CSD 6614 - Cumulative Final - EXAMS
Write two original sentences that contain a nominal/noun clause. Bold the nominal/noun clause in each sentence. Follow the directions below. The verb in the nominal/noun clause of the first sentence should be a form of the verb recognize. The verb in the noun clause in the second sentence should be a form of the verb wish.
1. Collin recognized no one noticed his new haircut. 2. Tom wished that the weather would warm up.
Write two original sentences that contain an infinitive clause and bold the infinitive clause in each sentence. Follow the directions below. The infinitive verb in the first sentence should be drive. The infinitive verb in the other sentence should be explain.
1. Kelsey wants [[to drive to Subway]]. 2. The professor spoke for hours [[to explain the concept]].
Write two original sentences that contain a relative/adjective clause. Bold the relative/adjective clause in each sentence. Follow the directions below. The first one should be a subject-relative clause and should use a form of the verb run. The second sentence should contain an object -relative clause and should use a form of the verb draw.
1. The sprinter, [[who can run fast]], won the race. 2. Sally got pencils for her grandma, [[who liked to draw]].
Write two original sentences that contain an adverb clause. Bold the adverb clause in each sentence. Follow the directions below. The verb in the adverbial clause of the first sentence should be a form of the verb dry. The verb in the adverb clause in the second sentence should be a form of the verb create.
1. [[After it is dry]], you can hang up the painting. 2. [[If John created it]], he can sell it.
Write two original sentences that contain a participle clause and bold the participle clause in each sentence. Follow the directions below. The participle verb in the first sentence should be hide, used in the present participle form. The participle verb in the other sentence should be take used in the past participle form.
1. [[Hiding in plain sight]], the bug was sneaking through the grass. 2. [[Taken aback by the stunning view]], Sarah pulled out her camera.
How many T-Units are in the following excerpt from a language sample? When it had stopped raining and the river had gone back down to normal they all went and helped clean up each others' houses. And because of all the hard work together they got it done quickly. Select one: a. 1 b. 2 c. 3 d. 4
2
Minimally, for a school-age child, _____% of sentences in a representative language sample are expected to be complex sentences. Select one: a. 10% b. 20% c. 30% d. 40% e. 50%
20 %
During the initial reading stage, children make different types of substitution errors that are based on the semantics and graphic representations of words. Select one: True False
True
The reporting of diagnostic accuracy measures on norm-referenced language tests has improved considerably, however, the variability and quality of the reference standards used for calculating diagnostic accuracy are in need of improvement. Select one: True False
True
Which of the following defines sensitivity? Select one: a. How accurately a test identifies those with a disorder b. How focused a test is on one particular domain of language c. How well a test assesses those with a specific type of disorder d. How accurately a test identifies those without a disorder
a. How accurately a test identifies those with a disorder
Which of the following is a type of cohesive marker? Select one: a. Reference b. Objective c. Person d. Episodic cues
a. Reference
Which of the following are underlying issues that impact the eligibility criteria of students? Select all that apply. Select one or more: a. States vary in the standard deviation limits that they will consider b. Arbitrary cut off scores are applied to all tests c.They do not allow for individuals to receive services under multiple disability categories d. They allow too much wiggle room
a. States vary in the standard deviation limits that they will consider b. Arbitrary cut off scores are applied to all tests
Using a naturalistic school situation and observing a child for specific behaviors is an example of which type of criterion-referenced assessment task? a. Targeted observation b. Object manipulation c. Behavioral compliance d. Barrier game
a. Targeted observation
Which of the following is an example of a passive sentences? Select one: a. The contract was signed by the employee. b. The employee signed the contract. c. The contract has been signed. d. The contract had been signed.
a. The contract was signed by the employee.
Which of the following is an example of a present perfect? Select one: a. They have enjoyed the winter festivities. b. They will have enjoyed the winter festivities. c. They had enjoyed the winter festivities. d. The winter festivities were enjoyed by the family.
a. They have enjoyed the winter festivities.
Which of the following is true about children with a severe language impairment? Select one or more: a. They may still talk in complete sentences b.Their language impairment will have minimal impact on their academics c. They will be nonverbal d. They will use little to no sentences and grammatical markers
a. They may still talk in complete sentences
Which of the following is NOT something clinician's can do to help student's get the services they need in the schools? Select one: a. Utilize the scores from a single subtest to meet eligibility requirements b. Assess reading and writing c. Select assessments based on the problem d. Supplement the assessment with criterion referenced assessments
a. Utilize the scores from a single subtest to meet eligibility requirements
Poor performance on a nonword repetition task suggests difficulties in which of the following: Select one: a. phonological short term memory b. phonological speech-sound production c. phonological working memory d. phonological awareness e. all of the above
a. phonological short term memory
Working memory refers to: Select one: a. simultaneous storage and manipulation of information b. maintaining phonological information in memory for a period of time c. simultaneous use of short and long term memory d. manipulation of information from long term memory e. any memory functions that are used for language processing Feedback
a. simultaneous storage and manipulation of information
At about what age do children begin to receive more information from written sources than from oral sources? Select one: a. 11-12 years of age b. 8-10 years of age c. 4-5 years of age d. 5-7 years of age
b. 8-10 years of age
Which of the following are important aspects of instruction in Structured Literacy? Select all that apply. a. Using only predictable text b. Morphology and vocabulary c. Sentence structure d. Guessing based on context cues e. Decodable text f. Corrective feedback g. Phonemes, letter-sound relationships and syllable patterns h. Ignoring errors
b. Morphology and vocabulary c. Sentence structure e. Decodable text f. Corrective feedback g. Phonemes, letter-sound relationships and syllable patterns
Presenting an array of pictures and asking a child to identify one is an example of which type of criterion referenced assessment task? a. Behavioral compliance b. Picture/object pointing c. Grammaticality/acceptability judgement d. Targeted observation
b. Picture/object pointing
Which of the following are higher level cognitive functions? a. Socializing b. Reflecting c. Hypothesizing d. Planning e. Reasoning f. Remembering
b. Reflecting c. Hypothesizing d. Planning e. Reasoning
Syntactic errors in spontaneous speech are expected to decrease to what percent from pre-school? a. <2% b. 3-11% c. 15-20% d. 25-30%
b. 3-11%
Which of the following are conversational skills that develop gradually during the school - age years. Select all that apply. Select one or more: a. Making basic requests b. Decreasing topic maintenance c. Ability to identify and repair conversational breakdowns d. Reducing the use of factual comments e. Increasing skill with topic transitions. f. Increasing topic maintenance
c. Ability to identify and repair conversational breakdowns e. Increasing skill with topic transitions. f. Increasing topic maintenance
Identify the type of dependent clause in the following sentence. If you are allergic to peanut butter, you shouldn't eat those cookies! Select one: a. Nominal/Noun Clause b. Infinitive Clause c. Adverb Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
c. Adverb Clause
Why should speech-language pathologists utilize Curriculum Based/Related Intervention whenever possible? Select all that apply. Select one or more: a. Supports children in learning the content and skills needed for academic success b.Sets the bar low for faster rate of success c. Extends to discourse contexts d. Language learning in the same context as their peers with typical language e. Less work for the SLP, since curriculum is already prepared
c. Extends to discourse contexts, d. Language learning in the same context as their peers with typical language, a. Supports children in learning the content and skills needed for academic success
Identify the type of dependent clause in the following sentence. The casserole tasted better than I expected. Select one: a. Nominal/Noun Clause b. Infinitive Clause c. Adverb Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
comparative clause
Identify the following sentence as a simple, compound, or complex sentence. Bethany called her mom, who picked us up from the movies. Select one: a. Simple b. Compound c. Complex
complex
Identify the following sentence as a simple, compound, or complex sentence. He was happy since he passed the test. Select one: a. Simple b. Compound c. Complex
complex
Identify the following sentence as a simple, compound, or complex sentence. The big bad wolf couldn't blow down the house because the house was made of bricks. Select one: a. Simple b. Compound c. Complex
complex
What type of verb is the underlined word in the following sentence? Was the movie good? Select one: Auxiliary Verb Lexical Verb Infinitive Verb Copula Verb Modal Auxiliary Verb None of the above
copula verb
Which of the following is NOT a task that the SLP should complete prior to a speech and/or language assessment? a. Review the case history and referral b. Review medical/educational records c. Review currently academic work and samples d. Determine how much space is available on the caseload e. Inquire about reading status
d. Determine how much space is available on the caseload
Which of the following defines specificity Select one: a. How accurately a test identifies those with a disorder b. How focused a test is on one particular domain of language c. How well a test assesses those with a specific type of disorder d. How accurately a test identifies those without a disorder
d. How accurately a test identifies those without a disorder
Which of the following is a common measure of lexical diversity? Select one: a.Variation Index b. Subordination index c. Mean Length of Utterance d. Number of different words e. Number of complete and intelligible utterances
d. Number of different words
Identify the type of dependent clause in the following sentence. Greeted by the cute little kids, Becky smiled broadly. Select one: a. Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
d. Participle Clause
Fast mapping is defined as: Select one: a. The ability to accurately imitate a sentence that has been produced. b. The ability to quickly retrieve familiar sequences from memory (e.g. days of the week, names of the months) c. The ability to place words into the correct category based on themes. d. The ability to learn the basic meanings of new words from brief exposures to the new word.
d. The ability to learn the basic meanings of new words from brief exposures to the new word.
Age- or grade-equivalence scores are BEST used Select one: a. for every standardized language test given b. for every child who scores within 1 standard deviation of the mean on a language test. c. for children whose scores are below the expected range for their age d. for children whose scores are below the expected range and whose scores suggest very severe impairments
d. for children whose scores are below the expected range and whose scores suggest very severe impairments
Which area of phonological skill is specifically measured by a non-word repetition task? Select one or more: a. phonemic awareness b. phoneme manipulation c. phonemic production d. phonological memory e. word retrieval
d. phonological memory
Which of the following is NOT part of microstructure analysis of narratives. Select one: a. cohesion analysis b. sentence level grammar analysis c. lexical analysis d. story grammar analysis
d. story grammar analysis
What is the approach to reading instruction in which reading is taught in an explicit, systematic, and sequential order with multiple levels including phonemes, letter sound relationships, morphology, vocabulary, sentence structure and more? Select one: a. Typical Literacy Practice b. Skilled Reading c. Balanced Literacy d. Structured Literacy e. Whole Language
d. structured literacy
Which of the following skills is NOT typically developed during early preschool? Select one: a. Sound blending b. Rhyme awareness c. Syllable awareness d. Word awareness
d. word awareness
According to the simple view of reading, a child who demonstrates poor decoding/word recognition skills and typical language comprehension skills is likely to have which of the following. a. Developmental Language Disorder b. Autism with hyperlexia c. Typical language and literacy skills d. Dyslexia e. DLD without decoding problems
dyslexia
If a norm-referenced test DOES NOT have a normal distribution and a child's score is at the 7th percentile, how many standard deviations below the mean will his/her score be? Select one: a. .5 b. 1 c. 1.5 d. 2.0 e. Cannot tell from the information provided
e. Cannot tell from the information provided
Identify the type of dependent clause in the following sentence. She returned the ugly jacket that her brother gave her for Christmas. Select one: a. Nominal/Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
e. Relative/Adjective Clause
About 15% - 30% of children with DLD/SLI have persistent language problems that result in academic difficulties. Select one: True False
false
By the end of 4th grade, children should be able to read typical adult-length material. Select one: True False
false
Derivational morphemes that are prefixes can change the syntactic category of a word. Select one: True False
false
Metalinguistic competence is the ability to use language in a functional manner Select one: True False
false
Most multi-domain norm-referenced language tests provide clear descriptions of how composite scores are calculated and clear rationales for using their composite scores. Select one: True False
false
Sensitivity and Specificity levels of 70% on a diagnostic tool suggest that the tool has an acceptable diagnostic accuracy at a particular level or score. Select one: True False
false
The SLP should primarily work on oral speech and language skills and not literacy because readings is a completely separate area of education. Select one: True False
false
True or False Per IDEA 2004, the SLPs language assessment and intervention in the schools must target academic skills but not social skills.
false
Under IDEA 2004, the only thing a child must have to be eligible for services is a cut off score of 77 or low to qualify for services. Select one: True False
false
A child produces the sentence, "Give me the toy." What type of sentence is this? Select one: a.Imperative b.Declarative c. Interrogative d.Exclamatory
imperative
Identify the type of dependent clause in the following sentence. Harry was excited to go to Hogwarts. Select one: a. Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
infinitive clause
Identify the type of dependent clause in the following sentence. Please let Gertrude watch the movie with us. Select one: a. Nominal/Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
infinitive clause (nominal clause marked correct on exam)
What type of verb is the underlined word in the following sentence? Help your mother clean the kitchen. Select one: Auxiliary Verb Lexical Verb Infinitive Verb Copula Verb Modal Auxiliary Verb None of the above
infinitive verb
If you are assessing the 3rd person singular present tense morpheme, and you ask the child to identify if the following sentences are "good" or "not so good," what type of task are you using? The boy play soccer at the park My mom eats oatmeal for breakfast The kids cleans up after dinner Jake wears boots in the winter. Select one: a. Picture identification b. Judgment c. comprehension identification d. object manipulation e. elicited production f. behavioral compliance
judgement
What type of verb is the underlined word in the following sentence? Will you please drop Jimmy off at school on your way to work? Select one: Auxiliary Verb Lexical Verb Infinitive Verb Copula Verb Modal Auxiliary Verb None of the above
lexical verb
What type of verb is the underlined word in the following sentence? Where should I go on vacation? Select one: Present Perfect Auxiliary Verb Past Perfect Auxiliary Verb Modal Auxiliary Verb Auxiliary Be Verb Auxiliary "Do" Verb None of the above
modal auxiliary verb
Which word in the following sentence is a modal auxiliary verb? I must finish this paper. Select one: I Must Finish This Paper None of the above
must
A non-word repetition task provides a measure of which language component? a.Receptive language b. Expressive language c. Neither d. Both
neither
Identify the type of dependent clause in the following sentence. Henry wondered if he would ever get a girlfriend. Select one: a. Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
noun clause
Instructing a child to Show me "The the cat was chased by the mouse" is an example of which type of criterion-referenced assessment task? a. Targeted observation b. Behavioral compliance c. Grammaticality/acceptability judgement d. Object manipulation
object manipulation
Identify the type of dependent clause in the following sentence. Sitting in the comfy chair, I read for three hours. Select one: a. Nominal/Noun Clause b. Infinitive Clause c. Adverbial Clause d. Participle Clause e. Relative/Adjective Clause f. Comparative Clause
participle clause
Which word in the following sentence is a lexical verb? Terry may not run the marathon in August. Select one: Terry May Not Run The Marathon In August None of the above
run
Giving a child two or more sentences and asking the child to use them to create a new sentences is an example of which type of criterion-referenced assessment task? a. Sentence combining b. Sentence generating c. Cloze sentence completion d. Grammaticality/acceptability judgement
sentence combining
Which word in the following sentence is a present participle? The shining stars sparkled in the night sky. Select one: The Shining Stars Sparkled In The Night Sky None of the above
shining
Identify the following sentence as a simple, compound, or complex sentence. The baby with colic cried all night. Select one: a. Simple b. Compound c. Complex
simple
A child does not need to meet the criteria for speech or language impairment to receive speech-language pathology services as a related service if the IEP team determines that services are needed. Select one: True False
true
A test with a smaller Standard Error of Measurement (SEM) will provide a more precise estimate of a student's true score on the test than a test with a larger SEM. Select one: True False
true
Diagnostic category and eligibility are separate concepts and do not always coincide. Select one: True False
true
On a normally distributed curve, -1.25 sd will be at the 10th percentile. Select one: True False
true
Roger Q. Publik, who is 9;7 was given the Totally Awesome Test of Language (TATL)-Form A and his standard score was 73 in September. The SEM on the TATL is +/-4. In May, he was given the TATL-Form B, but this time he scored an 82. Roger's score in May indicate significant improvement in his performance on the test. True or False? Select one: True False
true
The SLP should adjust curriculum-based/curriculum related intervention to the developmental needs of the specific child that they are providing with speech and language intervention. Select one: True False
true
The purpose of a speech and/or language screening is to determine whether or not an individual should receive a speech and/or language evaluation. Select one: True False
true
True or False The Language Literacy Network is a multi-component model of the relationship between the components of spoken language comprehension and expression and reading and writing.
true
True or False When working with school-age children with language disorders, both spoken and written language should be included in assessment and intervention, activities if both of those skills are developmentally appropriate for the particular child.
true
A secondary language impairment may be due to each of the following EXCEPT: Select one: a. Intellectual disability b. Tumors c. Autism d. Down Syndrome e. William's Syndrome
tumors
According to McGregor (2020) in How we fail children with DLD, there are 4 primary reasons why children with DLD are underidentified. Identify and briefly describe two of these reasons and briefly summarize the proposed solution for each one that you have selected to discuss.
DLD is an unknown disorder DLD is a hidden impairment Outdated Policies Constrain Equitable Access to Services Educational Culture Constrains THe Dx of DLD
Name/describe 3 types of syntactic constructions that are characteristic of literate language?
Elaborated Noun phrases (Multiple adjectives; Post nominal modification w/ past participle prepositional phrases Complex sentences (dependent/subordinate clauses); Subordinating conjunction use/ Embedded clause Perfect Forms (have, has, had + past participle Passive Sentences Increased use of less common adverbs (does not really include the very common ones such as not, really and very) Adverbial conjuncts "Literate language often uses complex syntax. Three characteristics that are used in complex syntax include post-nominal modifications with a past participle, use of perfect forms, and dependent clauses with subordinating conjunctions. Post-nominal modifications with a past participle is following the noun with more descriptive information to help give the reader more background. For example, "a kitchen utensil called a fork". Perfect forms are language describing when something has, had, or will have happened. An example of a past perfect form would be: "Jan had brought the dip." Using a dependent clause with a subordinating conjunction adds additional information to the clause. An example of this "When the clock strikes, consequently it will be too late.""
Producing a sentence and asking the child to turn it into a question provides a measure of which language component? a.Receptive b. Expressive
Expressive
Asking a child to describe a given picture provides a measure of which language component? a. Receptive language b. Expressive language c. Both d. Neither
Expressive language
During Reading Stage 4 (Multiple Viewpoints), students are beginning to shift from learning to read to reading to learn. Select one: True False
False
Figurative language only occurs rarely in children's and adolescents' productive language. Select one: True False
False
True or False Averaging nonverbal and verbal cognition scores gives SLPs a good measure of the child's intellectual abilities that are not impacted by language impairment.
False
When reading books, most preschool children are naturally interested in the printed words on the page. Select one: True False
False
Explain the difference between finite and non-finite clauses.
Finite clauses contain a verb that has tense and agreement and that verb will have a subject. Non-finite clauses will have an infinitive verb, or a participle verb. Those verbs are not tensed and they do not have subjects.
Which of the following are a means by which school-age children typically learn new words? a. Using written or spoken context cues b. Direct instruction from a more knowledgeable source c. Watching and listening to parents talk about common objects in the environment d. Morphological analysis e. Reading easy books
The correct answers are: Direct instruction from a more knowledgeable source, Using written or spoken context cues, Morphological analysis
Select the characteristic(s) of narrative discourse. a. Tends to be primarily dialogue b. Highly contextualized in the here and now c. Has reduced situational support d. Has a culturally determined structure e. Is predictive of school success f. Tends to be more formal than conversation
The correct answers are: Has reduced situational support, Has a culturally determined structure, Tends to be more formal than conversation, Is predictive of school success
Which of the following are considered disability categories under IDEA 2004? Select all that apply. Select one or more: a. Intellectual Disability b. Autism Spectrum Disorder c. Hearing Impairment d. Visual Impairment e. Speech or Language Impairment f. Specific Language Impairment g. Childhood Aphasia h. Disability of Unknown Cause
The correct answers are: Intellectual Disability, Autism Spectrum Disorder, Hearing Impairment, Visual Impairment, Speech or Language Impairment
Indicate the morphemes included in this utterance. Choose all that apply. When he was talking on the phone, he burned the chicken. Select one or more: Progressive marker Plural marker Prepositions in and/or on Possessive marker Regular past tense marker Irregular past tense Third-person singular marker Article Copula 'be' Auxiliary 'be' Irregular third-person singular marker None of Brown's grammatical morphemes used
The correct answers are: Progressive marker, Prepositions in and/or on, Regular past tense marker, Article, Auxiliary 'be'
Indicate the morphemes included in this utterance. Choose all that apply. There was a little girl with a little tiny dog that looked kind of weird. Select one or more: Progressive marker Plural marker Prepositions in and/or on Possessive marker Regular past tense marker Irregular past tense Regular third-person singular marker Article Copula 'be' Auxiliary 'be' Irregular third-person singular marker None of Brown's grammatical morphemes used
The correct answers are: Regular past tense marker, Article, Copula 'be'
Which of the following is an example of a past perfect? Select one: a. By the end of the trip, the women had backpacked over 20 miles. b. By the end of the trip, the women will have backpacked over 20 miles. c. By the end of the trip, the women has backpacked over 20 miles. d. Twenty-miles were backpacked by the women.
a. By the end of the trip, the women had backpacked over 20 miles.
Saying the sentence "I have one dog but Kathy has two ___" then pausing, is an example of which type of criterion-referenced assessment task? a. Cloze sentence completion b. Behavioral compliance c. Grammaticality/acceptability judgement d. Sentence generation
a. Cloze sentence completion
Indicate the morphemes included in this utterance. Choose all that apply. She made up her mind what she wanted, a happy meal with some coke and then a ice cream thingy. Select one or more: Progressive marker Plural marker Prepositions in and/or on Possessive marker Regular past tense marker Irregular past tense Regular third-person singular marker Article Copula 'be' Auxiliary 'be' Irregular third-person singular marker None of Brown's grammatical morphemes used
The correct answers are: Regular past tense marker, Irregular past tense, Article
An acquired language impairment may be due which of the following. Select all that apply Select one or more: a. Cerebral Palsy b. Tumors c. Autism d. CVA/Stroke e. Traumatic Brain Injury f. Developmental Language Disorder g. Infection in the Brain
The correct answers are: Tumors, CVA/Stroke, Traumatic Brain Injury, Infection in the Brain
A print to speech approach to literacy focuses on encoding and then transfers those skills to decoding. Select one: True False
True
By the end of Kindergarten, children with typically developing language skills should have mastered most of the inflectional morpheme system. Select one: True False
True
During Reading Stage 2 (Confirmation, Fluency & Ungluing from Print), students demonstrate increased fluency with familiar texts. Select one: True False
True
You are working in a private practice. You are in the process of evaluating a new client. Cassie, a 9-year-old, was given "The Totally Awesome Test of Language" (TATL), which addresses all 5 domains of language to certain degree, at the word and sentence level. Her standard score was 80, which is at the 9th percentile. Her highest scores were on following directions and identifying named vocabulary words. She made some errors in inflectional morphology. She had particular difficulty in semantic relationships and producing syntactically correct sentences. NOTE: Keep in mind that I am NOT asking you to make an eligibility judgement but a clinical diagnostic judgment, based on the data, about her test results and your next steps. What will you tell her parents about her performance on the test? Does it suggest a language problem or not? Explain what your next steps in the evaluation process would be and why? Be sure to include what areas or skills you may want to still assess or assess in more detail.
"I would begin by explaining to the parents what a percentile score is. This is a rank score in which it tells what percentage of students her age scored lower than her. In this case it was only 9% of children scored lower than her. This means that Cassie is a significant number of standard deviations away from the average mean score. The other difficulties that were noted (inflectional morphology, semantic relationships, syntactically correct sentences) could possibly be indicators of a language impairment. Because of this I would like to give Cassie some more specific criterion-referenced tests that allow me to see her individuals skills more specifically. I would like to look at her morphological awareness and specifically the use of inflectional and derivational morphemes since at age nine she would have already mastered the use of inflectional morphemes. I would like to look at her ability to categorize words into groups and her depth of meaning of words. The production of complex sentences, including passive sentences or sentences with embedded clauses would also be an area of interest. After these assessments we can then have more data to see if she meets eligibility for intervention services regarding language impairment." comment: Further assessment should include language sample his means that Cassie is a significant number of standard deviations away from the average mean score.--> not necessarily. I would like to look at her morphological awareness and specifically the use of inflectional and derivational morphemes since at age nine she would have already mastered the use of inflectional morphemes. --> but she hasn't, he still had errors at age 9.
Explain how phonological processing difficulties can impact reading development.
"When students have strong phonological processing skills they will be able to smoothly develop reading skills as they proceed through the reading stages into higher elaborate reading content." --> Yes, but need to explain why. Answers will vary but should relate to identifying individual sounds and the concept of words being composed of individual sounds even though we speak in whole words. That allows for the concept of letters /graphemes representing sounds, but phonemic awareness sets the stage for that is needs to come first so there is a bases for the relationship between sounds and letters. A key aspect is the link between phonological processing allowing us to break down words into sounds and how that is required for reading, especially as we expect kids to break up the letters of a word into sounds. It's important to be able to explain that relationship so that parents and teachers will understand and value how these skills are related. See the CTOPP Class activity example & comments.
Based on Porter, K. L., Oetting, J. B., & Pecchioni, L. (2020). Caregivers' perceptions of speech-language pathologist talk about child language and literacy disorders, describe the most striking result of the study for you, why it is important to take into consideration when working with families, and how this may influence your future practice. Your response should be 4 to 6 sentences long.
"Within this article, it was made very clear by the parents that they wished to have an explanation of long-term effects or future expectations to have with their child's present language disorder. This clarity helped them feel more involved and gave them a sense of realistic goals. I have seen this with my own brother with a disability, you feel a lot more informed and involved when specific understanding of what to expect is set into place. I would like to prioritize giving clear predictive information, as well as diagnosis and how the family can be involved." Recommendations for future practice should be more specific and include the academic and literacy impact of language problems.
In the following sentence please indicate the number of finite clauses in the sentence, the total number of clauses, the subordination index number, identify the main clause with its verb and subject, and each dependent clause with its type, verb, and subject. Caleb wanted to meet the star of the play that we saw at school yesterday. Please use the following format for your answer: # of finite clauses: Total # of clauses: The SI # (subordination index number that would be assigned to this T-unit in a language sample: Independent clause: verb- subject - Dependent clause- type-verb- subject -
# of finite clauses: 2 Total # of clauses: 3 The SI # (subordination index number that would be assigned to this T-unit in a language sample: 2 Independent clause: Caleb wanted to meet the star of the play (that we saw at school yesterday.)verb- wanted subject - Caleb Dependent clause- that we saw at school yesterday.type-adjective/relative verb- saw subject - we Dependent clause- to meet the star of the play (that we saw at school yesterday.)type- infinitive verb-to meet subject-none
Describe the morphosyntactic characteristics of children with DLD with respect to inflectional morphology. Make sure that you make a distinction between tense and non-tense inflectional morphemes. Indicate which category is more likely to present a persistent problem in DLD? Make sure your answer describes and provides at least 2 correct examples of tense inflectional morphemes and at least 2 correct examples on non-tense inflectional morphemes. Make sure you describe the nature/the type of the errors that they most frequently exhibit when they have difficulties with inflectional morphemes.
- inflectional morphology, especially tense morphology - any of the tense morphemes with accurate examples (-progressive -ing isn't a tense morpheme) - the most common errors are omissions of tense-related morphemes
List at least 4 syntactic characteristics often exhibited by children with DLD/SLI. To demonstrate that you understand the concept of each characteristic you named, provide an example of each one.
1. A child with DLD may have case errors. A specific example of this is that they may not know the correct time to use plural or singular pronouns. "Shes went to the store." Instead of, "They went to the store." 2. A child with DLD may have difficulties learning new verbs. They may struggle understanding more complex verbs like using "sprinted" versus "ran". It will often take them longer to learn new verbs than their typical peers. 3. A child with DLD may have difficulties with sentences containing the Wh-movement. They may have difficulty understanding or producing repsonses where the wh-word moves from the beginning of a question to within a sentence. For example, "Who is predicted to win? Sammy, that really fast horse right there, is who the man predicted to win this race." The child may get confused seeing as who is not right by Sammy, which is the answer to the question. 4. A child with DLD may have difficulties producing and comprehending complex sentences. This could mean that instead of using complex syntax to combine information into one sentence, they may need multiple sentences to get the point across. Instead of "As soon as we finish, we can have dessert, which is the yummy pie that grandma makes." A child with DLD may say something like this, "We can have dessert. We can have it when we finish. The dessert is pie. My grandma makes the pie." Comments
List 3 specific semantic characteristics that are often exhibited by children with DLD/SLI. To demonstrate that you understand the concept of each characteristic you named, provide an example of each one.
1. A child with DLD may struggle with word-finding difficulties. This often leads to the use of more indefinite language. For example, a child may lose their toothbrush and is asking for help to find it, but can not remember the word toothbrush. "Mom, can you help me find my teeth-thing?" 2. A child with DLD may exhibit difficulties with understanding abstract words. For example, a child may struggle understanding the word "think". Since "think" is not a concrete term a child can't hold it or see it, therefore making it more difficult to understand the meaning of it. 3. A child with DLD may struggle with categorization of words. They will not understand the concept that some words have similarities and can be sorted into categories. For instance, if child struggled with categorization they may have difficulties listing a variety of farm animals.
How many T-Units are in the following excerpt from a language sample? (OK uh Dr su* um) Dr_De_Soto (um) was a little mouse and (he worked um) he worked with patients that are (a*) other animals and (um an* um hm um) he work/ed on large animals and little animals. Select one: a.1 b.2 c.3 d.4
3
Bethany, an 8-year-old, was given "The Totally Awesome Test of Language" (TATL), which addresses all 5 domains of language. Her standard score was 95, which is at the 37nd percentile on this test that has normally distributed standard scores. She had some variations in her subtest scores, but nothing that stood out as much better or poorer than other areas. What will you tell her parents about her performance on the test? Does her performance on the test itself suggest a language problem or not? Explain briefly. Does this child likely need additional assessment? (Keep in mind that I am NOT asking you to make an eligibility judgement).
37th I would tell her parents that she scored very near the mean for her age, she is clearly within 1 sd of the mean. She scored better than 37% of the rest of the children. I woul also explain that there is a large range of typical and a very larger number of children are in that range. If there are no other reasons to suspect a problem, the no further assessment would be warranted.
The percentage of kindergarteners with specific language impairment is approximately ____. Select one: a. 2% b. 4% c. 7% d. 10% e. 15%
7%
In the following sentence please indicate the number of finite clauses in the sentence, the total number of clauses, the subordination index number, identify the main clause with its verb and subject, and each dependent clause with its type, verb, and subject. After the hero guy crashed into the wall, he still climbed out to help the guys who yelled, "Dude save us." Please use the following format for your answer: # of finite clauses: Total # of clauses: The SI # (subordination index number that would be assigned to this T-unit in a language sample: Independent clause: verb- subject - Dependent clause- type-verb- subject -
After the hero guy crashed into the wall, he still climbed out to help the guys who yelled, "Dude save us." # of finite clauses: 4 Total # of clauses: 5 The SI # (subordination index number that would be assigned to this T-unit in a language sample: 4 Independent clause: he still climbed out to help the guys (who yelled, "Dude save us.")verb- climbed (out)subject - he Dependent clause- After the hero guy crashed into the wall type-Adverb verb- crashed subject - the hero guy Dependent clause- to help the guys (who yelled, "Dude save us.")type- infinitive verb-to help subject-none Dependent clause- who yelled, "Dude save us."type- adjective/relative verb-yelled subject-who Dependent clause- Dude save us type- Noun verb-save subject- Dude
What type of verb is the underlined word in the following sentence? My Friends were watching a documentary. Select one: Auxiliary Verb Lexical Verb Infinitive Verb Copula Verb Modal Auxiliary Verb None of the above
auxiliary verb
At what grade level do we expect students to begin to be able to engage in phoneme manipulation? Select one: a. Kindergarten b. after 4th grade c. 2nd grade d. Preschool
C. 2nd grade
What are the characteristics of a word finding problem in children? Make sure that you differentiate it from just a lack of vocabulary knowledge. How would determine whether a child has a word finding problem if you don't have a test that formally assesses word finding? Answer text
Characteristics •$receptive & expressive vocab are very different (identification of the same words is better receptively than expressively) •Use of indefinite vocabulary,circumlocutions, & non-stuttering type dysfluencies, Need to distinguish from just being unfamiliar with the words. If word finding, should be able to identify the words even if can't name them How to determine Compare receptive and expressive skills on the same words (if they say this, this one is enough) Or at least two of the following evaluate language sample for symptoms of Word finding problems. possible Subtests of tests Look ate Category membership in naming tasks •Probe to identify if semantic or phonological cues assist in retrieval. Evaluate RAN (quickly producing well known sequences like days of week, months, etc.)
Describe how dynamic assessment, a criterion-referenced assessment procedure, can be used to help assess the language learning skills of a child who is an English Language Learner (ELL) in the area of word learning. The goal is to help determine whether the child is an English Language Learner (ELL) in need of more exposure to English, or whether the child is having difficulties with language (regardless of the specific language) and may have a language impairment. Include the types of responses you expect from the child and provide an example(s). Make sure that you are not simply describing an observation of the child. You need to include the specific components of dynamic assessment.
Full credit needs to include the following components/concepts. Dynamic Assessment using test-teach-retest can help differentiate we're learning difficulties from lack of exposure to English. A child with lack of exposure due to only a short period of English language experience will demonstrate fairly good word learning if the teaching is adequate, while a child who is having word learning difficulties are not likely to be able to demonstrate word learning even after being given active engagement/teaching.They will be less likely to demonstrate retention of the word learning. Need to include the specific components; Test - teach- retest: Test for knowledge of a set of words (can't be just 1 word, you can give an good example of how specific word would be taught but you need to indicate that a set of words would be the target, not an individual word) If performance is below expectations, teach the word via active engagement (not just giving a definition; can provide definition and description, using it in context multiple times, having the child use it, etc.), come back at a later time (not just right after teaching) to test for retained knowledge. Example: Child's grade is going to learning about the solar system so we are targeting those words. Using a model solar system I would provide the word "orbit" and I would give the child the definition and we would act out different planets orbiting the sun and the moon orbiting the earth and we would stand up and orbit our desks. We would say sentences using the word correctly. During the next session I would have the child act out (expected response) the words we taught about the solar system.
What are 2 pragmatic characteristics of literate language?
Functional Flexibility with various forms of discourseHigher level conversational skillsNarrative skills (of various types)Expository skills (of various types)
Given the word "stop," Logan is able to make the first sound the last sound of the word to produce "tops" Logan is demonstrating which phonemic awareness skill? Select one: a. Phoneme segmentation b. Phoneme concatenation c. Phoneme manipulation d. Phoneme deletion e. Phoneme blending
Phoneme Manipulation
James is an 11-year-old who to whom you administered the CELF-5. You noticed that he seemed to have difficulty on the formulated sentences subtest, especially with subordinating conjunctions. His language sample indicated very limited use of complex sentences. You would like to determine whether he is able to create complex sentences, if given support. Create a targeted criterion referenced probe that will clearly indicate whether or not he is able to produce complex sentences. Provide a description of the task and examples of the verbal stimuli you could use (if you would use nonverbal stimuli, describe that as well). See specific questions below: Describe the task or activity would you use that would ensure an attempt at subordinating conjunctions in complex sentences (note that a language sample does not guarantee evidence of complex sentence production). Provide at least 2 sets of sample verbal stimuli (words, phrases, sentences) that you could use. If you would use visual stimuli, include that as well. Explain how you would use the data that you collect in this criterion-referenced assessment.
Ideal response is a task in which the child combines two clauses with a subordinating conjunction. Narratives, descriptions, etc. are not probes. They don't facilitate complex sentences specifically. Comprehension tasks don't give information about whether or not a child can produce complex sentences. A probe elicits a specific type of response. Need to set up a situation that actually facilitates a complex sentence. A close procedure only indicates whether the child can complete a complex sentence not whether they can create a complex sentence. This is ok as a first step (partial credit). Ideal response is a task in which the child combines two clauses with a given subordinating conjunction.
Lucas is a kindergartener who is able to say that the word "blue" is made up of the sounds /b/, /l/, and /u/. The skill that he is demonstrating is called: Select one: a. Phoneme manipulation b. Onset awareness c. Phoneme segmentation d. Phoneme counting e. Phoneme blending
Phoneme segmentation
In the following sentence please indicate the number of finite clauses in the sentence, the total number of clauses, the subordination index number, identify the main clause with its verb and subject, and each dependent clause with its type, verb, and subject. Kiley wondered what would happen if she dug for buried treasure in her backyard. # of finite clauses: Total # of clauses: The SI # (subordination index number that would be assigned to this T-unit in a language sample: Independent clause: verb- subject - Dependent clause- type-verb- subject -
Kiley wondered what would happen if she dug for buried treasure in her backyard. # of finite clauses: 3 Total # of clauses:3 The SI # (subordination index number that would be assigned to this T-unit in a language sample:3 Independent clause: Kiley wondered what would happen (note that if she dug for buried treasure in her backyard is an adverb phrase, end it can be moved out of the noun clause to the beginning of the sentence, and so it's not part of the independent clause)verb- wonderedsubject - Kiley Dependent clause- what would happentype-Nounverb- would happensubject - what Dependent clause- if she dug for buried treasure in her backyard.type- Adverbverb-dugsubject-she
What type of verb is the underlined word in the following sentence? He is running for president. Select one: - Auxiliary be Verb - Copula be Verb - None of the above
None of the above
Describe and explain the relationship between phonemic awareness and the phoneme-grapheme correspondence skills that are required for reading decoding. Please note that stating that there is a relationship without providing an explanation isn't an adequate response to this question.
Phonemic awareness skills lead children to be aware of the individual speech sounds in the language they speak, and allows the child to be aware of each sound in a word/syllable and how those sounds relate to each other. A child must have developed at least some phonemic awareness skills before they can start decoding. (Phonemic awareness skills can continue to develop while the child develops decoding skills.) Decoding involves translating the graphemes into phonemes, (and vice versa), and is supported by first understanding that phonemes are individual speech sounds that can be represented by graphemes or combinations of graphemes (phoneme-grapheme correspondence). Therefore, the child must be aware of the phonemes in his/her language before being able to begin to decode words in print.
Describe/define phonological processing in terms of the cognitive abilities it involves. This should be a definition. This item is NOT asking about specific tasks that use phonological processing or examples of phonological processing skills.
Phonological processing is the ability to perceive, store, retrieve, and manipulate speech sounds. This means that we can hear hear speech sounds and take them into our memory. This allows us to process and understand the appropriate time to then retrieve the sounds and produce them. The skill of manipulating these sounds allows us to be able to form new syllables, words, and sentences. Phonological processing is a large process that allows us to learn speech sounds and use them in language contexts.
In the following sentence please indicate the number of finite clauses in the sentence, the total number of clauses, the subordination index number, identify the main clause with its verb and subject, and each dependent clause with its type, verb, and subject. My daddy is building a brand new tree house for me in the big tree in my yard. Please use the following format for your answer: # of finite clauses: Total # of clauses: The SI # (subordination index number that would be assigned to this T-unit in a language sample: Independent clause: verb- subject - Dependent clause- type-verb- subject -
Please note that this sentence does not have any dependent clauses in it. It only has one verb so it can only have one clause and that will be the main clause My daddy is building a brand new tree house for me in the big tree in my yard. # of finite clauses: 1 Total # of clauses: 1 The SI # (subordination index number that would be assigned to this T-unit in a language sample: 1 Independent clause: My daddy is building a brand new tree house for me (in the big tree in my yard.)verb- is building subject - My daddy
Describe the relationship between phonemic awareness and phonological awareness.
Possible Full Credit Answer #1 Phonological awareness is the overall awareness of the sound system of a language and its units, sentence, word, syllable sound) Phonemic awareness is part of phonological awareness but is more specific to/at the level of individual phonemes and the ability to segment, blend, identify, count and manipulate them. Possible Full Credit Answer #2 Phonological awareness is an umbrella term for overall awareness of the sound system of the language at multiple levels including sentence, word, syllable, sound. Phonemic awareness specifically refers to the understanding of individual sound/phonemes as units of words. Possible Full Credit Answer #3 Phonological awareness is an umbrella term for overall awareness of the sound system of the language at multiple levels including sentence, word, syllable, sound. Phonemic awareness specifically refers to the understanding that phonemes represent individual units of sound and that words can be broken up into those units even though they are merged when spoken.
What are 2 semantic characteristics of literate language?
Possible answers: Increased level of vocabulary, increased specificity and sophistication Less use of nonspecific words Topic/Discipline specific vocabulary Increased & productive use of derivational morphemes with various word roots/bases Mental and Linguistic verb use
Which of the following IS NOT an executive function that undergoes significant development during adolescence? Select one: a. Short term memory b. Self-regulation c. Planning d. Problem solving e. Organizing complex tasks
Short Term Memory
Indicate whether the following items are consistent with Norm-referenced assessment tools, criterion-referenced assessments tools, both, or neither. (Choose...Both Norm-referenced assessment tools, Neither, Criterion-referenced assessment tools) Are used to compare an individual's language performance to that of a sample group who were given the same test. Are used to identify if an individual is significantly different from the group to which they are compared Need to be administered and scored in a specific manner for all individuals Can be useful in determining the existence and nature of a language disorder Should be administered at the beginning of each academic year to all children suspected of a language disorder Can be compared to developmental norms Can be either standardized or unstandardized Consist of procedures devised to examine a particular form of communication behavior Are devised to determine if a child can perform particular skills or attain a particular level of performance Must be standardized Should generate specific data Can establish baseline functioning in particular skills Can generate a standard score in comparison to the mean performance of others of similar characteristics Can help establish the zone of proximal development for a particular language skill. Assist in the diagnosis of language impairments
The correct answer is: Are used to compare an individual's language performance to that of a sample group who were given the same test. → Norm-referenced assessment tools Are used to identify if an individual is significantly different from the group to which they are compared → Norm-referenced assessment tools Need to be administered and scored in a specific manner for all individuals → Norm-referenced assessment tools Can be useful in determining the existence and nature of a language disorder → Both Should be administered at the beginning of each academic year to all children suspected of a language disorder → Neither Can be compared to developmental norms → Criterion-referenced assessment tools Can be either standardized or unstandardized → Criterion-referenced assessment tools Consist of procedures devised to examine a particular form of communication behavior → Criterion-referenced assessment tools Are devised to determine if a child can perform particular skills or attain a particular level of performance → Criterion-referenced assessment tools Must be standardized → Norm-referenced assessment tools Should generate specific data → Both Can establish baseline functioning in particular skills → Criterion-referenced assessment tools Can generate a standard score in comparison to the mean performance of others of similar characteristics → Norm-referenced assessment tools Can help establish the zone of proximal development for a particular language skill. → Criterion-referenced assessment tools Assist in the diagnosis of language impairments → Both
According to Stanford (2020) The school-based SLP's role in diverting the school-to-confinement pipeline for youth with communication disorders) and and other sources, including the US Department of Education Office of Civil Rights, why do zero-tolerance policies have a greater impact on non-white children with communication disorders than white children? Select one or more: a. Non-white children's dialects make them not understand what zero-tolerance means b. Zero-tolerance policies are rarely implemented in majority white schools and are more often implemented in low-income urban schools in which the population is primarily non-white. c. White children have fewer behavior problems d. Children with disabilities are more often Black or Latinx.
The correct answer is: Zero-tolerance policies are rarely implemented in majority white schools and are more often implemented in low-income urban schools in which the population is primarily non-white.
For the following sentence, match each underlined word with the correct syntactic category. The ice cream is delicious but it is very sweet. is: very: delicious: The: but:
The correct answer is: is → Copula Verb very → Adverb delicious → Adjective, The → Article, but → Conjunction
For the following sentence, match each underlined word with the correct syntactic category. My brother nervously paced in the hall while waiting for his wife to come home. Nervously: for: his: paced:
The correct answer is: nervously → Adverb for → Preposition his → Pronoun paced → Lexical verb
For the following sentence, match each underlined word with the correct syntactic category. (Choose...Conjunction, Noun, Copula Verb, Lexical Verb, Preposition, Article, Adverb, Adjective, Pronoun, Auxiliary Verb) If you cook dinner I will wash the dishes. if: wash: dinner:
The correct answer is: If → Conjunction, wash → Lexical Verb, dinner → Noun
In the following sentence, the underlined pronoun demonstrates which type of pronoun case error? They think him is cool. Note: As a reminder, case refers to a noun or pronoun's role in the sentence. There is some variability in the terminology used. Please use the reference below for clarification. The terms below are essentially equivalent. Subjective = Nominative Objective = Accusative Possessive = Genitive Select one: a. Objective for subjective (= Accusative for nominative) b. Objective for possessive (= Accusative for genitive) c. Possessive for subjective (= Genitive for nominative) d. Possessive for objective (= Genitive for accusative) e. Subjective for objective (= Nominative for accusative) f. Subjective for possessive (= Nominative for genitive) g. None of the above
The correct answer is: Objective for subjective (= Accusative for nominative)
For the following sentence, match each underlined word with the correct syntactic category. (Choose...Adjective, Lexical verb, Auxiliary Verb, Conjunction, Preposition, Pronoun, Article, Copula Verb, Noun, Adverb) What should I order? what: should: I: order:
The correct answer is: What → Pronoun, should → Auxiliary Verb, I → Pronoun, order → Lexical verb
Please match the following pronouns to the correct person, number, and case. Subjective = Nominative Objective = Accusative Possessive = Genitive (Choose...Them, We, It, His, You, Your, I, Him, Their, She, Her, My, Us, Me) second person singular subjective/nominative first person singular possessive/genitive case second person plural possessive/genitive case third person plural objective/accusative case Second person singular or plural objective/accusative case third person singular objective/accusative case (feminine)
The correct answer is: second person singular subjective/nominative → You, first person singular possessive/genitive case → My, second person plural possessive/genitive case → Your, third person plural objective/accusative case → Them, Second person singular or plural objective/accusative case → You, third person singular objective/accusative case (feminine) → Her
What type of categories are the easiest to learn because they are encountered in highly contextualized situations? Select one: a. feature-based categories b. thematic categories c. phonological categories d. morphological categories e. randomized categories
The correct answer is: thematic categories
Which of the following is NOT an example of INTRAsentential growth. Select one: a. increased use of coordinate clauses b.Increased sentence growth c. Increased use of subordinate clauses d. use of cohesive devices across utterances e. increased use of low frequency syntactic forms
The correct answer is: use of cohesive devices across utterances
Under the CATALISE Consortium Consensus Statements, which of the following would exclude a child from being diagnosed with Developmental Language Disorder (DLD)? Select all that apply. a. A non-verbal IQ of 60 b. A speech-sound disorder c. ADHD d. Autism e. Deafness f. receptive language scores that are lower than expressive language scores g. A history of stroke at age 4 h. A nonverbal IQ score of 80 i. Dyslexia
The correct answers are: A non-verbal IQ of 60, Autism, Deafness, A history of stroke at age 4
Which of the following statements about normative samples for norm-referenced tests is/are true: Select all that apply. a. Norm-referenced tests should have a normative sample composed of at least 100 children at each age level in order to be considered adequate. b. Norm-referenced tests should have a normative sample composed of at least 50 children in each scoring group in order to be considered adequate c. Norm-referenced tests should have a normative sample composed of at least 50 children at each age level in order to be considered adequate. d. Norm-referenced tests should have a normative sample composed of at least 75 children at each scoring group in order to be considered adequate. e. Norm-referenced tests should minimally present demographic information on the age/grade, gender, SES/parent education level, race & ethnicity and geographic region of the participants in the normative sample. f. Norm-referenced tests should minimally present demographic information on the age/grade, gender, and race & ethnicity of the participants in the normative sample.
The correct answers are: Norm-referenced tests should have a normative sample composed of at least 50 children in each scoring group in order to be considered adequate, Norm-referenced tests should minimally present demographic information on the age/grade, gender, SES/parent education level, race & ethnicity and geographic region of the participants in the normative sample.
Which of the following are practices of the Structured Literacy Approach (as compared to typical literacy practices)? a. When students read text orally, they are encourages to look carefully at printed words and apply decoding skills to unfamiliar words. b. Phonics approach is synthetic (parts to whole). Students should learn sounds for common letters and letter patterns (e.g., sh, -ck) and how to blend them (phoneme blending). c. Phonics approach may be synthetic, but is often analytic (whole to parts) or decoding by analogy (e.g., "word families"). d. Higher levels of literacy are explicitly and systematically taught (e.g. sentence structure, paragraphs, discourse), including prerequisite skills. e. Phonics skills are usually taught but not emphasized, even for beginners. Teaching is often not highly explicit or systematic. Prerequisite skills may not be taught first. f. Some higher levels of literacy may be explicitly taught but usually not systematically and not with strong attention to prerequisite skills. g. When students read text orally, some errors may be overlooked, especially if they do not greatly alter meaning. Teacher feedback to errors may emphasize sentence content or pictures rather than consistent application of decoding skills.
The correct answers are: b. Phonics approach is synthetic (parts to whole). Students should learn sounds for common letters and letter patterns (e.g., sh, -ck) and how to blend them (phoneme blending)., When students read text orally, they are encourages to look carefully at printed words and apply decoding skills to unfamiliar words. , d. Higher levels of literacy are explicitly and systematically taught (e.g. sentence structure, paragraphs, discourse), including prerequisite skills.
Which of the following tasks can be used to evaluate phonological processing skills. Select all that apply. a. identifying the first and last sounds of a word b. accurately producing phonemes at age level expectations c. non-word repetition d. rapid auditory naming e. repeating digits forward f. conversational speech sample g. defining words h. blending
The correct answers are: c. non-word repetition, d. rapid auditory naming, a. identifying the first and last sounds of a word, h. blending e. repeating digits forward
Which of the following types of words characterize vocabulary growth during adolescence? Select all that apply. a. Qualificatives b. Technical terms related to curriculum content c. Multiple meaning words d. Advanced adverbial conjuncts e. Accusatives f. Dimorphs g. Appositions h. Prepositions i. Adverbs of likelihood j. Multiple function words
The correct answers are: i. Adverbs of likelihood, b. Technical terms related to curriculum content, j. Multiple function words, d. Advanced adverbial conjuncts, c. Multiple meaning words
Which of the following are contexts in which we expect literate language to be used. Select all that apply. Select one or more: a. An instructional video on the impact of climate change on ocean animals. b. Household conversation c. Reading an Auto Insurance Policy d. Reading the novel, A Wrinkle in Time by Madeleine L'Engle (5th -7th grade) e. Lunchtime conversation at school f. A county transportation committee discussion of the safety concerns of proposed new traffic patterns. g. Instructions for completing an experiment on the changing states of matter. h.Transactions such as purchasing something at the convenient store or ordering at a restaurant
The correct answers are: a. An instructional video on the impact of climate change on ocean animals., Instructions for completing an experiment on the changing states of matter. , f. A county transportation committee discussion of the safety concerns of proposed new traffic patterns., d. Reading the novel, A Wrinkle in Time by Madeleine L'Engle (5th -7th grade), c. Reading an Auto Insurance Policy
A high quality comprehensive language assessment needs to accomplish which of the following tasks? Select one or more: a.Determine the existence and nature of the language disorder b. Determine appropriate areas for intervention c. Determine eligibility for services d. Determine appropriate treatment activities e. Determine baseline skills for areas of deficit f. Establish the type and degree of support needed g. Establish appropriate intervention goals h. Establish appropriate intervention stimuli
The correct answers are: Determine the existence and nature of the language disorder, Determine appropriate areas for intervention, Determine eligibility for services, Determine baseline skills for areas of deficit, Establish the type and degree of support needed, Establish appropriate intervention goals
Indicate the morphemes included in this utterance. Choose all that apply. And Simon and Colin were scared of the dogs. Select one or more: Progressive marker Plural marker Prepositions in and/or on Possessive marker Regular past tense marker Irregular past tense Regular third-person singular marker Article Copula 'be' Auxiliary 'be' Irregular third-person singular marker None of Brown's grammatical morphemes used
The correct answers are: Plural marker, Article, Copula 'be'
Indicate the morphemes included in this utterance. Choose all that apply. So he hopped on his bike and rode off to the park. Select one or more: Progressive marker Plural marker Prepositions in and/or on Possessive marker Regular past tense marker Irregular past tense Third-person singular marker Article Copula 'be' Auxiliary 'be' Irregular third-person singular marker None of Brown's grammatical morphemes used
The correct answers are: Prepositions in and/or on, Regular past tense marker, Irregular past tense, Article
What type of verb is the underlined word in the following sentence? She is always talking about her daughter. Select one: Auxiliary be Verb Copula be Verb None of the above
auxiliary be Verb
Developmentally, which of the following subordinating conjunctions is typically used first by children to create complex sentences? Select one: a.because b.since c.while d.if e.but f.and
a. because
Which of the following phrase structures typically emerge and get used after the age of 3? Select one: a.Negative + verb phrase b.determiner + noun c. Prepositional phrases d.adjective + noun Feedback
a.Negative + verb phrase
Where in the general education standards are there academic standards that require language skills? Select all that apply. a. Mathematics b. English Language Arts c. Social Sciences d. Science e. Literacy
all are correct
