CSD 648 Exam 3 Study Guide ACTUAL UPDATED QUESTIONS AND CORRECT
ANSWERS
skills required to comprehend -general skills
-text specific skills
-metacognitive skills
True or False? TRUE
It is the position of ASHA that SLPs play a critical and
direct role in the development of literacy for children and
adolescents with communication disorders, including
those with severe or multiple disabilities.
True or False? TRUE
Children with good oral language skills learn to read (You already know kids with DLD are going to have trouble reading and
better than children with oral language difficulties. comprehending because they have language difficulties)
simple view of reading decoding (word recognition) x language comprehension (oral language skills) =
reading comprehension
If a child has impaired decoding and intact language reading disorder (dyslexia)
comprehension, what is the impairment term?
If a child has intact decoding and impaired language reading comprehension disorder
comprehension, what is the impairment term?
If a child has impaired decoding and language DLD
comprehension, what is the impairment term?
Why is it hard to identify children with Reading It emerges around 3rd grade, where decoding is the focus. They CAN read it, so
Comprehension Disorder? they hide.
Becoming a skilled reader requires... -size of the symbol set
-visual complexity of the symbols
-phoneme awareness
-letter-sound knowledge
-rapid automatic naming (RAN)
Active View of Reading Model active self-regulation contributes to word recognition, language comprehension,
and bridging processes, which leads to reading.
active self-regulation -motivation and engagement
-executive function skills
-strategy use (word recognition, comprehension, vocab)
, word recognition -phonological awareness
-alphabetic principle
-phonics knowledge
-decoding skills
-recognition of sight words
bridging processes print concepts, reading fluency, vocabulary knowledge, morphological
awareness, graphophonological-semantic cognitive flexibility
language comprehension -culture and content knowledge
-reading-specific background knowledge (genre, text feature)
-verbal reasoning
-language structure
-theory of mind
comprehension is influenced by... phonology, pragmatics, morphosyntax, and semantics
How is comprehension impaired in DLD children? -DLD kids are at high risk for comprehension impairments
-common deficiencies in word knowledge, morphology, syntactic, inferencing
comprehension monitoring, inhibiting irrelevant information
Treatment of comprehension deficits is a _____ effort. team
basic literacy you can read a sentence and understand it
critical literacy connect the ideas across sentences (inference, summarize, main idea)
dynamic literacy synthesize across references and start connecting ideas
What are the three text specific elements? macrostructure, microstructure, metacognitive
macrostructure overall organization, framework, and story grammar elements of a text (think
home styles)
microstructure specific elements and smaller parts of a text such as morphosyntax, word choice,
and character names (think paint color, faucets)
metacognitive awareness of ones own reading processes and a plan of what to do if you are not
comprehending (think blueprint or plan)
information used to comprehend text -text grammars
-content facts
-content schema
ANSWERS
skills required to comprehend -general skills
-text specific skills
-metacognitive skills
True or False? TRUE
It is the position of ASHA that SLPs play a critical and
direct role in the development of literacy for children and
adolescents with communication disorders, including
those with severe or multiple disabilities.
True or False? TRUE
Children with good oral language skills learn to read (You already know kids with DLD are going to have trouble reading and
better than children with oral language difficulties. comprehending because they have language difficulties)
simple view of reading decoding (word recognition) x language comprehension (oral language skills) =
reading comprehension
If a child has impaired decoding and intact language reading disorder (dyslexia)
comprehension, what is the impairment term?
If a child has intact decoding and impaired language reading comprehension disorder
comprehension, what is the impairment term?
If a child has impaired decoding and language DLD
comprehension, what is the impairment term?
Why is it hard to identify children with Reading It emerges around 3rd grade, where decoding is the focus. They CAN read it, so
Comprehension Disorder? they hide.
Becoming a skilled reader requires... -size of the symbol set
-visual complexity of the symbols
-phoneme awareness
-letter-sound knowledge
-rapid automatic naming (RAN)
Active View of Reading Model active self-regulation contributes to word recognition, language comprehension,
and bridging processes, which leads to reading.
active self-regulation -motivation and engagement
-executive function skills
-strategy use (word recognition, comprehension, vocab)
, word recognition -phonological awareness
-alphabetic principle
-phonics knowledge
-decoding skills
-recognition of sight words
bridging processes print concepts, reading fluency, vocabulary knowledge, morphological
awareness, graphophonological-semantic cognitive flexibility
language comprehension -culture and content knowledge
-reading-specific background knowledge (genre, text feature)
-verbal reasoning
-language structure
-theory of mind
comprehension is influenced by... phonology, pragmatics, morphosyntax, and semantics
How is comprehension impaired in DLD children? -DLD kids are at high risk for comprehension impairments
-common deficiencies in word knowledge, morphology, syntactic, inferencing
comprehension monitoring, inhibiting irrelevant information
Treatment of comprehension deficits is a _____ effort. team
basic literacy you can read a sentence and understand it
critical literacy connect the ideas across sentences (inference, summarize, main idea)
dynamic literacy synthesize across references and start connecting ideas
What are the three text specific elements? macrostructure, microstructure, metacognitive
macrostructure overall organization, framework, and story grammar elements of a text (think
home styles)
microstructure specific elements and smaller parts of a text such as morphosyntax, word choice,
and character names (think paint color, faucets)
metacognitive awareness of ones own reading processes and a plan of what to do if you are not
comprehending (think blueprint or plan)
information used to comprehend text -text grammars
-content facts
-content schema
