5 Written Questions

1. recognize automatically - don't need to sound out
2. defining characteristic; using sound structure of a language to process written material; awareness (ability to hear/know differences in phonemes to articulate them), decoding (sounding out), encoding (spelling)
3. to memorize words because they can't sound out, etc. doesn't always work because they never properly phonemically analysized (decoded) it
4. identifying important details (highlighting)
5. phonemic awareness, by 12 mo it's specific to kid's language

5 Matching Questions

1. psychosocial influences as etiology
2. learning disorder and behavior
3. Individuals with disabilities act (IDEA)
4. metacognition
5. automatization

1. a higher risk for behav prob; may occur preschool through early childhood; externalizing behav more common in young/ internalizing more common in older kids (stevenson); able to confirm clear dev transition that children engage in externalizing/late childhood is internal; keep watch on children (beitchman)
2. b engaging in reading with as few cognitive resources as possible
3. c comprehension monitoring; making sure you know what you just read
4. d includes condition such as perceptual handicaps, brain injuries, minimal brain dysfunction, dyslexia, developmental aphasia -- doesn't include visual, motor, or hearing handicaps, MR, or environmental/cultural disturbance
5. e larger family size, mother-infant interaction; lowered teacher expectations (learned helplessness model)- kids expected to do poorly will; class size

5 Multiple Choice Questions

1. cerebellum, auditory pathways (temporal lobe), visual pathway (parietal lobe)
   1. neuroscience of brain as etiology
   2. genetics as etiology
   3. psychosocial influences as etiology
   4. prevalence of reading disorders
2. inc risk for social prob 25-60%; rated by peers as unpopular, more rejected, more neglected (rejects/neglects are most at risk); why: related to behav prob, low social competence, trouble with: emo rec/guessing how others feel/true nature of a social prob
   1. learning disorder and social
   2. learning disorder and behavior
   3. strategy choice process
   4. comorbid disorders of reading dis
3. understanding what you're reading
   1. development of reading: comprehension
   2. development of reading: prereading skills
   3. development of reading: basic concepts
   4. development of reading: word identification
4. development characterized by inc speed and dec effort
   1. development of reading: comprehension
   2. development of reading: basic concepts
   3. development of reading: word identification
   4. development of reading: prereading skills
5. mr, lang/comm dis, vision/hearing loss, PDD, environment deprivation
   1. gender differences of reading disorders
   2. differential diagnoses of reading dis
   3. developmental course of reading disorders
   4. comorbid disorders of reading dis

5 True/False Questions

1. asymmtery in brain → etiology; people with a larger left side/left asym. do not have reading disorders and show greater left activation; if equal or right asym. there are problems and show greater right activation

   True        False

2. diagnostic criteria: reading disorder → 10-15%

   True        False

3. gender differences of reading disorders → due to diagnostic differences across countries - differences in phonemic structure of different languages

   True        False

4. developmental course of reading disorders → inc IQ + inc mom's reading ability + dec initial severity = better outcome

   True        False

5. prevalence of reading disorders → 3:1 (male:female) clinically
   1.5: 1 (male:female) in general population
   boys are more likely to be disruptive and thus their disorder called to attention

   True        False