to play with letter shapes and sound
-explicitly reference letter names and sounds in shared reading and
Emergent Writing
-opportunities are limited for students with significant disabilities to explore writing
-assistive technologies can support early writing efforts
Look for the "write" tool
-enlarged keyboard
-portable word processor
-AAC devices (can write on the computer)
Alternative Pencils
-color coded eye gaze pencil
-print alphabet flip chart
Enriched Writer's Workshop
-based on social interaction and cognitive theory
-mini lessons
-independent writing
-author's chair
Interactive-to-Independent (I-to-I) Model
-based on social interaction theory
-literacy is a socially constructed practice that should be accessible to all individuals regardless of abilitiy
-Levels 1-5
Definition of Writing
Written language requires that the meaning of the message be independent of an immediate reference (decontextualized)
-audience may be unknown or must be imagined by the writer
-writer does not get immediate feedback and therefore has to anticipate the am
Product is result of process:
-at word level, can be a sentence or text/paragraph
-paragraphing, capitalizing, punctuating
-suppository or narrative
-look at effectiveness
Written language production can be described from two perspectives=
PROCESS AND PRODUCT
Process
cognitive-linguistic and motor acts involved when generating written text
-planning (prewriting), organizing, drafting, reflecting, revising, and editing
-forming letters and sequences of letters into words
Product
result of the writing process
-products can be described at:
>word level
>sentence level
>text level
-also described relative to:
>writing conventions
>communication functions
>effectiveness
At the end of first grade, many children are..
CONVENTIONAL writers
-ability to produce connected discourse that can be read by someone else without too much difficulty
-most 1st grade classrooms provide opportunities for children to write at the text level
Ages 9+ Writing Development:
Learning to write genre-specific text
Learning Macrostructure of Writing
students first gain proficiency in narrative writing, followed by informative (expository) writing, then persuasive writing
Learning the Microstructure of Writing
-mid elementary through high school
>writing shows increase in frequency of later-developing syntactic forms
>frequency of these forms is higher in writing than in spoken language
-narratives show the least amount of syntactic complexity
-persuasion shows
Written Language Disorders: DSM-5
-specific learning disorder with impairment in written expression
-difficulty with written expression must persist at least 6 months despite being provided interventions
-difficulties cause significant interference with academics and daily living activiti
Skills needed to write well:
-plan: decide which ideas to convey
-organize: structure the ideas
-generate: put ideas into words, phrases, and clauses
-revise: reconsider linguistic structures so they convey what the writer intended
How can SLPs remediate different aspects of writing that are problematic given the time we have with students?
-Use a collaborative approach and focus on written curriculum demands: prioritize intervention targets
-collaboratively teach writing lessons in the classroom: LI students may not make the gains necessary to become adequate writers
-"remediate as we go":
Spelling
foundational skills needed to become a proficient speller:
-phonological awareness
-visual storage: storing images of words
-orthographic knowledge
-morphological knowledge
Spelling Assessment
-determine type of strategies a child is using or not using to spell
-collect sufficient sample of child's spellings
>dictated inventory of words
>sample of authentic writing
-norm-referenced tests available
Phonological awareness deficits
>most frequent cause of poor spelling****
>target phonological awareness skills that are related to the target error pattern
Orthographic knowledge deficits
>teach students to recognize viable and nonviable word combinations
>word sorts: effective instructional strategy
Visual Storage Deficits
>students practice identification of correctly spelled words from a list of foils
>"Picture This" strategy
Morphological Deficits
>teach students to recognize and use frequent morphological patterns
>word sorts