DLD Final

meta-strategies, curriculum based intervention, oral and written language

explaining forms and functions of language, creating inferential sets, self-questioning

video modeling

writing lab

decoding and comprehension

sight reading; understanding meaning directly from orthography

sounding it out; translation of graphemes into morphemes.

phonological awareness, alphabetic principle

lexical, syntactical, relational, and word knowledge

pre-reading, learning to read, reading to learn

0-5, book and print exposure, focus on phonological awareness and emphasize that letters are special

k-3rd, alphabetic principles, focus on decoding, listening comp better than reading comp

4th and beyond, instructional emphasis on comprehension, listening comp equal to reading comp.

dyslexia, language difficulties, hyperlexia

good language comp and listening skills, struggles with decoding, spelling, and phonological processing

weak but initially strong word rec/decoding skills, struggles with reading comprehension

good decoding skills, word rec. struggles with spoken communication

whole language vs code based

emphasizes practical reading, learning to read happens through reading to learn

emphasizes drills and explicit insctruction, learning to read happens before reading to learn

time, target behavior, critera, measurement

specific measurable attainable relevant timely

more and earlier HA use means better oral language skills

strengths: articulation, vulnerabilities: morphological understanding and general structural aspects of language

Persistent deficits in social communication and social interaction across multiple settings; restrictive repetitive patterns of behavior

Fewer grammatical morphemes, weaker semantic network, pragmatic deficits

Limited eye contact or social smile, inconsistent response to own name, echolalia, regression of previous skills

receptive and expressive language, social/pragmatic language,executive function, video modeling