Cognition and Language Characteristics

Chapter 3

Levels of Intelligence

IQ levels of students with ld range from 90-93

IQ measures dependent on verbal skills Gifted learning disabled Intelligence when measured by a

standardized IQ test should represent a sum total of all the abilities of an individual

Multiple Intelligences

Interpersonal Intrapersonal Logico-mathematical Naturalistic Bodily-Kinesthetic Linguistic Musical/Rhythmic Visual-Spacial Naturalistic Spiritual

Attention

Time on task Focus of attention Distractibility Selective attention

Teaching Tips for Attention

Use numerous cues to keep students on task… “point to number three on your paper

Visually monitor student’s eye contact with the assigned task

Keep external distractions to a minimum. Draw shades if necessary. Use background music in your class to cover the routine classroom noise

Use a colored marker to code the instructions on each worksheet for student

Use a self-monitoring sheet for paying attention

Memory

Short-term memory Long-term memory Working memory Encoding Storage Retrieval

Principle for Improving Memory

Get a clear, meaningful encoding of the material to be learned

Have a purposeful intention to learn Organize and elaborate information to make

connections Overlearning (providing added practice) aids

retention Use mnemonic and other memory devices

Mnemonic Keyword Method

Help! A PARASITE

Radio Cemetery

Memory Devices

Conceptual Understanding: explanation that enables the learner to see the significance of the information (e.g, why are arteries thick and elastic)

Rehearsal: saying the item to be memorized Mnemonic Method: (see handout on keyword,

acronyms, acrostics) Flash Cards: start with set of 5 Clustering: grouping information

– Note: go to study skills overheads

Definition of Language

Any code employing signs, symbols, or gestures used for communicating ideas meaningfully between human beings.– Social tool to communicate meanings,

feelings, and intentions.– Language comprises of receptive skills

(understanding) and expressive skills (use) and includes both written and oral forms.

Language Components & Skills

Form– Phonology– Morphology– Syntax

Content– Semantics

Use– Pragmatics

Functionalist Language TheoryPragmatics

Syntax

Semantics

MorphologyPh

onol

ogy

Formal Language Assessment

Standardized instruments used to compare a student’s performance with pre-established criteria.– Clinical Evaluation of Language Fundamentals,

Peabody Picture Voc. Test Screening Tests

– Provides general overview in particular area can norm referenced.

Diagnostic Tests– Measure one or more specific language components.

Phonology

Study and use of individual sound units in a language and the rules by which they are combined and recombined to create larger language units.

Phonemes are the unit of sound such as /s/ or /b/ , they do not convey meaning.

Phonemes alter meaning of words when combined (e.g., sat to bat).

Definitions

Phoneme: a speech sound. The smallest unit of language and has no inherent meaning.

Phonemic Awareness: ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds.

Phonemic Awareness

The ability to hear and manipulate the sounds in spoken words.

The understanding that spoken words and syllables are made up of sequences of speech sounds.

Essential to learning to read in an alphabetic writing system: letters represent sounds or phonemes and without phonemic awareness, phonic makes little sense.

Phonemic Awareness is Important because: It requires readers to notice how letters

represent sounds. It primes readers for print. It gives readers way to approach sounding

out and reading new words. It helps readers understand the alphabetic

principle (that the letters in words are systematically represented by sounds.

What is a Phoneme?

Different linguistic units: large to small The smallest unit of sound in our

language that makes a difference to its meaning.– Dog /d/ /o/ /g/– Sun /s/ /u/ /n/– Man /m/ /a/ /n/

Syntax

Study of the rules by which words are organized into phrases or sentences in a particular language.

Referred to as the grammar of the language and allows for more complex expression of thoughts and ideas by making references to past and future events.

Syntactic Deficits

Lack the length or syntactic complexity (e.g., “Where Daddy go?”).

Problems comprehending sentences that express relationship between direct or indirect objects.

Difficulty with wh questions.

Informal Tests of Syntax

Expressive syntax: analyzing student’s spontaneous speech, recording conversation.

Sentence repetition: teacher states a sentence and student repeats it.

Semantics

The larger meaning component of language.

More than single words, includes complex use of vocabulary, including structures such as word categories, word relationships, synonyms, antonyms, figurative language, ambiguities, and absurdities.

Semantic Deficits

Limited vocabulary especially in adjectives, adverbs, prepositions, or pronouns.

Longer response time in selecting vocabulary words.

Fail to perceive subtle changes in word meaning: incomplete understanding and misinterpretations.

Figurative language problems.

Informal Tests of Semantics Logical relationships, cause-and-effect, and

verbal problem solving are difficult to assess. Verbal opposites: SRA picture cards of 40

pairs of opposites. Student sorts them into opposites.

Word categories: Teacher says a word and student says as many words in the same category.

Semantic relationships: analyzing spontaneous speech while playing or interacting with friends.

Pragmatics

Knowledge and ability to use language functionally in social or interactive situations.

Integrates all the other language skills, but also requires knowledge and use of rule governing the use of language in social context.

Pragmatic Deficits

Problems understanding indirect requests (e.g., may say yes when asked “Must you play the piano?”).

May enter conversations in a socially unacceptable fashion or fail to take turns talking.

Difficulty staying on topic.

Informal Test of Pragmatics

Analyze spontaneous speech through videotape.

Transcribe tape – see figure 6.3 Classify pragmatic function Measure inappropriate loudness, talking

at inappropriate times, interrupting the speaker, and using indirect requests.

Strategies for Increasing Language Comprehension Establish eye contact and cue student to

listen. Ask student to repeat directions. Classroom arrangement to reduce

distractions. Use familiar vocabulary when presenting new

concept. Present new concept in as many modalities. Teach memory strategies (e.g., visual

imagery, clustering and grouping information).

Strategies for Increasing Language Production React to the content of student’s message,

then correct syntax error. Teach language in various settings. Act as a good language model, have students

imitate what they hear. Comment or elaborate on students’ ideas to

provide more information. Use storytelling, role playing, or charades to

improve verbal expression. Use structured language programs that provide

adequate practice.

Preschool and Kindergarten

Difficulty with readiness skills: counting, naming colors, naming the days of the week, and using scissors.

Unable to follow simple directions, follow a story line, or enjoy listening to stories.

May exhibit immature-sounding speech, word finding difficulties, and inability to name common objects.

Elementary Students

Limited ability to identify sounds, analyzing and synthesizing sound sequences and segmenting words.

Problems with temporal and spatial concepts (e.g., before-after, some, few).

Word finding (retrieval) difficulties exist. Problems sounding out and blending sounds. Problems with expressive and oral language.

Secondary Students

Tend to be passive learners and lack metacognitive skills.

Problems gaining information from class lectures and textbooks, completing homework, following classroom rules, demonstrating command of knowledge through test taking, expressing thoughts in writing, participating in classroom discussions, and passing competency exams.

Framework for Analysis of Writing Errors

IVIrregularities that are syntactically inappropriate but comprehensible

IIrregularities that are syntactically correct and comprehensible

IIIIrregularities that are syntactically inappropriate and incomprehensible

IIIrregularities that are syntactically correct but incomprehensible

How many phonemes are in these words??

Spy Gray Pie

Lay Rice Plane

Train Four Steal

Grow Late Groan

An Two Cart

Smile Pay Ice

Art Rain Ache

Stew Flake And