Language Development: Final Study Guide

Five pillars of effective literacy instruction according to the NRP

(Phonemic Awareness): ~The ability to notice, think about, and work with the individuals sounds in spoken words. ~ The understanding that sounds of spoken language work together to make words. ~ Refers to the ability to attend to, think about, and purposefully manipulate the individual phonemes within spoken words and syllables. (Phonics): ~ A system of teaching reading. ~ Builds on the alphabetic principal, a system of which a central component is the teaching of correspondences between letters or groups of letters and their pronunciations. ~ Is an approach to reading instruction that focuses on the discovery and understanding of the alphabetic principle. (Fluency): ~ Reading text accurately, quickly, without effort, and with meaning. ~ Rate and accuracy in oral reading. ~ Automaticity: fast, effortless word recognition that is a product of consistent reading practice. ~ Fluent readers, read aloud effortlessly. (Vocabulary): ~ The words we must know to communicate effectively. ~ In the oral mode, vocabulary refers to the words we use when speaking or the words we hear when someone else is speaking. ~ In the written mode, vocabulary refers to the words we recognize or use in print. (Text Comprehension): ~ Highly correlated with listening comprehension. ~ Requires purposeful and active engagement with the text.

William Syndrome (Content)

- A strength is understanding and production of concrete vocabulary resulting in consistently higher scores on measures of vocabulary on expressive tests. - Less common across the disorders is profound difficulties with relational or conceptual vocabulary experienced. - A slight but significant decline in vocabulary standard scores over the school years.

Academic Standards/ Common Core

- Academic expectations for kindergarten through 12th grade. - Nationwide 1. Emphasizes interdisciplinary approach for students' literacy development. 2. Targets reading, writing, speaking, and listening skills across language arts, math, and science. ~ Previous curricula had not done this.

Autism (Content)

- At the broadest level, vocabulary scores are consistently depressed in a large proportion of children with ASD across a number of studies, relative to typically developing peers. - Receptive vocabulary is considered to be a "peak of ability" - Individuals show reduced priming effects for semantically related words and do not use semantic information to facilitate encoding and recall.

William Syndrome (Form)

- Babbling is significantly delayed in infants compared to age-matched infants. - Initial reports of grammatical development suggested grammar was "intact" and much better than expected for overall level of nonverbal cognitive ability. - When compared to younger typically developing children with equivalent cognitive levels or to other participants with ID, grammatical skills are more in line with, sometimes below, developmental expectations. - Deficits in grammatical understanding are evident, but these are strongly related to verbal working memory abilities and general levels of cognitive ability.

Fragile X Syndrome (Form)

- Boys are delayed in both their comprehension and production of grammar and morphosyntax. - Boys have shorter MLU's - Less complex noun and verb phrases are evident in conversational language. although production of questions/negative may be more in line with nonverbal skills.

Catts (2002)

- Children identified as language impaired in kindergarten scored significantly lower than the non-impaired children (the control group) on tests of word recognition and reading comprehension in second and fourth grades. - The best kindergarten predictor of reading outcomes was letter identification. - The grammar composite, nonverbal IQ, rapid naming, and phonological awareness also contributed unique variance in reading achievement at the second and fourth grades.

Attention Deficit Hyperactivity Disorder (Content)

- Children lack vocabulary and semantic skills. - Adults are less accurate at mapping semantic features and slower to respond to lexical labels.

Intellectual Disability: Down Syndrome (Literacy)

- Children with DS are often characterized as having poor phonological awareness in the context of good visual skills, which gives rise to a reading pattern in which word recognition is much better than word decoding. - The children with DS experienced a very high degree of longitudinal stability in reading, indicating that early reading competence is highly predictive of later reading competence. - Vocabulary and letter knowledge were highly correlated, and vocabulary was also strongly correlated with growth in reading, underscoring the importance of developing vocabulary for literacy.

The groups of children who make up the pediatric SLPs caseload

- Children with Primary Language Impairment (PLI) - Specific Language Impairment (SLI) - Developmental Language Disorder (DLD) - Children with language-learning disorders that coexist with literacy disorders. - Children with secondary language impairment - Developmental - Acquired - not as common

There are three common approaches used to teach school-age children new vocabulary.

- Contextual abstraction (teach kids to read sentences around the word) - Morphological analysis (prefix and suffixes) - 3 tiers (direct instruction)

Hearing Impairment (Use)

- Deaf children born to deaf parents tend to outperform deaf children born to hearing parents on measures that tap social-cognition understanding. - Formal assessment of pragmatic judgement indicates wide variation in the skills of children with cochlear implants. - Implantation prior to age 2 1/2 makes a big difference to pragmatic competence.

Fragile X Syndrome (Use)

- Deficits are more evident in naturalistic tasks that include narrative or spontaneous conversation, as opposed to standardized tests that rely on metacognitive appraisals or social communication. - Deficits appear to be associated with deficits in working memory and executive control rather than social understanding.

Intellectual Disability: Down Syndrome (Use)

- Early joint communication behaviors, such as mutual eye contact, vocalizations, and dyadic interactions with caregivers, may be delayed or less coordination than those observed in typically developing infants. - By the age of 2, many children with DS show more social-interactive behaviors than typically developing peers. - Young children with DS show advanced socio-communicative competencies in skills that underpin successful social referencing, such as initiating eye contact, following eye gaze, and emotional responsively. - Children with DS also use the same variety of communicative functions (comment, answer, protest) as language or non- verbal ability-matched younger children, although they demonstrate fewer requesting behaviors. - When narrating a wordless picture book, children with DS produce more plot lines and thematic elements relative to MLU- matched peers. - Individuals with DS are less likely to signal non-comprehension of language or request clarifications in referential communication tasks.

What is ICF framework?

- Framework for describing and organizing information on functioning and disability. It provides a standard language and a conceptual basis for the definition and measurement of health and disability. - Clinicians note if the child has an impairment in body structure (missing ears, cleft palate) or body function (unintelligible speech, delayed language), ask whether this impairment limits the child from executing activities (respond to receptive/expressive language test items), and then asks whether the limitation in activities restricts a child's ability to participate in life activities (play with other children). - Distinguished between the capacity to execute a skill or activity in a standard environment under optimal conditions and the actual performance of that skills when participating in social situations. - The ICF includes two types of contextual factors, environmental and personal, that influence capacity and performance. - Environmental factors include the existence of supportive relationships and attitudes towards disabilities that can serve as external barriers or facilitators to development. - Personal factors can include temperament, gender, attention, or motivation, which can serve as internal barriers or facilitators to development.

Autism (Literacy)

- Given the pronounced difficulties with social interaction and oral language development experienced by many children with ASD, it is perhaps not surprising that much less attention has been paid to the reading abilities of child with this diagnosis. - Early reports centered on the impressive abilities of some young children with ASD to read words given limited verbal and cognitive abilities. - Early language skills are an important predictor of later reading ability in ASD.

William Syndrome (Use)

- Have pragmatic difficulties, despite the superficial air of social skills and a clear desire for social relationships. - The emergence of joint attention is delated, and there is an atypical temporal relationship between gestures and word production. - Have more difficulty monitoring their own comprehension and signaling when their conversational partners provide ambiguous or inadequate messages.

Instructional discourse

- Is used in schools between teachers and students through lectures and class discussion. - Speaking to a teacher differs from speaking to a peer. - Can be observed in written texts, books, or essays. - Organization, content, and genre need to be considered in understanding how instructional discourse works.

Intellectual Disability (Content)

- It has generally been thought that vocabulary is easier for children to learn than syntax: however, recent research suggests this may be artifact of test selection. - Children with ID may also show atypical patterns of vocabulary knowledge. - Children with ID preformed similarly on nouns and verbs, and in fact demonstrated superior verb knowledge relative to peers matched for overall mental age, but had significantly poorer knowledge of attributes.

____________ is the term we use when a child exhibits typical development in all other areas (gross and fine motor, problem solving, and personal- social) except for language

- Language Delay

Why do we evaluate joint attention?

- Language acquisition can only be understood by also looking at the social interactions or cultural settings in which language occurs. - To acquire language, children must be sensitive to the sound patterns and grammatical constraints of the language, referential requirements, and communicative intentions.

One type of Specific Learning Disorder includes impairment in reading (Dyslexia) Name three challenges children with dyslexia

- Letter sound correspondence - Spelling difficulties - It can affect a child's writing

Intellectual Disability (Literacy)

- Literacy is slower to progress for children with ID. - Just as we see in typical development, phonological processing skills predict word and non-word reading in this population, whereas word reading and oral language skills predict reading comprehension abilities. - Differences in literacy achievement are not caused by lack of reading opportunity in the home literacy environment; demonstrated that parents of children with ID provided similar literacy opportunities as other families, although the children with ID initiated these activities less often.

Autism (Form)

- Once some verbal language is acquired, articulation of speech sounds is relatively unimpaired across language phenotypes. - Performance on more meta-linguistic tasks of phonological awareness, such as rhyme awareness, is very poor. - Atypical patterns in processing and producing speech prosody are seen across the range of speakers with ASD.

Intellectual Disability (Form)

- Once the mean length of utterance is above 3, children with ID tend ti use shorter, less complex sentences with fewer elaborations and relative clauses than do typical peers at the same MLU level.

Kids need what kinds or knowledge in order to be able to spell accurately.

- Phonological - Orthographic - Morphological

Intervention strategies

- Phonological awareness activities. - Joint story reading - Direct language teaching strategies include modeling, mand-model, time-delay procedures, and incidental teaching procedure. - Other facilitative techniques: expansion and recasting, imitation, facilitative play or indirect language stimulation, scripted play, focused stimulation.

Self-teaching hypothesis

- Phonological recoding (decoding) - Lexicalization of phonological recoding - Basic knowledge of simple letter-sound correspondences that become associated with particular words. - Central hypothesis - Each successful decoding encounter with an unfamiliar word provided an opportunity to acquire the word-specific orthographic information that is the foundation of skilled word recognition. - A relatively small number of (successful) exposures appear to be sufficient for acquiring orthographic representations. In this way, phonological recoding acts as a self-teaching mechanism or built-in teacher enabling a child to independently develop both (word)-specific and general orthographic knowledge.

Explain share's self-teaching hypothesis.

- Phonological recoding will increase word recognition. - Small number of exposures appear to be sufficient for acquiring orthographic representations. - Phonological recoding acts as a self-teaching mechanism or built-in teacher enabling a child to independently develop both (word) specific and general orthographic knowledge.

What are the 5 Domains across 4 Modalities?

- Phonology: ~ Phonological and Phonemic Awareness. ~ Spelling - Morphology ~ Spelling - Syntax - Semantics - Pragmatic (Discourse)

Autism (Use)

- Pragmatic deficits are universal within ASD and may be particularly evident in higher level discourse processing and narrative tasks. - Individuals have significant deficits in conversational skills, demonstrating either too many or too few initiations, poor topic maintenance, fewer contingent conversational responses, and non-contextual or socially inappropriate utterances. - Understanding of language in context is regarded as particularly problematic for individuals with ASD as evidenced by poor understanding of figurative and metaphorical language, poor inferencing skills, and reduced ability to resolve ambiguous language.

Traumatic Brain Injury (Use)

- Pragmatic language skills are particularly vulnerable in TBI. - Deficits in discourse processing are common and may include problems with turn-taking, topic maintenance, generating verbal responses, and understanding the intentions of others. - Difficulties understanding non-literal language, generating inferences, resolving ambiguous messages, and heavy reliance on verbatim memory, rather than interpretation, in narrative tasks. - Pragmatic deficits may be further complicated by deficits in mental state reasoning and poor understanding and use of deceptive emotion.

Name the reason we study joint attention in infants.

- Predicts childhood cognitive and language outcomes. - Self regulation. - Which kids are typically developing, have delays or at risk - social competence - Predicts receptive language.

Attention Deficit Hyperactivity Disorder (Literacy)

- Predicts differences in reading comprehension skills. - Deficits in executive functioning can adversely affect how the child approaches the reading tasks. - The child's ability to effectively plan and organize reading tasks , as well as monitoring comprehension is also affected.

Scarborough (1990)

- Preschool children at age 30 months who later developed reading disabilities were delayed in the length, syntactic complexity, and pronunciation accuracy of their spoken language. - At 5 years of age, these children were weak in object-naming, phonemic awareness, and letter-sound knowledge.

What is Secure Attachment?

- Protest the mother's departure and quiet down promptly on the mother's return, accepting comfort from her and returning to exploration or play. - Have caregivers who are attuned to their child's emotions.

Traumatic Brain Injury (Literacy)

- Reading comprehension is more likely to be impaired relative word reading and decoding skills. - Children demonstrate reduced reading fluency. - Slowed word recognition in connected text may already limited memory capacity, further interfering with reading comprehension.

Fragile X Syndrome (Literacy)

- Reading skills of children are commensurate with nonverbal age expectations. - Growth in reading , and the phonological skills that underpin reading, appear to plateau at around 10 years old. - Given oral language weaknesses and pervasive pragmatic difficulties, it is not surprising that reading comprehension presents significant challenges.

What are the types of joint attention?

- Responding to Joint Attention (RJA) - Initiating Joint Attention (IJA) - Initiating Behavior Requests (IBR)

What are the types of Attachment''s?

- Secure Attachment - Avoidant Attachment - Resistant- Ambivalent Attachment - Disorganized-Disoriented Attachment

What is Avoidant Attachment?

- Show little to no signs of distress at the mother's departure, a willingness to explore the toys, and little to no visible response to the children with avoidant attachment are rejecting or unavailable.

What is Resistant- Ambivalent Attachment?

- Show sadness on the mother's departure and on the mother's return; they also show some ambivalence, signs of anger, or reluctance to "warm-up" to her and they fail to return to play. - Have caregivers who are inconsistent. They may be sensitively attuned with the child at one time but intrusive, rejecting and angry at other times.

Hearing Impairment (Literacy)

- Signing children with hearing impairment have weak to non-existent spoken phonological representations, and manual phonemes that do not correspond to written graphemes. - For these children, combining reading instructions with fingerspelling and/or explicit instruction in morphological consistencies in print may be advantageous. - Another factor that may contribute to literacy development in this population is early exposure to print. - Children with hearing impairment exhibit more emergent literacy behaviors when they are provided with engaging, print-rich environments at home and at school, and when their early attempts at writing in these environments are similar to form and content to normal-hearing peers.

Intellectual Disability: Down Syndrome (Form)

- Speech intelligibility in Down syndrome is poor relative to cognitive ability and is particularly pronounced in connected speech. - Apraxia of speech has also been reported in Down syndrome, suggesting assessment of oral-motor structure and function and hearing is warranted. - Children with DS have disproportionate difficulties acquiring and using syntax. - They produce shorter and less complex sentences and fewer question/ negative forms than typically developing peers matched for nonverbal mental age. - Numerous similarities between Down syndrome and more specific language impairments have been noted with particular limitations intense marking. - Individuals with Down syndrome appear to have more pronounced grammatical deficits relative to other groups with ID of known genetic origin.

Describe the simple view of writing.

- Text generation - Transcription - Executive functions.

Attention Deficit Hyperactivity Disorder (Use)

- The ability to use language in socially appropriate ways is a problem for children with ADHD. - Have significant pragmatic language difficulties.

Intellectual Disability: Down Syndrome (Content)

- The acquisition of first words in Down syndrome is significantly delayed and subsequent growth of expressive vocabulary is slower than expected. - Once words are acquired, there is some debate as to whether vocabulary keeps pace with nonverbal cognitive abilities, and whether there are asymmetries in receptive/expressive vocabulary as there are in grammatical development. - Pointing gestures may be particularly important to early language acquisition because they elicit verbal labels form caregivers. - The use of baby signs by toddlers with Down syndrome is a better predictor of later expressive language than spontaneous use of gestures.

Intellectual Disability (Use)

- The evidence that exists suggests that pragmatic development often lags behind cognitive development, although it may not be qualitatively different. - May be slow to develop intentional communication in the preverbal stages of development. - They may be less able to clarify meaning and request clarification when they have not understood utterances. - Using language forms for different social purposes may also be challenging. - Research suggests that individuals with ID have considerable difficulties constructing coherent narratives, but they are able to make use of nonverbal cues, such as gestures to support understanding, for instance in the context of understanding verbal humor.

William Syndrome (Literacy)

- The reading skills are variable, with some achieving word recognition and non-word reading skills that are broadly in line with their nonverbal abilities, whereas other are unable to read at all. - The developmental path for function of reading may be atypical. Vocabulary is strongly associated with reading progress, whereas letter knowledge and phonological awareness do not predict growth in trading fir a child.

The Emergent Literacy Period

- The skills, knowledge, and attitudes that are presumed to be developmental precursors to conventional forms of reading and writing and the environments that support these developments. - The foundations of literacy that precede and develop into conventional literacy. - Considered the pre-reading stage (Before the child learns the formal mechanics and prints) - Underpinning of emergent literacy: - Concurrent development of reading, listening, specking, writing. - Develops in real-life settings for real-life settings for real-life activities. - Acquired through active engagement with the world. - Literacy Socialization - Social and cultural aspects of reading. - Literacy artifacts - Literacy events and activities - Literacy knowledge - Language Awareness - Specific knowledge about the linguistic code. - Knowledge of grammar and vocabulary. - Ability to produce complex syntactic structures. - Ability to comprehend complex syntactic structures. - Shared Book Reading ~ Active engagement in reading ~ Reflect rising expectations of parents and teachers - Labeling, Elaboration, Motive or cause questions: "Why" or "How come," Relations to the real world. ~ Dialogic reading and PEER interactions - P = Prompt, E = Evaluate, E = Expand, R = Repeat. - Linguistic Awareness (aka Metalinguistic awareness) - Metacognitive construct. - Ability to understand language as a cognitive construct. - Possessing information about the manner in which language is constructed and used. - Awareness that cat is a unit of language called a word and words are constructed of units called sounds.

Attention Deficit Hyperactivity Disorder (Form)

- There is no evidence that children with ADHD as a group have disproportionate difficulties with phonology or speech sound production. - Both ADHD and DLD groups had difficulties with rapid temporal processing of auditory stimuli, but that children with additional ADHD had greater difficulty on nonverbal tests of processing speed than DLD>

Hearing Impairment (Form)

- There is some evidence that, in addition to typical phonological processes, children with hearing impairment are more likely to produce voicing errors, extra nasality, and initial syllable omission. - Many children with severe and profound hearing losses will have lower levels of speech intelligibility, but again rates vary depending on aids/implantation and their impact on audibility, listener experience, and topic content. - Spoken language morphology and syntax have long been recognized as particularly challenging for children with hearing impairment because hearing loss impedes access to the acoustic-phonetic properties in a speech that signal grammatical contrasts. - In the early stages, the rate of MLU growth is slower than that seen in normal-hearing children. Rates of MLU growth in children with cochlear implants also appear to be delayed.

What is Disorganized-Disoriented Attachment?

- They have no clear strategy for responding to their caregivers. They may at times avoid or resist approaches to the caregiver; they may also seem confused or frightened by them or freeze or still their movements when they approach them. - Caregivers of children with disorganized- disoriented attachment ignore the child's needs or may react to the child in frightening/traumatizing ways.

What are the 6 universal strategies that clinician can adopt in therapy with any client.

- Using slow speech. - Using stress or emphasis. - Reducing sentence length and complexity while maintaining grammaticality of the utterance. - Repeat information. - Visual, tactile, and other cues. - Modify the environment.

Hearing Impairment (Content)

- Vocabulary levels may be delayed in hearing impairment, but that early cochlear implants use can alter the developmental trajectory such that children achieve typical levels of receptive vocabulary. - Children with hearing impairment are reportedly less successful on experimental tasks of word learning. - Children with hearing impairment make typical inference that a novel label refers to a novel object rather than a familiar one but have more difficulty labelling new referents and recalling the label after training.

Fragile X Syndrome (Content)

- Weaker vocabulary skill. - Expressive vocabulary, as measured by number of different words used in connected discourse, is impaired and rates of vocabulary growth are slower.

Stanovich (1986)

- Young children who struggle with early reading often get caught in a downward spiral. - Rarely catch up with their more reading able peers. - Weak phonological skills make it difficult for such children to identify new, unknown words, and their efforts to decode new words often yield many errors. - Fluent reading, which depends on automatic word recognition, then suffers, with difficulties in this area often discouraging a child from engaging in reading. - Limit exposure to vocabulary words affects vocabulary growth and negatively affects reading comprehension.

Diagnostic terms in the DSM 5

A language disorder is defined as: - Persistent difficulties in the acquisition and use of language across modalities (spoken , written, sigh language, or other) due to deficits in comprehension or production that include the following. 1. Reduced vocabulary (word knowledge and use) 2. Limited sentence structure (ability to put words and word endings together to form sentences based on the rules of grammar and morphology). 3. Impairments in discourse (ability to use vocabulary and connect sentences to explain or describe a topic or series of events or have a conversation). - The language difficulties can be manifested in both comprehension and production of spoken language (receptive and expressive language disorders) or solely in the production of language ( expressive language disorder).

In this type if attachment style, the child shows no distress of their mother's departure. They willingly explore toys, and the show little to no visible response to the mother's return. These parents are rejection or unavailable.

Avoidant attachment

What are the types of ToM's?

Cognitive ToM - Interpersonal ToM - Intrapersonal ToM Affective ToM - Affective Cognitive ToM - Affective Empathy ToM

This academic standard targets reading, writing, speaking, and listening skills across language arts, math, and science.

Common Core

What are the two prominent theoretical models used to explain writing?

Direct Instruction: - Providing meaning of a new word. Contextual abstraction: - Use of context when learning a new word. Morphological analysis: - Knowing the meaning of affixes.

___________ is characterized by mild to moderate ID, hypotonia, distinctive facial features such as an abnormally small chin, round face ,macroglossia, epicanthal folds; short stature and shorter limbs, and hyper-flexibility of joints.

Down Syndrome

Use of baby sign by toddlers with ________________ is a better predictor of later expressive language than spontaneous use of gestures.

Down syndrome

True or False In the early stages, rate of MLU growth in children with hearing impairment is faster than that seen in normal hearing children.

False- their rate of MLU grows slower.

Describe the deficits in form, content, and use children with SLI exhibit

Form: - These children tend to show many of the phonological characteristics seen in younger, typically developing children. - Preschoolers with SLI: difficulties with nominal and verbal morphology. Content: - Slower rate of vocabulary growth. - Less diverse and more restricted lexicon. - Difficulty with noun hierarchy. - Verb learning difficulties. - Basic concepts: spatial, temporal, kinship, causal, sequential, and physical relations are also difficult. Use: - Difficulties initiating and sustaining conversations. - Tend to not ask for clarification. - Difficulty following directions. - Conflict resolution is difficult - resulting in withdrawal or expression of aggression.

____________________ refers to ranger of abilities or communication functions within a particular developmental level. While vertical development refers to the increasing hierarchical development associated with increasing age and cognition understanding.

Horizontal development

What is Interpersonal ToM (affective)?

Identification of/reflection on emotions, thoughts, knowledge, beliefs of others

Phonological Awareness

Is a broad class of skills that involve attending to, thinking about, and intentionally manipulating the phonological aspects of spoken language, especially the internal phonological structure of words.

Reading Rope

Language Comprehension: ~ Background Knowledge (facts, concepts, etc.) ~ Vocabulary (Breadth, precision, links, etc.) ~ Language Structure (syntax, semantics, etc.) ~ Verbal Reasoning (inference, metaphor, etc) ~ Literacy Knowledge (print concepts, genres, etc) Word Recognition: ~ Phonological Awareness (syllables, phonemes, etc) ~ Decoding (alphabetic principle, spelling-sound correspondences) ~ Sight Recognition (of familiar words) Skilled Reading: ~ Fluent execution and coordination of word recognition and text comprehension. Increasingly strategic and increasingly automatic.

Many things contribute to a child's emergent literacy. Elmo from Sesame Street is an example of ______________.

Literacy Artifact

_____________ reflects the social and cultural aspects of reading that a child acquires by being a member of a literate society.

Literacy socialization

Stages of reading development

Logographic Stage (Stage 0) 6 months- 6 years - Prereading stage - Sight words - May be overestimated Alphabetic Stage (Stage 1) 6-7 - The first step in automatic word recognition. - Processing letter-sound correspondences. - Alphabetic principle. ~ Awareness that letters correspond to sounds and that those same sounds make up our spoken language. Orthographic Stage (Stage 2): 7-8 - Becoming "unglued" from print - Application of knowledge of letter sequences and spelling patterns to recognize words visually. - Reading fluency is achieved at this stage.

The _______________________ may best be regarded as a pre-reading stage where children focus on the salient visual features of words. Approximate age and grade is 6 months to 6 years old, or preschool level.

Logographic stage of reading.

5 Domains across 4 Modalities: Morphology

Morphology: ~ The developmental milestones of the 14 grammatical morphemes identified by Brown are expected to be well developed before the child enters school at 5 or 6 years of age. ~ Children with language difficulties may not comprehend or produce these morphemes consistently well into the school-age years. ~ Children who produce these grammatical morphemes in spoken narrative and expository samples often omit them when they write. ~ The derivational morphemes play a critical role in the continued development of language, specifically morphological spelling and vocabulary growth. Spelling: ~ Morphological spelling is the application of the information presented in the previous section to the spelling of words. ~ Morphological knowledge continues to be an important area of instruction and development for school-age children up to, and likely beyond, ninth grade. ~ The misspelled words are both legal spelling in English and represents other words with similar phonological information, they are considered morphological spelling errors.

______________ refers to the ability to attend to, think about, and purposefully manipulated the individual phonemes within spoken words and syllables. The focus is on the individual phoneme.

Phonemic Awareness

5 Domains across 4 Modalities: Phonology

Phonology: ~ Phonemes are the smallest units of language and account for an integral part of school-age language understanding and production. ~ The student must listen to speech from teachers and peers during school, which requires phonological processing. ~ Phonology plays an important role in learning to read and write. ~ To be able to read, the child needs phonological and phonemic awareness skills in order to decode print. ~ To be able to write, specifically spell, the child relies on their phonology or understanding of sound to spell words. Phonological and Phonemic Awareness: ~ Phonemic Awareness, the ability to manipulate sounds without print, is a skill that falls under the umbrella term of phonological awareness. ~ During kindergarten through fifth grades, phonological and phonemic awareness is part of academic standards, namely the CCSS. ~ As part of phonological and phonemic awareness instruction, children are taught to hear the differences between syllables, words, and sounds. ~ Strong phonological and phonemic awareness means that children understand that there is a difference between a sound, a letter, and a word. ~ Without this ability, learning to read is compromised. ~ Without intact phonology, the child would not be able to achieve the task of decoding and would require support of the teacher and speech-language pathologist to improve this aspect of language for reading. Spelling: ~ When children spell words, they use phonological, orthographic, and morphological knowledge. ~ Phonological knowledge is the most basic linguistic resource that children use to spell and is defined as "the spelling of a word using the grapheme (letter) that represents the sound." ~ Phonology will only get you so far in spelling words in English language because of many spelling rules and variations of these rules. ~ Orthographic knowledge is the understanding of the written system's rules and variations of rules for spelling purposes. ~ A child with an intact phonological system would never be able to correctly spell the word late without the orthographic knowledge that silent -e is required.

What is Form?

Phonology: Rules about speech sounds. Morphology: Small units of meaning within words. Syntax: Word order.

5 Domains across 4 Modalities: Pragmatic: Discourse

Pragmatics: ~ In language in schools is presented at the discourse level, meaning that language is processed and produced by the school-age child in connected forms that involve stringing sounds together to form words, words to form sentences, and sentences to form discourse. ~ Discourse is defined as groups of utterances or sustained exchanges combines in cohesive ways to convey meaning. ~ Students produce discourse when speaking to their teachers and classmates and in the written form when writing stories, essays, book reports, and term papers. ~ Nonliteral language includes idioms, metaphors, similes, humor, proverbs, and abstraction.

What is Use?

Pragmatics: Rules of communication through language.

This term refers to children who have deficits in their ability to understand and manipulate language. These children may also exhibit difficulties with language modalities as well as poor metacognition and executive functioning.

Receptive Language Impairment

What is Interpersonal ToM (cognitive)?

Reflection on one's own thoughts, beliefs, knowledge, emotions; regulation one's emotions

We use the term _____________ to refer to a language disorder that is caused by such factors as sensory (Hearing Loss) or cognitive impairment such as (Intellectual Developmental Disability IDD).

Secondary Language Impairment

5 Domains across 4 Modalities: Semantics

Semantic: ~ Semantic knowledge grows exponentially throughout the school years. ~ The process of linking a word to its referent is referred to as fast mapping. Children must hear words multiple times to remember the word well enough to say it. ~ Slow mapping occurs where the meaning of the word is enriched over time. ~ After learning a word, a child must learn how the word is associated with other words in the lexicon. ~ Vocabulary is a critical factor in reading comprehension and written expression. ~ Three primary methods that promote the learning of new words in school-age children: direct instruction, contextual abstraction, and morphological analysis. ~ Direct instruction is simply when a teacher, parent, or peer provides the meaning of a new word for a student. ~ A challenge for semantic instruction for school-age children is selecting the appropriate words to teach.

What is Content?

Semantics: Meaning of words.

These spoken language forms ________________ requires input from their environmental (child-caregiver interactions, hearing language in their environment)

Speaking and Listening

The 4 Modalities

Spoken Language: (Comes naturally) ~ Listening ~ Speaking Written Language: (Will not come naturally) ~ Reading ~ Writing Oral Modalities: ~ Speaking ~ Listening Receptive Modalities: ~ Listening ~ Reading Written Modalities: ~ Writing ~ Reading Expressive Modalities: ~ Speaking ~ Writing

5 Domains across 4 Modalities: Syntax

Syntax: ~ Syntax is the architecture of words, phrases, and clauses toward the production of the unit known as the sentence. ~ During the school-age years, children use syntax across all four modalities of language. ~ For listening, children must understand and derive meaning from sentences heard; in contrast, for speaking, they must produce meaningful sentences for a multitude of reasons. ~ With regard to the reading and writing modalities, children are processing syntax while reading and are producing sentences when writing. ~ The challenge for all children as they proceed through the school years is that syntax has to grow in both length and complexity to meet the academic demands of school. This is most often observed in spoken and written modalities. ~ Syntactic complexity varies greatly due to the genre, age, and manner in which writing samples were collected - all of which should be considered when assessing and treating syntactic deficits in the spoken and written language of school-age children.

This is what children bring to child-caregiver interactions.

Temperament

What is Affective Cognitive ToM?

The ability to recognize emotions in oneself and others, reflect on one's own emotions, and regulate one's emotions.

What is Affective Empathy ToM?

The ability to share and respond to the feelings others.

Responding to Joint Attention is?

The infant follows the direction of gaze, head turn, and/or point gesture of another person.

Initiating Behavior Requests is?

The infant uses eye contact and gestures to initiate attention coordination with another person to elicit aid in obtaining an object or event. IBR is a protoimperative; it is used for less social but more instrumental purposes.

Initiating Joint Attention is?

The infant uses eye contact and/or deictic gestures (pointing or showing) to spontaneously initiate coordinated attention with a social partner. This communication is a type of protodeclarative. The infant is seeking interaction with another person simply for the sake of sharing experience.

Three tiered approach to vocabulary selection/instruction

Tier 1: - The words we use everyday in our speech. These words are typically learned through conversation. These are the common words that rarely require direct instruction. Ex: come, see, happy, table. Tier 2: - High-frequency words that occur across contexts. These words are used by mature language users and are more common in writing than in everyday speech. Tier 2 words are important fro students to know how to enhance comprehension of a selected text. They are the best words for targeted explicit vocabulary instruction. Ex: hilarious, endure, despise, arrange, compare, contrast. Tier 3: - Low-frequency words and are limited to a specific "domain." They often pertain to a specific content area. These words are best learned within the context of the lesson or subject matter. Ex: atom, molecule, metamorphic, sedimentary, continent.

True or False Children with ASD use fewer grammatical morphemes than non-ASD peers to mark verb tense and agreement.

True