SLP 560 Exam 1 UPDATED ACTUAL Questions and CORRECT
Answers
Language Rule-governed system of abstract symbols used to communicate meaning.
These symbols may be spoken, written, or signed.
Expressive Language speaking, writing, signing
Receptive Language Listening, following directions, reading
5 basic rules systems in language syntax, morphology, phonology, semantics, pragmatics
syntax The rules that govern word order to form clauses, phrases, and sentences.
{FORM}
Example error: "because she was late" - not a complete sentence
Morphology The rules that govern changes in meaning at the word level. {FORM}
Example error: "He goed to the park yesterday"
Phonology The rules that govern the structure, distribution, and sequencing of speech-
sound patterns. {FORM}
Example error: a 5 year old that says "tat" for "cat"
Semantics the rules that govern the MEANING and context of words. Includes vocabulary,
synonyms, antonyms, multiple-meaning words, inferences, and definitions.
{CONTENT}
Example error: a child that calls all four legged animals "dog"
pragmatics The rules that govern language use across communication contexts. Social
aspects of language {USE}
Example error: a child interrupts a conversation between two adults
Specific Langauge Impairment This term refers to children who have DLD with "average" IQ scores. This term
was widely used in research but is now being replaced with DLD.
Primary Language Impairment Meant to emphasize that language is the primary impairment it is often
misinterpreted.
Language Learning Impairment Places an emphasis on the fact that children with DLD have difficulties learning
language. Not commonly used.
Developmental Language Disorder (DLD) Currently the preferred term for language production (expression) and
comprehension (receptive) problems that emerge early in development and
that have no known cause. It refers to a difficulty learning language that is the
only or primary problem affecting the child (i.e., not related to brain injury or
intellectual disability)
Clinical Terminology Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)
, Language Disorder Refers to children who have difficulties with vocabulary, sentence structure,
and/or discourse
Specific Learning Disorder : This refers to children who have difficulties with reading, writing, or math
whether they have the deficits in spoken language or not. However, since
spoken language is critical for learning to read and write, children with DLD
could be labeled as having specific learning disorder.
ICD-10 codes (insurance) Most likely to encompass DLD: F80.1 (expressive language disorder) and F80.2
(expressive and receptive language disorder)
Developmental Delay (ECDD) children with delays in language acquisition. This term is typically used in
educational settings that serve birth to eight years old. In our area we hear the
term, Early Childhood Developmental Delay
Speech and/or Language Impairment Children with a communication disorder, including language impairment, that
affects their educational performances. This term is typically abbreviated as SLI,
which is not to be confused with Specific Language Impairment.
specific learning disability Refers to children with difficulty understanding or using spoken or written
language, which affects their reading, writing, spelling, math, or other areas.
K-2nd grade Focus is on learning to read - building foundational skills like phonics,
phonemic awareness, decoding, vocabulary, and handwriting. Instruction is
often explicit and systematic.
3rd grade to 4th grade Shift to reading to learn - students are expected to use their reading skills to
gain knowledge from texts across subjects. Emphasis grows on comprehension,
writing with purpose, grammar, and more independent work.
What big shift happens from 2nd grade to 3rd grade? Students move from "learning to read" to "reading to learn." This is a major
transition point where language and literacy skills must support academic
learning across subjects. If students haven't mastered foundational skills by the
end of 2nd grade, they often fall behind quickly.
Red flag: Struggles in comprehension or fluency starting in 3rd grade may
signal earlier gaps.
Academic Talk High level of control by the teacher
Questions with known answers
Precise academic vocabulary
Morphologically complex words
Passive sentences
Inferential language
hidden curriculum Unspoken set of rules and expectations about how to behave and
communicate in the classroom
-Not explicitly taught or verbalized
-In many instances, difficulties with classroom discourse are more likely to be
the trigger for special education referrals for students with DLD than academic
failure
Answers
Language Rule-governed system of abstract symbols used to communicate meaning.
These symbols may be spoken, written, or signed.
Expressive Language speaking, writing, signing
Receptive Language Listening, following directions, reading
5 basic rules systems in language syntax, morphology, phonology, semantics, pragmatics
syntax The rules that govern word order to form clauses, phrases, and sentences.
{FORM}
Example error: "because she was late" - not a complete sentence
Morphology The rules that govern changes in meaning at the word level. {FORM}
Example error: "He goed to the park yesterday"
Phonology The rules that govern the structure, distribution, and sequencing of speech-
sound patterns. {FORM}
Example error: a 5 year old that says "tat" for "cat"
Semantics the rules that govern the MEANING and context of words. Includes vocabulary,
synonyms, antonyms, multiple-meaning words, inferences, and definitions.
{CONTENT}
Example error: a child that calls all four legged animals "dog"
pragmatics The rules that govern language use across communication contexts. Social
aspects of language {USE}
Example error: a child interrupts a conversation between two adults
Specific Langauge Impairment This term refers to children who have DLD with "average" IQ scores. This term
was widely used in research but is now being replaced with DLD.
Primary Language Impairment Meant to emphasize that language is the primary impairment it is often
misinterpreted.
Language Learning Impairment Places an emphasis on the fact that children with DLD have difficulties learning
language. Not commonly used.
Developmental Language Disorder (DLD) Currently the preferred term for language production (expression) and
comprehension (receptive) problems that emerge early in development and
that have no known cause. It refers to a difficulty learning language that is the
only or primary problem affecting the child (i.e., not related to brain injury or
intellectual disability)
Clinical Terminology Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)
, Language Disorder Refers to children who have difficulties with vocabulary, sentence structure,
and/or discourse
Specific Learning Disorder : This refers to children who have difficulties with reading, writing, or math
whether they have the deficits in spoken language or not. However, since
spoken language is critical for learning to read and write, children with DLD
could be labeled as having specific learning disorder.
ICD-10 codes (insurance) Most likely to encompass DLD: F80.1 (expressive language disorder) and F80.2
(expressive and receptive language disorder)
Developmental Delay (ECDD) children with delays in language acquisition. This term is typically used in
educational settings that serve birth to eight years old. In our area we hear the
term, Early Childhood Developmental Delay
Speech and/or Language Impairment Children with a communication disorder, including language impairment, that
affects their educational performances. This term is typically abbreviated as SLI,
which is not to be confused with Specific Language Impairment.
specific learning disability Refers to children with difficulty understanding or using spoken or written
language, which affects their reading, writing, spelling, math, or other areas.
K-2nd grade Focus is on learning to read - building foundational skills like phonics,
phonemic awareness, decoding, vocabulary, and handwriting. Instruction is
often explicit and systematic.
3rd grade to 4th grade Shift to reading to learn - students are expected to use their reading skills to
gain knowledge from texts across subjects. Emphasis grows on comprehension,
writing with purpose, grammar, and more independent work.
What big shift happens from 2nd grade to 3rd grade? Students move from "learning to read" to "reading to learn." This is a major
transition point where language and literacy skills must support academic
learning across subjects. If students haven't mastered foundational skills by the
end of 2nd grade, they often fall behind quickly.
Red flag: Struggles in comprehension or fluency starting in 3rd grade may
signal earlier gaps.
Academic Talk High level of control by the teacher
Questions with known answers
Precise academic vocabulary
Morphologically complex words
Passive sentences
Inferential language
hidden curriculum Unspoken set of rules and expectations about how to behave and
communicate in the classroom
-Not explicitly taught or verbalized
-In many instances, difficulties with classroom discourse are more likely to be
the trigger for special education referrals for students with DLD than academic
failure
