Deck 5: Developmental Literacy Impairments

Question 1

As adolescents, poor readers exhibit deficits in

A) Grammar
B) Vocabulary
C) Verbal memory
D) All of the above

Answer 1

D

Question 2

Explain what executive functioning is.

Answer 2

Self-regulation that includes the ability to attend; to set reasonable goals; to plan and organize to achieve goals; to initiate, monitor, and evaluate performance in relation to goals; and to revise plans and strategies based on feedback.

Question 3

By about 10 years of age, awareness of and knowledge about which of the following is a better predictor of decoding ability?

A) Phonological awareness
B) Metacognition
C) Morphological structure
D) Ability to use context

Answer 3

C

Question 4

Why are many children with language impairments at risk for reading impairments?

Question 5

is the use of visual modes of communication, specifically reading and writing.

A) Composition
B) Decoding
C) Phonological awareness
D) Literacy

Question 6

Children with have poor comprehension but typical to above-average word recognition ability; can occur in some children with ASD.

A) Echolalia
B) Dysgraphia
C) Alexia
D) Hyperlexia

Question 7

skills are essential for decoding.

A) Semantic
B) Morphological
C) Phonological
D) Syntactical

Question 8

Describe the process of print awareness.

Question 9

Decoding is

A) Knowledge of sounds/syllables and the sound structure of words
B) Segmenting a word and blending the sounds together to form a word
C) The ability to manipulate sounds
D) Active analysis and synthesis of information

Question 10

Dialogic reading is

A) Not recommended until age 5
B) The most effective way to teach toddlers to read
C) An interactive method of reading picture books
D) Reading a child's book word-for-word

Question 11

What are the five kindergarten variables that seem to predict reading success by second grade?

Question 12

What is mature literacy?

Question 13

Poor reading comprehenders have deficits in

A) Phonological abilities
B) Oral language comprehension
C) A & B
D) None of the above

Question 14

Phonemic awareness is

A) Knowledge of sounds/syllables and the sound structure of words
B) Segmenting a word and blending the sounds together to form a word
C) The ability to manipulate sounds
D) Active analysis and synthesis of information

Question 15

Phonological awareness is

A) Knowledge of sounds/syllables and the sound structure of words
B) Segmenting a word and blending the sounds together to form a word
C) The ability to manipulate sounds
D) Active analysis and synthesis of information

Question 16

Describe the levels of text comprehension.

Question 17

Describe the three types of specific learning disorder in literacy.

Question 18

Risk of reading problems is greatest for children with a history of problems in

A) Articulation
B) Receptive language
C) A & B
D) None of the above

Question 19

is knowing what to do and how to do it.

A) Metacognition
B) Dynamic literacy
C) Comprehension
D) Critical literacy

Question 20

Which of the following is the best predictor of spelling ability in early elementary?

A) Dynamic literacy
B) Phonological/phonemic awareness
C) Metacognition
D) Decoding ability

Question 21

When do writers develop the cognitive abilities needed for mature writing?

A) By middle age
B) By early adulthood
C) In early adolescence
D) By junior year of high school

Question 22

When should phonological awareness intervention begin?

A) Not until the child is two grade levels behind their peers
B) During the babbling phase
C) In preschool or kindergarten
D) Whenever a child shows interest in reading

Question 23

Describe the two-prong intervention model for developmental reading impairment.

Question 24

How can executive functioning be assessed in regard to developmental reading?

Question 25

What is the best method for assessing developmental writing in young elementary school children?

A) Spelling analysis
B) Narratives
C) Expository writing
D) None of the above

Question 26

How does mature literacy differ from emerging literacy in terms of writing?

Question 27

Goals for word recognition intervention are

A) Develop a vocabulary of written words
B) Teach decoding skills
C) Improve reading comprehension
D) All of the above

Question 28

In what way(s) does/do adults spell?

A) By sub-syllable unit
B) Letter-by-letter
C) A & B
D) None of the above; it is a subconscious process.

Question 29

How should spelling words be chosen for intervention?

Question 30

Approximately how many spelling words are explicitly taught in elementary school?

A) 1,000
B) 8,000
C) 4,000
D) 10,000

Question 31

What are the four elements of the writing process?

Question 32

Reading assessment should include

A) Oral language samples
B) Standardized measures
C) Written story telling
D) All of the above

Question 33

Postreading activities for text comprehension might include

A) Story organizers
B) Prediction activities
C) Decoding practice
D) Introduction of key vocabulary

Question 34

In addition to phonological awareness, assessment of which of the following should be included in assessment of developmental reading?

A) Text comprehension
B) Word recognition
C) Executive function
D) Morphological awareness
E) All of the above

Question 35

Explain the pros and cons of teaching children to use spell checkers to aid spelling.

Question 36

Name some informal forms of assessment for phonological awareness.

Question 37

Which of the following is used by more advanced readers?

A) Looking up unknown vocabulary
B) Distancing from the text
C) Whole-word recognition
D) Bridging inferences

Question 38

There is between children's nonmainstream dialect use and reading achievement.

A) A slight positive correlation
B) No measurable correlation
C) A strong negative correlation
D) None of the above

Question 39

Preliterate attempts at spelling are

A) Not expected until kindergarten
B) Scribbling with occasional letters
C) Correct pencil grasp and formation of at least five letters
D) Correctly spelling one's name

Question 40

Children with LD may have difficulties with which of the following writing processes?

A) Executive functioning
B) Spelling
C) Text generation
D) All of the above

Question 41

Children with LD who receive training in _ _ along with word processing make greater gains in the quality of their writing.

A) Executive functioning
B) Decoding
C) Multisensory stimulation
D) Phonological awareness

Question 42

is the common event sequences and elements of a narrative.

A) Story grammar
B) Brainstorming
C) Narration
D) None of the above

Question 43

What are the six steps of Em-POWER?