Term
Semantics 5-7
Word Learning |
|
Definition
defintions include
physical attributes/concrete example of an experience |
|
|
Term
Semantic 5-7
Word organization |
|
Definition
good understanding of
concrete terms and relationships |
|
|
Term
|
Definition
5 years most show efficient word finding skills
5-6 years word finding should NOT interfere with communication |
|
|
Term
Semantic 5-7
Abstract knowledge |
|
Definition
| 6-8 figurative language is concrete |
|
|
Term
Semantics 7-9
Word Learning |
|
Definition
definitions include synonyms, categories, and function
understand more concrete multiple meanings |
|
|
Term
Semantics 7-9
Word organization |
|
Definition
understand synonyms and antonyms
difficulty with more subtle/abstract word differences |
|
|
Term
Semantics 9-12
Word LEarning |
|
Definition
acquiring abstract concepts
able to learn through reading |
|
|
Term
Semantics 9-12
Word organization |
|
Definition
basic grasp of
mental processes and abstract words |
|
|
Term
Semantics 9-12
Figurative language |
|
Definition
understand most figurative language
metaphors
similes
multiple meaning words |
|
|
Term
Semantics 12+
Word learning |
|
Definition
definitions are adult like
abstract and formal |
|
|
Term
Semantics 12+
Word organization |
|
Definition
good grasp of catgories
know how words related to each other |
|
|
Term
Semantics 12+
Figurative language |
|
Definition
expand use and comprehension of more difficult figurative language
proverbs and poetry |
|
|
Term
Morphology/Morphological development
Inflectional morphemes |
|
Definition
Change state of word/grammatical change
4-5 produce common inflectional morphemes
6-7 produce less common irregular forms |
|
|
Term
Morphology/Morphological development
Derivational morphemes |
|
Definition
change the part of speech/class of a word/meaning change/"derive new word"
9-13 acquire derivational morphemes |
|
|
Term
|
Definition
3 major sentence types
simple, compound, complex |
|
|
Term
|
Definition
|
|
Term
|
Definition
Embedded sentences/center embedded clause
Noun clauses "What I decide to do..."
Adverbial conjunction "...after it went away" |
|
|
Term
Pragmatics 5 years
Communication style |
|
Definition
adjust the COMPLEXITY of their language depending on the AGE of their conversational partner
understand and use HUMOR of PEERS |
|
|
Term
Pragmatics 5-6
Communication style |
|
Definition
| adjust the FORMALITY of their language depending on the Social Situation |
|
|
Term
Pragmatics 9 years
Communication style |
|
Definition
| understand and use simple FIGURATIVE LANGUAE in HUMOR |
|
|
Term
Pragmatics 5 years
Discourse management
Conversational Skills |
|
Definition
| ENTER conversation, take TWO turns on SAME topic, CHANGE topic, and LEAVE conversation |
|
|
Term
Pragmatics 9 years
Discourse management |
|
Definition
| use more Figurative/Nonliteral Language in conversation |
|
|
Term
Pragmatics 5-9
Presuppositional skills |
|
Definition
5 difficulty determining what someone else knows
9 improved immensely |
|
|
Term
| Nonverbal communication 5 years |
|
Definition
maintain appropriate EYE CONTACT
interact with peers WITHOUT making them MAD or UNCOMFORTABLE |
|
|
Term
Narrative Assessment Profile (NAP)
6 Components
Macrostructure - overall quality |
|
Definition
Topic Maintenance
Event Sequencing
Informativeness
Referencing
Conjunctive Cohesion
Fluency |
|
|
Term
|
Definition
how well the utterances relate to the central topic
7 years should stay on topic |
|
|
Term
|
Definition
presenting events in
chronological order/logical order
5 years can sequence events |
|
|
Term
|
Definition
presenting ENOUGH information to understand story
4 years have bsaic skills in deciding what listeners NEED to KNOW |
|
|
Term
|
Definition
adequate IDENTIFICATION of INDIVIDUALS and EVENTS (Pronoun use)
5-7 can indicate change in reference |
|
|
Term
|
Definition
linking utterances together
4 years link utterances with coordinating conjunctions |
|
|
Term
|
Definition
adequate flow of narrative
5 years can tell story with frequent breaks without interrupring the flow |
|
|
Term
Story Grammar
Macrostructure - overall quality of narrative |
|
Definition
measures the structure of episodes withina narrative
5-6 should have basic episode structure |
|
|
Term
|
Definition
| describe When, Where, Who of narrative |
|
|
Term
|
Definition
Initiating event/problem,
Attempt/to solve problem, Consequence/result/outcome |
|
|
Term
T-Units - written
CUs - oral/spoken
Microstructure - grammatical complexity and accuracy |
|
Definition
MLTU/MLCU - mean length of unti in words
count number of words per unit
caculate the mean |
|
|
Term
Subordination Index/Clause Density
Microstructure - grammatical complexity and accuracy |
|
Definition
total number of clauses divided by number units
measures complexity of clause structure |
|
|
Term
| Other Nonstandardized Narrative Assessment Techniques |
|
Definition
Story retell, conversation, scripts of procedural discourse, personal narrative, prompted story retelling, spontaneous fiction retelling,
spontaneous fiction, expository discourse |
|
|
Term
|
Definition
| must have subject and verb |
|
|
Term
|
Definition
| sentence with only 1 independent clause and no dependent clauses |
|
|
Term
|
Definition
| sentence with 2 or more independent clauses |
|
|
Term
|
Definition
| sentence with at least 1 independent clause and 1 dependent clause |
|
|
Term
|
Definition
| has subject and verb Can stand alone |
|
|
Term
|
Definition
subject and verb,
but Cannot stand alone |
|
|
Term
|
Definition
takes the place of a noun in a sentence
fill in with "it" |
|
|
Term
|
Definition
describes a noun
starts with a relative pronoun that is the subject
"that," "who," "which" |
|
|
Term
|
Definition
link a dependent/adverbial cluase to an independent clause
provide information about place, time, manner, reason, and degree
we emt for dinner AFTER class was over |
|
|
Term
|
Definition
changes the state of a word
tense
person
number
go - goes
cat - cats |
|
|
Term
|
Definition
changes the class of a word/part of speech
"derives a new word"
-er, -y, -ly
pollute - pollution, teach - teacher |
|
|
Term
|
Definition
Inflectional Endings misuse or omission
Derivational morphemes misuse of morphemes that cary
Pronouns her found the dog |
|
|
Term
|
Definition
Embedded and complex sentences
Adverbial clauses
Passive sentences |
|
|
Term
|
Definition
Words with multiple meanings present/bat
Abstract language emotional state
Word finding use more general terms fillers |
|
|
Term
|
Definition
Communication style correct style for occasion formal for school
Humor figurative language
Discourse management entering/maintaining conversations, presupposition skills |
|
|
Term
|
Definition
Informativeness leave out information
Referencing problems fewer pronouns/demonstratives to clarify changes in reference
Conjunctive cohesions few links between utterances |
|
|
Term
Tx targets
Morphology/Syntax |
|
Definition
Grammatical Morphemes
Verb types - copulas auxiliary
Sentence Complexity
Over all Ayntax - omissions of obligatory items |
|
|
Term
|
Definition
word learning, word definitions, word associations, word finding,
self monitoring
figurative language |
|
|
Term
|
Definition
Communication style
Discourse management
Nonverbal communication |
|
|
Term
|
Definition
Topic maintenance
event sequencing
informativeness
referencing
conjunctive cohesion
fluency |
|
|
Term
|
Definition
Be specific enough another clinician could follow
Identify what you want the child to show for a particular skill |
|
|
Term
Tx techniques
Morphology/Syntax
General |
|
Definition
Enrichment learning environment - skill NOT directly taught
Discrete skill activity - one specific skill is targeted and directly taught
Both are necessary |
|
|
Term
Tx techniques
Morphology/Syntax
Ages |
|
Definition
4-6 more indirect due to limited metalinguistic ability
7-9 can talk about language separate from using it if CONCRETE
9+ CAN talk about metalinguistic terms |
|
|
Term
Tx techniques
Morphology/Syntax
Intervention |
|
Definition
Mini-lesson procedures - brief explanation of skill include focused drill before meaningful activity
Graphic organizer
Joint book reading |
|
|
Term
Tx techniques
Semantics
Word learning |
|
Definition
encoding words into mental lexicon at phonological and semantic levels
phonological level - repeat word several times, break word into syllables
semantic level - self definition of word, link to previous knowledge, synonym |
|
|
Term
Tx techniques
Semantics
Word definitions |
|
Definition
self definition of word
word relations and categorization
specific situations to use word
make definition more precise
what's NOT included in definition |
|
|
Term
Tx techniques
Semantics
Word associations |
|
Definition
definitions - compare and contrast to toher words
visual aids - semantc map, Venn diagram, word line |
|
|
Term
Tx techniques
Semantics
Word finding |
|
Definition
Metalinguistic reinforcement- break word into syllables
Phonemic neighbor cue- word that sounds similar to target
Rehearsal strategy- confrontational naming and sentence formulation |
|
|
Term
Tx techniques
Semantics
Self-monitoring |
|
Definition
think alouds to assess how student approaches new words
ID strategies child USES
ID startegies child does NOT use |
|
|
Term
Tx techniques
Semantics
Figurative language |
|
Definition
teach general concept of figurative language
Teach specific examples start concrete
Teach student to self-monitor |
|
|
Term
Tx techniques
Pragmatics
Rule Teaching |
|
Definition
explain the skill you're working on
Give concrete examples |
|
|
Term
Tx techniques
Pragmatics
Observation |
|
Definition
go with the child to observe other social interactions
help child ID what typical kids do so they may practice the skill |
|
|
Term
Tx technique
Pragmatics
Scripting and Roleplaying |
|
Definition
| give the child SPECIFIC things to SAY and DO |
|
|
Term
Tx technique
Pragmatics
Mediation |
|
Definition
Evaluate how it went
ID the breakdowns |
|
|
Term
Tx technique
Pragmatics
Nonverbal communication |
|
Definition
| mini lesson to explain appropriate nonverbal behavior and interpret other people's nonverbal behavior |
|
|
Term
Tx technique
Pragmatics
Hidden curriculum |
|
Definition
the implicit knowledge a child needs in order to function in the classroom
how do you answer a question in class
when can you call out an answer/raise your hand |
|
|
Term
Tx techniques
Narratives
Whole texts, Events, Experiences |
|
Definition
Makes the intervention meaningful to the child
Uses real world examples |
|
|
Term
Tx techniques
Narratives
Connect to Classroom |
|
Definition
Collaborate with the teacher
Tasks should help improve the child's academic performance |
|
|
Term
Tx techniques
Narratives
Attend to important parts of task |
|
Definition
Help children organize their own work
Help them be independent |
|
|
Term
Tx techniques
Narratives
Scripts and Story Grammar |
|
Definition
Scripts for younger students
Story grammar teachin episode structure
Take specific event, take it apart, put it back together
Initiating event, attempt, consequence
Visual organizer |
|
|
Term
Tx techniques
Narratives
Narrative Assessment Profile |
|
Definition
Use 6 narrative dementions
topic maintenance
event sequencing
informativeness
referencing
conjunctive cohesion
fluency |
|
|
Term
Tx techniques
Narratives
Microstructure |
|
Definition
expand verb/noun phrase to ADD information about HOW or WHEN something happened, add DESCRIPTIVE elements
sequence the story with adverbial/subordinate conjunctions
evaluate or explain with adverbial/subordinate
add description with relative nouns/suboridnate clauses |
|
|
Term
|
Definition
|
|
Term
Adapt
Emotional/Behavioral disorders |
|
Definition
provide contextually relevant therapy exercises
relate to real life
increases motivation
Provide opportunities to practice pragmatics skills in classroom |
|
|
Term
|
Definition
| Assessment may need to point to each item to counteract child's impulsivity |
|
|
Term
Adapt
Central Auditory Processing Disorder |
|
Definition
Important to assess readign and language performance
Metalinguistic training- meaning from suprasegmentals and prosody |
|
|
Term
|
Definition
First ID whether child uses non-SAE dialect or second language
Second must determine whether there is a language disorder |
|
|
Term
|
Definition
ID dialect - Diagnostic Evaluation of Language Variation DELV
Interview data- red flag parents cannot understand child/child doesn't follow directions
Language sample/Standardized test/Criterion referenced |
|
|
Term
|
Definition
Determine whether DIFFERENCE or DISORDER
Difference-child has difficulty because they are not fluent/ESL
Disroder-child shows difficulty learnign rules and meanings of any language |
|
|
Term
| Bilingual Assessment Tools |
|
Definition
Communicative Proficiency-Basic Interpersonal Communication Skills
Cognitive Academic Language Proficiency
Testing- English dominant criterion referenced English
Non-English test in both languages |
|
|
Term
|
Definition
intervention in first language if possible
difficult to Tx for language not learned completely |
|
|
Term
|
Definition
Provide therapy in SAE
address areas that are the same in both SAE and native dialect |
|
|
Term
| Middle Class Assumptions about Language |
|
Definition
Negotiation/Resolve conflict without physical force
Language register is formal in school and work
Stories told in chronological order, decontextualized, and the goal is to provide facts |
|
|
Term
| Common Language Patterns in POVERTY |
|
Definition
Survival/Conflict is resolved with physical force
Always use casual register
Stories begin with the most exciting part or end of story, audience participation, end with comment about the character and their value
Topics are more direct |
|
|
Term
AAE
Phonological differences |
|
Definition
voiced and voiceless th replaced with stops Initial- t/d medial/final- f/v
final r replaced with vowelization
Final Consonant Deletion of final clusters ending in Stop
Diphthong simplification
ing > in |
|
|
Term
AAE
Syntactic/Morphological
Verb Markings |
|
Definition
Regular past tense not obligatory
Irregular past tense marked on some verbs
Regular/Irregular 3rd person singular present tense not obligatory
Contractible copula/Auxiliary not obligatory
Past tense of to be alters subject-verb agreement |
|
|
Term
AAE
Syntactic/Morphological
Noun Inflections |
|
Definition
Plurals are not obligatory when quantity markers are present
Possessives are not obligatory when word order expresses possession |
|
|
Term
AAE
Syntactic/Morphological
Negation |
|
Definition
Double and triple negative markers may be used
ain't is used as a negative marker |
|
|
Term
|
Definition
direct eye contact is used in the speaker's role, indirect eye contact is considered proper listening behavior
wit/sarcasm/ritualized insults frequently used intended as playful
dynamic intense public conversations |
|
|
Term
|
Definition
topic associated rather than topic centered topics flow from the last statement
focus on characterization and entertaining the audience more important than facts |
|
|
