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CALT EXAM 2024 WITH ACTUAL

CORRECT QUESTIONS AND

VERIFIED DETAILED ANSWERS BY

EXPERTS |FREQUENTLY TESTED

QUESTIONS AND SOLUTIONS

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A person who, has a history of having, or is regarded as having an impairment that significantly limits one or more of life's major functions 42 U.S.C. 12102 (2) is entitled to benefits under -

A. Section 504 of the American with Disabilities Act B. Individuals with Disabilities Education Act (IDEA) C. Both Section 504 and IDEA D. Neither Section 504 nor IDEA

C. Both Section 504 and IDEA

According to the National Reading Panel Report (2000), which of the following represents the strongest indication of a reading disability?

A. A deficit in phonology B. A discrepancy between QI and achievement C. A deficit in visual processing D. A delay in oral language development

A. A deficit in phonology

Prior to a formal or informal hearing by the Ethics and Grievances committee against a member or student member of ALTA, the member shall be advised of the specifics of the complaint (as well as date, time, place of informal or formal hearings) no less that ___ days prior to the date set for the hearing.

A. 10 B. 15 C. 20

D. 25

E. 30

B. 15

An IMSLEC & ALTA therapist shall do which of the following:

A. Neither give or receive a commission, rebate or any other form of remuneration for the referral of students for therapy. B. Strive for continued professional growth. C. Not engage in the diagnosis or medical treatment of dyslexia unless otherwise qualified to do so. E. All of the above

E. All of the above

Your private student has reached all of the benchmarks you have administered throughout the curriculum. His parents want you to recommend placement for the coming school year. You should-

A. Tell the parents that another two years of working with you will guarantee his future success. B. Give parents documentation of the services he has received from you and discuss gradual transition into the classroom. C. Send all documentation on this student to his school and let them decided his placement. D. Dismiss the student with no recommendations.

B. Give parents documentation of the services he has received from you and discuss gradual transition into the classroom.

According to the IMSLEC & ALTA Codes of Ethics, as an MSL teacher/therapist you should-

A. provide reasonable expectations of student outcomes to students & parents B. use materials in teaching and workshops that bear the copyright of colleague C.guarantee that you methodology is the only option for any student D. openly question the qualifications of a colleague

A. provide reasonable expectations of student outcomes to students & parents

Which item is NOT stated in The Code of Ethics of each of the participating organizations in The Alliance?

A. Due regard will be shown for the confidentially of clients. B. Equal opportunity will be provided for all people. C. Fees for services to clients will be set by training courses. D. Refer only to individuals qualified to perform professional services.

C. Fees for services to clients will be set by training courses.

Mr. Smith contacts you to inquire about services for his son. During the telephone interview, he inquires about your qualifications. His son's teacher indicated that your training had been completed to provide the requested Services. Unfortunately, the teacher misunderstood the length of your training and this statement is not accurate, since your training is only partially complete. Ethically, you should Advise Mr.

Smith that you-

A. have a full schedule B. are not yet fully qualified C. will begin training for his son D. will refer him to a physical therapist

B. are not yet fully qualified

Which of the following statements is not true regarding dyslexia?

A. Dyslexia is the most common neurobehavioral disorder affecting students. B. Research supports that dyslexia is a disorder that can be remediated through corrective vision. C. Dyslexics appear to have anatomical differences. D. Research shows that the brain of the dyslexic develops and functions differently from other brains.

B. Research supports that dyslexia is a disorder that can be remediated through corrective vision.

A student is making A's and B's in the classroom but is a slow reader. The teacher would like to assess her because of the reading difficulties. What type of assessment should she give her?

A. formal B. informal C. standard

B. informal

The Woodcock-Johnson Psycho-Education Battery is -

A. a criterion-referenced test B. an academic achievement test C. a norm referenced test D. B & C

D. B & C

Grade equivalent scores-

A. are an equal-interval scale B. can be added and subtracted C. are not a dependable representation of progress D. cannot be included in a test report

C. are not a dependable representation of progress

An individual Education Plan (IEP) for a student identified with a learning disability does not include-

A. a prescription for a specific intervention B. goals to address the student's needs

C. parent participation in remediation efforts D. a description of instructional processes to be used with the student

A. a prescription for a specific intervention

A brief assessment that identifies students who may need additional testing or alternative instruction is known as-

A. informal screening B. curriculum referenced testing C. norm-referenced testing D. teacher observation

A. informal screening

The Conner's Rating Scales are used to measure-

A. Pervasive Developmental Disorder B. word attack skills C. Attention Deficit Hyperactivity Disorder D. reading readiness skills

C. Attention Deficit Hyperactivity Disorder

An individual Education Plan (IEP) for a student identified with a learning disability does not include-

A. a prescription for a specific intervention B. goals to address the student's needs C. parent participation in remediation efforts D. a description of instructional processes to be used with the student

A. a prescription for a specific intervention

**note: correct according to ALTA; this has changed with the new policy

A recall item requires the examinee to remember specific information. For example: Parts of speech and sentence structure belong in which language domain?

A. morphology B. Syntax C. Phonology D. Orthography

B. Syntax

An application item requires the examinee to make use of knowledge. For example: These errors−hav for have and hors for horse− indicate a student would benefit from instruction in

A. combining forms.

B. chameleon prefixes. C. word origins. D. orthographic patterns.

D. orthographic patterns.

At mid-year, a second-grade student's fluency rate is 55 words correct per minute. The student's weekly spelling test average is 65%. The student's scores on a standardized reading assessment with a mean of 50 and a standard deviation of 21.06 are listed below.

While reading aloud, this student misreads the word steep as step. To meet the student's instructional needs, the teacher should have the student:

A. look at the picture on the page to help cue the correct pronunciation of the word. B. reread the sentence that contains the word repeatedly to improve fluency. C. listen to the teacher dictate the word, say the word, and segment the word into sounds. D. identify the syllable type, determine the vowel sound, and read the word.

D. identify the syllable type, determine the vowel sound, and read the word.

Which of the following consonant phonemes require the use of the lips for articulation?

A. /sh/, /y/, and /n/ B. /p/, /m/, and /f/ C. /th/, /d/, and /s/ D. /k/, /ng/, and /h/

B. /p/, /m/, and /f/

A middle school student is unfamiliar with the meaning of the word anthropomorphic. What linguistic knowledge would best enable the student to understand this word?

A. phonemic awareness B. phonics C. syllable division D. morphology

D. morphology

What is the rationale for teaching pragmatics through the use of oral language to prepare students to comprehend text?

A. The physical and environmental cues used to understand oral language are the same for written language. B. Teaching pragmatics through oral language may positively impact a student's decoding and encoding abilities. C. The function, content, and structure aspects of oral language are the same for written language.

D. Teaching pragmatics through oral language may positively impact a student's understanding of implied meaning in written language.

D. Teaching pragmatics through oral language may positively impact a student's understanding of implied meaning in written language.

In addition to phonological processing, which of the following is an essential component of an effective evaluation for dyslexia?

A. Intelligence B. visual processing C. math skills D. Spelling

D. Spelling

The Individuals with Disabilities Education Act, enacted in 1975 as PL 94-142, was updated in 1990 and reauthorized in 2004. Under IDEA, "Specific Learning Disability" is an identifiable category of disability with eight academic domains.

Dyslexia is included as one condition under the SLD umbrella ensuring which of the following for students with an identification under IDEA:

A. a 504 Plan B. eligibility for special education and related services C. reevaluation before a significant change in placement D. protection under civil rights law

B. eligibility for special education and related services

**note: A, C, and D are intended for students under Section 504.

The component of phonological processing that includes the skills of word retrieval from long-term memory and word recoding and has a strong impact on reading fluency is phonological _____________.

A. memory B. awareness C. naming D. sensitivity

C. naming

Which subtype of executive function that includes the capabilities of processing, storage, and retrieval impacts the decoding difficulty seen with dyslexia?

A. metacognition B. working memory

C. inhibitory control D. cognitive flexibility

B. working memory

Which of the following factors interrelate to affect overall reading comprehension achievement?

A. vocabulary and oral expression B. language comprehension and decoding C. phonological awareness and expressive language D. spelling and syntax

B. language comprehension and decoding

What steps should an academic language therapist take if a local school district reaches out requesting the records of a former student?

A. Receive written consent from the adult student, or from the parent or legal guardian of the minor student. B. Give the records to the school district. C. Contact the school and request why they need the records. D. Determine if the school is trustworthy before giving them the records.

A. Receive written consent from the adult student, or from the parent or legal guardian of the minor student.

How can the following communication between an Academic Language Therapist and a teacher be revised and improved?

Melissa can understand 2nd grade level text that is read to her and she does not attempt to read unfamiliar words on her own and she looks at the teacher and says, "I don't know."

A. Melissa can understand 2nd grade level text that is read to her. However, she does not attempt to read unfamiliar words on her own. Instead, she looks at the teacher and says, "I don't know."

B. Melissa can understand 2nd grade level text that is read to her, but often she just looks acts frustrated and says, "I don't know."

C. Melissa could read 2nd grade level text if she were not so stubborn. Instead, she just looks at the teacher and says, "I don't know." She can understand text if it is read to her.

D. Melissa can understand 2nd grade level text if it is read to her. She could understand the same text she reads

A. Melissa can understand 2nd grade level text that is read to her. However, she does not attempt to read unfamiliar words on her own. Instead, she looks at the teacher and says, "I don't know."

Which item is true about linguistics - based beginning reading approach?

A. Reliance of trade books and magazines for reading material. B. Emphasis on prediction and guessing from context. C. Learning to recognize word families (bat, cat, hat) D. Emphasis on decoding and blending sounds into words.

C. Learning to recognize word families (bat, cat, hat)

To teach syllable division, Mr. Smart first taught his students to recognize closed or (VC) syllables. He then showed the class words such as napkin, impact, and mascot and discussed accent. Later, he demonstrated how the words could be divided into two syllables. Finally he gave the students syllables and asked them to construct words.

This is an example of:

A. discovery learning B. synthetic and analytic instruction C. synthetic instruction D. analytic instruction

B. synthetic and analytic instruction

Controlled reading and spelling vocabulary are characteristics of:

A. decodable text B. linguistic programs C. an MSL program D. all of the above

D. all of the above

Repeating prior information in a multisensory structured language program is essential to ensure which of the following?

A. visual recognition B. auditory recall C. automaticity D. kinesthetic memory

C. automaticity

Which prominent names are closely associated with research on phonological awareness?

A. Maria Montessori B. Marie Clay C. Isabelle Liberman D. all of the above

C. Isabelle Liberman

Scientifically based research-

A. is a minor consideration B. is replicated and longitudinal C. conforms to traditionally used programs D. is a long-established criterion

B. is replicated and longitudinal

Research by NICHD indicates that of the students with specific learning disabilities receiving special education services:

A. 40 - 50% have deficit in reading B. 70 - 80% have deficit in reading C. 55 - 60% have deficit in reading D. 85 - 90% have deficit in reading

B. 70 - 80% have deficit in reading

According to the National Reading Panel Report (2000), which of the following represents the strongest indication of a reading disability?

A. a deficit in phonology B. a discrepancy between IQ and achievement C. a deficit in visual processing D. a delay in oral language development

A. a deficit in phonology

Rapid letter naming is the key to -

A. automatic word recognition B. predicting phonemic awareness C. successful spelling strategies D. reading with speed and accuracy

A. automatic word recognition

Decoding and encoding refer to -

A. the communication of ideas, thoughts and information B. learning what can be concluded or inferred from particulars C. applying the skills of analytic and synthetic learning D. the study of meaningful units of language

C. applying the skills of analytic and synthetic learning

Recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a word are all part of -

A. decoding B. literal comprehension C. encoding D. inferential comprehension

A. decoding

Effective handwriting instruction includes teaching-

A. segmenting and blending words B. the name and sound of each letter C. decoding and encoding words D. the correct pencil grip and formation of each letter

D. the correct pencil grip and formation of each letter

Which of the following is not a feature of Chall's Pre-reading Stage, ages 6 months to 6 years?

A. Language appreciation B. Awareness of printed words C. Mastery of the alphabet and simple words D. Sound symbol association

D. Sound symbol association

A phoneme is -

A. a spelling situation B. the smallest unit of sound in a spoken word C. the study of phonics D. an analysis of symbols in written words

B. the smallest unit of sound in a spoken word

The number of new letters presented weekly to a student depends upon:

A. the student's age B. the degree of disability C. student motivation D. student rate of absorption E. all of the above

E. all of the above

Which of the following are Greek elements?

A. Eu, chloro B. ile, ine, ice C. cian, ciant D. all of the above

D. all of the above

In which group do all the words contain three speech sounds?

A. night, through, sawed B. play, gnaw, shut C. poor, sheep, thorn D. name, ought, meat

A. night, through, sawed

Current research regarding the brain and developmental dyslexia has led to the conclusion that -

A. dyslexia is caused by a postnatal brain injury B. a lesion in the brain is the root of dyslexia C. a "glitch" may have taken place during fetal development D. none of the above

C. a "glitch" may have taken place during fetal development

An individual with dyslexia might experience delays in social development as demonstrated by-

A. a lack of good judgment B. the inability to stick with a game C. erratic emotional behavior D. all of the above

D. all of the above

A student who learns better from a lecture/class discussion rather than from the printed page is:

A. a poor kinesthetic learner B. a poor auditory learner C. a poor visual learner D. none of the above E. A & B

C. a poor visual learner

Most students will learn and retain information better if instruction is given through-

A. multisensory strategies (VALT) B. sight word approach

C. whole language D. the learning experience

A. multisensory strategies (VALT

What is MSLE?

Multisensory Structured Language Education

NICHD is the _____________.

National Institute of Child Health and Human Development

ALTA stands for ________.

Academic Language Therapy Association

IMSLEC is the ___________________________.

International Multisensory Structured Education Council

What is MSL?

Multisensory Structured Language

ALTA members shall maintain the highest standards of ___________, ___________ ______________, and ________________ in their professional interaction with their students.

Integrity, Clinical Competence, and Responsibility

The right of parents of a child with disabilities to receive notice of changes in the child's education program and to pursue a hearing if there is a disagreement.

Procedural Safeguards

**or Procedural Rights Safeguards

A document that identifies a child as having a disability and delineates referral, evaluation, special education and related services to be provided, goal/objectives, and assessment of progress

Individualized Education Program (IEP)

Pertaining to voice recognition software that allows the speaker to speak at a conversational pace (rather than saying each word separately)

continuous speech recognition

Difficulty with certain cognitive skills, including disorganization of time and use of materials and difficulty narrowing a topic

executive function difficulties

SQ3R: A reading comprehension strategy

Survey, Question, Read, Recite, Review

Equipment or products used by individuals with disabilities to improve functioning in activities

assistive technology

Federal legislation through which services can be provided for students with disabilities who are performing well and who no longer need special education or related services but instead need only reasonable accommodations

__________ ______ is about access to education.

Section 504

Free and Appropriate Education

FAPE

Federal law that protects the rights of people with disabilities

Americans with Disabilities Act (ADA)

English as a Second Language

English Language Learner

ESL

ELL

For special education students, guarantees educational rights, federal funding provided, free appropriate education (FAPE), and least restrictive environment

Individuals with Disabilities Education Act (IDEA)

Federal legislation that requires special education and related services for qualified students with disabilities

**Is about specially designed instruction designed to provide FAPE

Individuals with Disabilities Education Act (IDEA)

What are the three federal laws relating to dyslexia?

IDEA - Individuals with Disabilities Education Act, federal special education law

Section 504 of the Rehab Act of 1973 - federal law

ADA - Americans with Disabilities Act, amended 2009

Beginning with the student's previous knowledge, new material is presented in such a way that the student can discover the new concepts through reason, chronology or sequence.

Discovery learning

Using carefully planned questions, the student is led to discover the new concept - Socratic technique

Discovery learning

A check list designed to help students provide for themselves the conditions which are most conducive to their comfort, accuracy, sustained endurance, and legibility

WOW - Watch Our Writing

A multisensory procedure for teaching word spelling which is based on the Orton-Gillingham-Childs techniques. The student perceives each letter through all avenues of learning simultaneously

SOS - Save Our Spelling

**The Five Step Spelling Program

Part (letters) to whole words (bottom up)

synthetic approach

Whole to part (Top-Down)

analytical approach

Readers simultaneously initiate word identification and predict meaning----these are reciprocal events

Interactive Theory

Emphasis on the subprocesses of the reading act and its contention that many of these subprocesses, such as letter and word identification, must become automatic in order for readers to be fluent.

Bottom-Up Theory

Kenneth Goodman and Frank Smith- language is irregular, teaching phonics amounts to no more than guessing

psycholinguistic guessing game

_____ _______ Therory led by Kenneth Goodman and Frank Smith

**strong meaning-based position **Goodman calls reading a "psycholinguistic guessing game" **rather than read every word, good readers select out on the essential textual information **only focus on individual words/sounds when text does not make

sense, and the reader needs to go back and reread **this is Whole Language characteristic

Top-Down

VAKT

Visual , Auditory, Kinesthetic/ Tactile

Direct, purposeful instruction

Explicit instruction

Teaching with a logical order of introduction of concepts that progress from easiest to more difficult

Systematic and cumulative instruction

Individualized teaching based on needs

Prescriptive teaching

Teaching that is informed by a continual assessment of student needs

Diagnostic teaching

Instruction in which concepts are explicitly taught

Direct instruction

Instruction that follows ordered procedure

Structured instruction

Giving one's full attention to the speaker and making eye contact with him or her

Active listening

Keenness of thought or vision

Acuity

**application examples needed

The use of semantic and syntactic clues to aid in completing sentences. "Fill in the blank"

Cloze Procedure

What are the three Primary reasons of poor reading?

Difficulty decoding, inaccurate word recognition insufficient reading fluency - due to lack of knowledge of phonics, morphology and words by sight

Reading - Language comprehension subskills are like strands of a rope, but they converge; many skills are woven into skilled reading

Language Comprehension background knowledge, vocabulary knowledge, language structures, verbal reasoning

Word Recognition phonological awareness, decoding and spelling and sight recognition

Scarborough's Reading Rope

What are the problems with age/grade equivalents?

• doesn't tell you how many the child attempted and how accurate he or she was
• scores are estimated/extrapolated
• some groups of children were never tested
• many statistical problems make them highly unreliable.

Brief achievement test measuring reading recognition, spelling, arithmetic computation

WRAT - Wide Range Achievement Test

Comprehensive assessment of a child's early literacy fundamentals that are predictive of future reading success

PALS - Phonological Awareness Literacy Screening

An informal, diagnostic, individually administered assessment tool to help teachers determine the point of instruction for students and to monitor progress in phonological awareness skills.

PAST - Phonological Awareness Screening Test

Screening for Naming Letters / Phonological Awareness /Reading nonsense and real words/ Reading Fluency / Reading Comprehension

DIBELS - Dynamic Indicators of Basic Literacy Skills

Data that provides information about knowledge to be applied to short-term goals. Collected during instruction through instructional activities, homework; used to adjust instructional practices in an effort to maximize student learning.

Formative data

Data that provides information about knowledge to be applied to long-term, comprehensive goals. Data collected at the end of a chapter, unit, or course, after instruction has taken place; used to make curriculum decisions, direct future instruction, and improve instructional practices.

Summative data

Nonsense words that are phonetically regular

Pseudowords

Assessments that are not standardized; a process for gathering information used to make educational decisions using means other than assessments; can include projects, presentations, experiments, demonstrations, performances, portfolios, observations, etc.

Informal assessment

Standardized assessment that must be administered and scored according to prescribed procedures. Used to compare overall achievement to that of others of the same age and grade, or to identify comparable strengths and weaknesses.

Formal assessment

Assessment that classifies a student in terms of achievement or improvement or grade-level performance based on targeted outcomes

Outcome measure

Assessment that provides a detailed analysis of a student's strengths and weaknesses

Diagnostic measure

Periodic assessment that measures progress in response to specific instruction and/or intervention. Specific to the Goal

Progress monitoring

Brief assessment that identifies students who may need additional or alternate forms of instruction.

Screening

**note: screening can be done by a paraprofessional or teacher; informational only, not formal

Completed by parents and sometimes teachers and used to check for symptoms of ADHD; measure and compare a child's behavior to that of other children the same age.

Examples: Connor's Rating Scale, Child Behavior Checklist, Behavior Evaluation Scale, Burk's Behavior Rating Scale

Behavior rating scales

Assessment that measures knowledge that has been taught or a student's performance in a local curriculum. The CBM is a quick probe into student achievement that provides current, week-by- week information on the progress a child is making.

Examples: classroom tests and quizzes, spelling tests, etc.

Curriculum-based measurement

Any tests that are administered and scored in a pre-specified, standard manner; each test-taker is asked the same questions and/or given the same tasks, provided the same information before and during the test, has the same amount of time to take the test.

All tests are also scored in the same manner. These tests can be either norm- referenced or criterion- referenced, and either an achievement or an aptitude test.

Standardized tests

Assessment that measures knowledge attained and knowledge yet to be acquired in a domain. Tells how well students are performing on specific goals or standards

Based on skills compared to their same skills from a year ago.

Examples: State assessments, Brigance, DIBELS

Criterion-referenced test

Assessment that provides a detailed analysis of a student's strengths and weaknesses. Compares a person's score against the scores of people who have already taken the test, the "norming group," a national sample of similar students (Age based, grade based, what is the norm group)

Examples: Woodcock Johnson, Stanford Achievement Test, Iowa Test of Base Skills, California Achievement Test, DIBELS, WRAT, WISC-IV, Stanford Binet

Norm-referenced test

Designed to measure students' specific knowledge and skills

Examples: Woodcock Johnson, California Achievement Test, Stanford Achievement Tests, Comprehensive Tests of Basic Skills, Iowa Test of Basic Skills, WRAT( Wide Range Achievement Test) Administered - Professional

Achievement test

Identifies intelligence and cognitive strengths and weaknesses. Includes measures of verbal comprehension, perceptual reasoning, working memory and processing speed (WISC-IV); verbal reasoning, quantitative reasoning, abstract/visual reasoning and short-term memory (Stanford-Binet).

Examples: Wechsler Intelligence Scale for Children (WISC-V), Stanford-Binet, Woodcock Johnson Cognitive (WJ-Cog IV)

Intelligence test

Deficit in phonological awareness and rapid naming

Double deficit dyslexia

The quick repeated naming of a series of objects, colors, or letters in random order

RAN - rapid automatized naming

Means twisted symbols.

Stephosymbolia

A specific learning disability characterized by difficulties with accurate and /or fluent word recognition and by poor spelling and decoding abilities

Dyslexia

Disorder characterized by difficulty attending to and completing tasks.

Attention-deficit/hyperactivity disorder (ADHD)

What are the three subtypes of ADHD?

Hyperactive/Impulsive Type Inattentive Type Combined Type

The following are characteristics of ______________:

• Seems to be in constant motion
• Has difficulty remaining in his/her seat even when it is expected
• Fidgets with hands or squirms when in his or her seat; fidgeting excessively
• Talks excessively
• Loses or forgets things repeatedly and often
• Inability to stay on task; shifts from one task to another without bringing any to completion
• Often interrupts others
• Has difficulty waiting for his or her turn in school and/or social games
• Tends to blurt out answers instead of waiting to be called upon
• Takes frequent risks, and often without thinking before acting

ADHD - Hyperactive/Impulsive type

The following are characteristics of ______________:

• Short attention span for age (difficulty sustaining attention)
• Difficulty listening to others
• Difficulty attending to details
• Easily distracted
• Forgetfulness
• Poor organizational skills for age
• Poor study skills for age

ADHD - Inattentive Type

The most common type of ADHD, is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility

Combined type

Reading + the Brain:

The area in the front left inferior responsible for EXPRESSIVE language / responsible for articulation/word analysis

Broca's area

Reading + the Brain:

Word analyzer and word decoder / part of the brain responsible for word analysis. Automatic detector of words, in less time than a heartbeat.

Left parieto-temporal area

Reading + the Brain:

Area of brain key for language comprehension and production of phonemes

Left inferior frontal gyrus

Reading + the Brain:

Area on left side of the brain responsible for receptive language

Wernicke's area

Reading + the Brain:

Closer to bottom of brain. Rapid response (quicker than a heartbeat) to seeing a word - sees the whole word as a pattern / part of the brain responsible for word form imprinting

Occipito-temporal system

Reading + the Brain:

Middle of brain; step by step slow and analytic, analyzes a word, pulls in apart, pulls links letters to sounds.

Parieto-temporal system

Person can speak with ease but does not understand language

Wernicke's aphasia

When people can't get words out but they understand

Broca's aphasia

• Form
• Use appropriate grammar in oral and written language

• Grammatical structure of language, sentence structure, grammar
• Begins at oral level

Syntax

• Meaning
• Meaning conveyed by language - (vocabulary knowledge)
• Text comprehension
• Begins at oral level
• Understanding of the Nature of Written Language

Semantics

Which domain(s) of language deal with form?

Phonology, morphology, syntax, orthography

Syntax, morphology, phonology are known as ______________.

Form

The rules of speech sounds. ________ governs how phonemes (i.e., distinct units of sounds that can affect meaning) are used in a language system, such as the rules and combinations for using phonemes.

Phonology

The rules of word structure. ___________ governs how morphemes (i.e., smallest units of language) are used in the language system.

Morphology

_________________ are used to form words and each morpheme differs from another (aka they all serve different meanings).

Morphemes

The rules of sentence structure. ____________ involves the particular arrangement of words in a sentence, structure of a sentence, and rules that correspond to the way that words are ordered into a sentence.

Syntax

The rules relating to the meaning of language; the actual meaning behind each word within a sentence within a message.

Semantics

The rules of language that occur within social situations.

Pragmatics

What are the 5 Domains of Language?

phonology, morphology, syntax, semantics, pragmatics

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: pretend to write, aware that letters can be arranged into words, organize letters and shapes in a line, print letters and numbers, crude motor skills

Stage 1 - Imitation (preschool - 1st grade)

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: adept at printing letters, preoccupied with appearance of letters, self- conscious of classmates ability

Stage 2 - Graphic Presentation (1st grade - 2nd grade)

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: incorporate capitalization, punctuation, syntax, and grammar/revisions and corrections are introduced

Stage 3 - Progressive Incorporation (late 2nd grade- 4th grade)

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: apply rules of grammar, spelling, and punctuation automatically/longer sentences/write in outlines/multiple drafts

Stage 4 - Automization (4th grade - 7th grade)

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: use writing to express a viewpoint/use writing for thinking, problem solving, and remembering/synthesis ideas/writing exceeds their own speech

Stage 5 - Elaboration (7th grade - 9th grade)

Stages of Expressive Written Language Development (Phrases of Writing)

In the _____________ stage: use variety of writing styles/get more creative/lengthier and more complex sentences/ increasingly sophisticated vocabulary

Stage 6 - Personalization - Diversification (9th grade and beyond)

According to the Ladder of Language Acquisition, what is the development of language?

(bottom ----- top)

Oral receptive-(listening)

Oral expressive-(speaking)

Written receptive (reading)

Written expressive (spelling, writing)

How we express language; the ability to use sounds, signs, or symbols to communicate meaning

Expressive language

(ex: talking)

Comprehension of spoken language

Understanding of information provided in a variety of ways such as sounds and words; movement and gestures; and signs and symbols.

Receptive language

(ex: listening)

Children with ________ Language Disorders may display:

• difficulty processing and retaining auditory information
• difficulty following instructions and directions
• their difficulty understanding what is said may be exacerbated in group discussions
• their difficulty answering questions may be related to their limited understanding of question forms
• they may be overly sensitive to non-linguistic sounds
• may have difficulty filtering out background noise
• may be easily distracted
• may exhibit difficulties such as poor understanding and use of tone, facial, gesture, body language and poor eye contact
• due to their comprehension difficulties, may experience difficulty with turn-taking in conversation
• language limitations may interfere with topic maintenance
• may experience difficulty with verbal reasoning
• may experience difficulty remembering strings of words
• may not discriminate between tones

Receptive

Children with __________ Language Disorders may display:

• understanding of language is likely to be more developed than the ability to communicate using the spoken word
• may be a resistance to talk
• child may resort to pointing or gesturing to get their message across
• language may lack variation in intonation or volume imaginative play and social use of language may be impaired
• difficulty in describing, defining and explaining and in retelling stories may surface in communication in

class

• limited vocabulary may mean that the child resorts to empty phrases and non-specific vocabulary

Expressive

Partial inability to initiate coordinated voluntary motor acts- difficulty getting the body to do what you want it to do

Dyspraxia

A speech disorder in which someone has trouble speaking. Knows what they'd like to say but has difficulty getting their lips, jaw, or tongue to move in the proper way to say it. In order to speak, your brain needs to send a message to your mouth.

Apraxia of speech (AOS)

Automatic and immediate repetition of what others say; "echo"

Can be related to autism

Echolalia

Add multiple choice options difficulty in learning both receptive and expressive oral language, despite adequate hearing, intelligence, sociocultural opportunity

Dysphasia

Impairment of language, usually caused by left hemisphere damage either to Broca's area (impairing speaking) or to Wernicke's area (impairing understanding). result of brain injury or disease

Aphasia

The loss of the ability to read, usually the result of brain injury

Alexia

Neurological oral-motor dysfunction including weaknesses of the musculature necessary for making the coordinated movements of speech production

Dysarthria

Slight variations in production of vowels or consonants that are predictable variants of a phoneme (ex p in pot and spot, /a/ in fast and tank)

Allophones

Phonemes produced in the same place of the mouth, in the same manner, but that vary in the voicing characteristics

Voiced-voiceless cognates

What are the three ways consonant sounds are categorized?

• Place of articulation
• Activity of vocal cords
• Flow of air stream

The study of speech sounds in spoken language

Phonetics

The ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels

Phonological awareness

Awareness of speech sounds or phonemes in spoken words

Phonemic awareness

A sound produced by forcing air through a narrow opening between the teeth or lips

/f/ /sh/ /z/

Fricative

A sound produced by forcing air out through the nose

/n/ /m/

Nasal sound

A sound prolonged in its production

/m/ /s/ /f/

Continuant sound

A sound obstructed / they must be clipped off

/b/ /d/

Stop consonant sound

A puff of air is known as ______________

Aspiration