CSCD3082 Lecture 6: Week 6 Lecture Notes

• School: University of Sydney
• Department: Speech Pathology
• Course: CSCD3082
• Professor: Kimberley Docking, Sarah Masso, Julia Starling, Natalie Munro

Document Summary

Week 6 lecture: school-age language and literacy impairment: nature and impact. Test of integrated language and literacy skills (tills) Assesses 2 language levels (sound/word + sentence/discourse) Across 4 language modalities (listening, speaking, reading, writing) More support for utterance-level skills and vocabulary. Less support for traditional categories of receptive + expressive language disorders (tomblin & zhang, Reading below level expected for age, intelligence, and education. Poor reading interferes with academic achievement or adls that require reading skills. If sensory deficit is present, the reading difficulties are in excess of those usually associated with the specific sensory deficit. Reading below level expected for age despite normal non-verbal intelligence, education, sensation, neurology, and spoken language (wheldall & wheldall, 2014) Primarily affects the skills involved in accurate and fluent word reading and spelling. Frequently associated with difficulties in phonological processing (phonemic and phonological awareness) Struggling readers in class are given early intervention. Non-responders are promoted to more intensive interventions.