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Oral, written lang school children (2) (From birth to adult (Birth…
Oral, written lang school children (2)
Lang disorder
Defn
Impaired comprehension and/or use of spoken, written + other systems. (1) form (2) content (3) use or combination
Types
DLD
What is it?
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Difficulties impact education, social interactions
R/s oral, written
Oral lang skills impt in acquisition of literacy skills, academic success
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Ranges from: Auditory processing--> oral lang--> phonological awareness--> phonics --> reading, spelling, reading comprehension. Need strong base to build skills
From birth to adult
Birth
Infants listen, respond to human voice
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Rhythm, rate begin to look like surrounding language eg. babble/jargon
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Preschool/Prep
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Sitting, attending, group-learning, play-based learning, learn how to interact w others
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Grades 1-3
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Breakdown --> Learning disorder, cannot enjoy reading, get left behind
Grade 4-6
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Teacher instructs, child accesses info themselves
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Grades 7-12
Self-directed learning, minimal assistance, researching, self selection of subject matter
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Streaming for higher education, professions
Listening, literacy to learn about language
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Matthew effect
Oral to build on written, but if this breaks down, they will suffer more. Practice--> Automatic
For everyone who will be given more and he will have an abundance. Whoever X have, even what he has will be taken away from him
Look at positive, negative cycle notes
Reading X age appropriate, SLTs role is to identify where all these breakdowns are occuring
Written lang
Terms
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Irregular words: X be decoded, memorise spelling eg. queue, steak
Terminology
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Reading-decoding
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Breakdown: dyslexia
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Severe, chronic form of reading difficulty found in children of normal intelligence
Difficulty learning to read, write, spell despite efficient teaching, supportive home
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Reading comprehension
- understanding purposes of reading. Need to teach them these skills. Is it for fun? for info?
- Activating relevant background info: tell me what you alr know about dinosaurs. Prime semantic system, test oral skills first before looking at comprehension
- Allocating attention to main ideas
- Critical evaluations of text
- Monitoring comprehension: metaling awareness skills, sometimes when you dont unds, you go back and read sentence
- Drawing inferences: higher lvl thinking skills
Reading
Need oral lang to get into systems but need written skills to help you through (Greenfield, 2008)
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Dev. of spelling
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Knowledge of alphabet linked to how it feels to produce speech sounds. Child will write what they hear
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Difficulties
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Difficulty identifying sounds at ends of words eg. -tion, ally, ful
Value of nonsense words
Decoding: ability to read, decode nonsense words, use semantic system in any way to help them, purely unds of letter-sound correspondence
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