Midterm Project

halloween escape

Get all the candy!

start

escape halloween

You've got your pumpkin ready for the spookiest night of the year. Your mission: navigate through five haunted houses, solve their riddles, and amass a bone-chilling treasure trove of candy. 🎃👻🍬

go!

Go house to house!

Candy obtained

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Witch's house

Alert! Witches nearby! Dare to knock?

knock

1/7

1. What does it mean to reconceptualize learning and generalization as performance and learning?

A. It means viewing generalization as part of long-term learning, with performance as the short-term use of skills in specific situations.

B. It suggests that learning only happens in short-term situations, while generalization is how skills are used deeply across contexts.

knock

knock

2/7

2. Describe and give two examples of a procedural view of learning

B. A procedural view of learning is about practicing something until it becomes automatic. Examples include writing and tying your shoes.

A. A procedural view of learning is about learning facts quickly. Examples include memorizing historical dates and solving math problems.

3/7

Which of the following are three examples of desirable difficulties, and why do they help improve long-term learning?

A. Contextual interference(Bjork 2004), varying conditions of practice, and spaced practice(Bjork 2004) because they promote deeper understanding, better recall, and the ability to use knowledge in different situations.

B. Repetition of the same task, constant conditions of practice, and cramming because they focus on short-term performance and make learning easier to master quickly.

4/7

Four characteristics of good reasoning involve collecting information before making up one's mind, seeking various points of view, thinking carefully about a problem before responding, and considering future consequences before acting.

True

False

5/7

Why do the vast majority of teachers believe in the auditory vs. visual learning style distinction?

A. it’s commonly accepted wisdom—most people assume it’s right because so many believe it. While people do have different strengths in auditory or visual memory, those strengths aren’t interchangeable, meaning being good at one doesn’t improve the other.

B. It is widely accepted, and teachers believe that being strong in one area (like visual memory) can improve weaknesses in another (like auditory memory), even though this isn't supported by research.

6/7

Praising ability instead of effort encourages students to believe that their ability is under their control.

False, Praising effort instead of abilitiy encourages students to believe that their abilitity is under their control

True

7/7

Why are sequencing abilities not the most important for retelling narratives or improving narrative abilities?

A. Good storytelling involves more than just putting events in order. It depends on understanding characters, events, and how everything connects. The ability to recall events also relies on a deeper understanding of the topic and attentional/memory abilities. Sequencing is not a basic cognitive process.

B. Sequencing abilities are irrelevant because narratives only rely on memorizing dialogue, not the order of events

Spooktacular!

You've passed the first test and scored some candy. Keep it up!

Candy obtained

continue

Go to the next house!

Candy obtained

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✔️

House of the Wolf

A wolf is on the loose! Got the guts to knock?

knock

1/7

What are two reasons for preferring the term DLD instead of SLI (Bishop, McGregor et al.)?

A. Inclusion: DLD focuses on children with multiple cognitive challenges, and clarity: SLI is a more specific term that excludes those with other difficulties.

B. Inclusion: DLD covers a wider range of language issues, even when other challenges are present, while SLI focuses only on language problems without other conditions. Clarity: DLD clearly highlights language difficulties, whereas SLI’s focus on “specific” can be misleading.

knock

knock

2/7

What are two factors that have contributed to the continued decline of clinical services to children with DLD?

A. Lack of awareness: Many professionals and the public are unfamiliar with DLD, leading to fewer diagnoses and services. Misunderstanding: DLD is often confused with other issues like learning disabilities or behavioral problems, resulting in less targeted support for children with DLD.

B. Increased funding: More financial resources for DLD research and improvements in diagnostic tools have reduced the need for clinical services as children are identified earlier.

3/7

Raising public awareness, improving early identification, and advocating for policy changes are three of McGregor’s (2020) suggestions to increase the number of children with DLD who receive clinical services.

False

True

4/7

What is the main finding from research about treatment (dose) intensity? (Kamhi/Eisenberg, 2014)

A. Disturbed practice, with fewer opportunities, leads to better immediate learning but does not improve long-term retention

B. Frequent, shorter sessions are more effective than fewer, longer sessions because more practice opportunities (doses) lead to better learning and retention.

5/7

Provide two suggestions for targeting complex sentences and two suggestions for targeting narrative/expository discourse. (Kamhi, 2014; Scott, 2014).

For complex sentences: 1) Focus only on the form of sentences with young children, and 2) Emphasize sentence memorization with older children. For narrative/expository discourse: 1) Focus on reading stories aloud, and 2) Use grammar worksheets.

For complex sentences: 1) Target meaning and functions of the structure with young children, and 2) Emphasize both structure and meaning with older children. For narrative/expository discourse: 1) Focus on scripts and relating events, and 2) Use contextualized language intervention.

6/7

What are three specific areas in which SLPs are uniquely qualified to provide services to students with written language disorders?

Vocabulary development, phonics rules, and handwriting techniques

Phonological awareness, morphological knowledge, and syntax/sentence structure

7/7

To convince SLPs that they should play a role in assessing/targeting reading, spelling, and writing in therapy: SLPs are uniquely qualified to assess and target reading, spelling, and writing in therapy because these skills are closely linked to phonological awareness, morphology, and syntax, which are core areas of their expertise.

False

True

Awesome!

You've outsmarted the wolf, and your candy bag grows.

Candy obtained

continue

Go to the next house!

Candy obtained

✔️

🔒

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✔️

Frankenstein's House

An electrifying house, are you up for it? ⚡

knock

1/7

What are two reasons for not using IQ-achievement discrepancy to identify children with a specific learning disability? (Fletcher pp. 12-13).

IQ tests are not accurate enough to measure learning disabilities, and they often do not align with reading or writing skills.

Using IQ-achievement discrepancy can lead to over-identification of students with high IQs and under-identification of students with low IQs. Additionally, each IQ test measures differently, resulting in inconsistent discrepancies across tests.

knock

knock

2/7

How should SLD children be identified according to Fletcher.

By using a single test score and fixed cut points to determine eligibility for services.

Using multiple data points, avoiding fixed cut points, using confidence intervals to describe certainty in assessment, using norm-referenced tests to address the lack of reliability in current SLD testing

3/7

The Simple View of Reading states that reading comprehension is a combination of word recognition and language comprehension.

False

True

4/7

What are the three subgroups or RD based on this view of reading?

Dyslexia (poor decoding, good comprehension), DLD (good decoding, poor comprehension), Dyslexia + DLD (poor decoding, poor comprehension)

. Dyslexia (poor comprehension, poor decoding), DLD (good comprehension, good decoding), Dyslexia + DLD (poor comprehension, good decoding)

5/7

What is the relationship between DLD and dyslexia according to Adlof and Hogan (2018)?

Dyslexia and DLD are separate disorders that commonly co-occur. Students with dyslexia who do not qualify for DLD may still have language weaknesses that need to be monitored and could warrant accommodations.

Dyslexia and DLD are separate disorders that rarely co-occur, and students with dyslexia typically have no language weaknesses.

6/7

What are three clinical implications of the frequent co-occurrence of DLD and dyslexia?

1) Dyslexia with DLD has no impact on language skills, 2) Intervention should focus on reading outcomes only, 3) A dyslexia diagnosis prevents future language acquisition issues.

1) Dyslexia with or without DLD often has other language deficits outside the phonological domain, 2) Intervention should target the child’s strengths and weaknesses related to reading outcomes regardless of the diagnostic label, 3) Even with early diagnosis, the risk for slower language acquisition remains across the lifetime.

7/7

What are three types of literacy knowledge that may be acquired during the emergent literacy period?

1) Alphabet, 2) Letter names, 3) Sound-letter correspondence

1) Vocabulary development, 2) Grammar rules, 3) Reading fluency

You rock!

You've unraveled the mysteries of Frankenstein and scored more candy.

Candy obtained

continue

Go to the next house!

Candy obtained

✔️

✔️

🔒

✔️

House of the Mummy

A mummy in the house! Shall we?

knock

1/7

Children from low-print homes are at risk for learning to read because they don’t have access to high-quality literary artifacts or literacy events.

False

True

knock

knock

2/7

What achievement characterizes the orthographic stage?

Sight-word reading: recognizing words visually with minimal phonological processing

Developing the ability to sound out words using phonological cues only

3/7

What does it mean to say word recognition is “word based” rather than stage based?

Stage-based word recognition means understanding words through a developmental progression, while word-based recognition means the process depends on how frequently a word is encountered (self-teaching hypothesis).

Word-based recognition means understanding the root of each word, while stage-based recognition involves memorizing words through repeated reading.

4/7

How do children read novel words differently from familiar words?

Novel words are more dependent on phonology because the child has not yet acquired orthographic representations for them, while familiar words are recognized visually with less reliance on phonology.

. Novel words are memorized through repetition, while familiar words are always sounded out letter by letter.

5/7

How do children teach themselves to read? (self-teaching hypothesis)

Through phonological decoding, which leads to fast and accurate sight word recognition. Each successful decoding helps children acquire word-specific orthographic information for sight reading.

By relying on pictures and context to guess words, gradually improving their recognition over time.

6/7

What is the lexicalization process? Provide an example of how it occurs.

The process of associating sequences of letters with a particular word; for example, recognizing the letter patterns in words like "hike," "bike," "like," and "mike."

The process of sounding out each letter individually to form a word; for example, breaking down "bike" into "b-i-k-e."

7/7

According to Apel, the four sources of knowledge that impact spelling are phonemic awareness, orthographic knowledge, morphological awareness, and semantic knowledge.

True

False

Fantastic!

You've unraveled the mummy's secrets and bagged more candy.

Candy obtained

continue

There is only one house left!

Candy obtained

✔️

✔️

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Dracula's house

Last stop, Dracula's House! Do we dare?

knock

1/7

Explain what MGRs are so a parent or teacher would understand.

MGRs, or Mental Graphemic Representations, are the mental images of how words look when written, helping children recognize and spell words correctly.

MGRs, or Mental Graphemic Representations, are the mental images of how words sound, helping children pronounce words correctly.

knock

knock

2/7

Provide three suggestions based on Joshi et al. and Apel’s powerpoints about how spelling should be assessed and three suggestions for how it should be taught.

Assessment: 1) Focus on silent reading comprehension, 2) Assess sentence structure, 3) Test students’ grammar knowledge. Teaching: 1) Emphasize silent reading, 2) Practice handwriting, 3) Focus on memorizing spelling rules.

Assessment: 1) Examine students' understanding of sounds and conventional spelling patterns, 2) Assess orthographic knowledge, 3) Evaluate semantic knowledge. Teaching: 1) Teach that speech sounds are represented by letters in printed words, 2) Provide explicit instruction on phonological awareness, 3) Help students connect word knowledge to recognition, spelling, and usage in speech and writing.

3/7

What are three differences between spoken and written language (Kamhi/Catts- Ch. 1, pp. 15-20) and two myths and/or basic truths about writing discussed in the Richardson article.

Differences: 1) Learning to read and write are equally natural abilities, 2) Writing is a basic human function, 3) Most communication happens through writing. Myths: 1) Writing is unnecessary for communication, 2) Writing cannot be taught at all.

Differences: 1) Reading requires explicit phonological knowledge, 2) Reading is a recent human ability without specific biological adaptations, 3) Most humans grow up in environments where spoken language is the main form of communication. Myths: 1) Writing is easy to teach because it's a "basic skill," 2) Writing should be learned quickly and cheaply because it is a "basic skill."

4/7

The primary unit of written language is sentences, while the primary unit of spoken language is clauses. This difference makes writing harder because writing requires proper sentence structure, whereas speaking can use clauses.

False

True

5/7

We spent some time in class discussing whether knowing the cause of a reading or language disorder/disability is important for deciding how to treat the disability. What did we decide?

Understanding the cause can guide treatment goals by helping target the underlying (proximal) causes of the disorder. It also matters because people naturally care about cause and effect, it can aid in prevention, and parents often want to know the cause.

Knowing the cause is only important for diagnosing the disorder, not for deciding treatment goals.

6/7

What evidence shows that dyslexia is a language-based disorder not a visually-based disorder?

Dyslexia is language-based because it involves problems with phonological processing, including detecting and discriminating differences in phonemes. It can be assessed by testing phoneme awareness, phonological memory, and rapid automatized naming tasks. Children with dyslexia do not show more errors in letter reversal or word transpositions, and improving visual perceptual abilities does not improve reading.

Dyslexia is visually-based because children often make frequent errors in letter reversal and word transpositions, which can be corrected with visual training.

7/7

Which of the following is a fun fact about ducks?

. Ducks have teeth to help them chew their food.

Ducks can sleep with one eye open to stay alert for predators.

. All ducks migrate to the same location every year.

You're a legend!

You've bested the one and only Dracula, and your candy bag is bursting.

Candy obtained

continue

You did it!

Your journey has been fang-tastically amazing, and your candy haul is out of this world!

Are you sure you want to go out?

If you exit you will return to the start of the game and you will lose your progress

back

exit

Oh! You have failed...

try again!