INSTRUCTIONS FOR EARNING CONTINUING EDUCATION CREDIT FROM ASHA
Lippincott Williams & Wilkins (LWW) is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for 0.5 CEUs (Intermediate level, Professional area). ASHA Continuing Education Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
To participate in the continuing education activity, subscribers to the journal pay a nominal processing fee of $6.95. Nonsubscribers pay an enrollment and processing fee of $20 per test. Your check should be made payable to the LWW CE Group and enclosed with your enrollment form. These fees are for the processing of tests and CE certificates and do not represent income to ASHA.
An annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. The ASHA CE Registry fee allows registration to an unlimited number of ASHA CEUs for a calendar year. Contact the ASHA staff at 800-498-2071 ext. 4219 for CE Registry fee subscription information.
A test answer sheet, course evaluation form, and registration form are printed in the back of each issue. To enroll, you should send the completed forms, a check for your processing fee, and your completed test(s) to Lippincott Williams & Wilkins. Once processed, LWW will mail verification of your enrollment and a report of your score(s) to you. The graded test answer sheet is not returned, so you may wish to make a copy of your answers before submitting your tests for grading. A score of 80% is the minimum score required to receive CEUs.
Allow 4-6 weeks for LWW to process your enrollment fees, grade your tests, and send verification of test scores to you. If you must complete CEUs by a licensing renewal deadline you should submit your tests to LWW 4-6 weeks in advance of your deadline.
IMPORTANT: We must receive your test for Volume 28, Issue 1, by August 31, 2010. LWW prepares and submits a report to ASHA (quarterly) concerning all participant activity in the volume.
Please send registration forms, fees, tests, and correspondence regarding this continuing education activity to: Lippincott Williams & Wilkins, CE Group, 333 7th Avenue, 19th Floor, New York, NY 10001. For questions about this test, please call 1.800-787-8985.
The following questions make up the test items for participants for this activity. They are based on the articles presented in this issue of TLD. The answer sheet is at the end of the issue. Please read the important note on the course evaluation form.
Purpose: To examine various aspects of dyslexia showing the depth and complexity of the language difficulties that accompany dyslexia.
I. Precursors of Dyslexia in Early Conversational Turn Exchange
1. According to the article, many children with dyslexia perform slowly on tasks that require
a. naming series of pictures of familiar objects, colors, and shapes.
b. finding visual differences between two pictures.
c. comparing the sizes and shapes of shapes and objects.
d. hand-eye coordination.
2. Many studies have described children with specific language impairment as
a. excellent conversationalists.
b. aggressive turn-takers.
c. passive conversationalists.
d. prone to disagree with listeners.
3. Children with dyslexia tend to score very low on subtests measuring
a. nonword and single-word decoding.
b. reading comprehension.
c. nonverbal cognitive level.
d. picture similarities.
4. In this study, children with dyslexia tended to
a. not speak at the same time as adults.
b. speak at the same time as adults.
c. change the topic frequently.
d. speak quickly.
5. This study found that at 3 years of age, children who would later be found to have dyslexia responded to adults
a. much more often than other children.
b. much less often than other children.
c. about as often other children.
d. more quickly than other children.
II. Morphological Awareness Skills of English Language Learners and Children With Dyslexia
6. Morphological awareness involves the ability to recognize
a. the phonemes within words.
b. the meaning of words.
c. word roots and suffixes.
d. the correct grammar of a sentence.
7. Syntactic awareness is best described as
a. the ability to use the correct grammar.
b. an understanding of the underlying grammatical structure of a language.
c. recognition of the orthographic structure of the language.
d. recognition of the sound structure of the language.
8. Pseudoword morphological awareness tasks are more difficult than real-word morphological awareness tasks because
a. pseudowords are not pronounceable.
b. children cannot use vocabulary knowledge.
c. pseudowords do not make any sense to the child.
d. dyslexic children cannot think abstractly.
9. In the study discussed, dyslexiais defined as a
a. discrepancy between IQ and reading such that the IQ score is significantly higher than the reading score.
b. low score on a reading speed test.
c. low score on a writing fluency test.
d. low score on a word recognition test.
10. Which statement best summarizes the results of this study?
a. Teaching dyslexic children the morphology of words may help with reading and spelling.
b. Teaching dyslexic children the morphology of words is unlikely to help with spelling.
c. Sensitivity to the grammatical structure of language is more significant than morphological awareness for reading tasks.
d. Phonological and syntactic awareness are consistently more highly correlated with reading performance than morphologic awareness.
III. Use of Event-Related Potentials to Identify Language and Reading Skills
11. Young infants can discriminate between different speech sounds
a. only if these sounds are part of their language environment.
b. only if the infants' parents have produced those speech sounds.
c. of both their own language environment and those of other languages.
d. but do not do so accurately until after 24 months of age.
12. Event-related potentials (ERPs) are
a. changes in brain activity related to stimulus events.
b. synonymous with EEGs.
c. measures of a wide range of neural activities including self-regulating systems.
d. measures of presynaptic potentials.
13. ERP factor scores were found to discriminate groups on the basis of
a. nonverbal IQ scores.
b. receptive language scores.
c. emergent reading skills.
d. age and gender.
14. The results showed that ERP measures
a. cannot be used successfully with 4-year-olds.
b. can identify children's abilities to process phonological differences between and within speech sounds.
c. produce scores identical to those produced by behavioral tests.
d. are no better than a battery of behavioral assessments.
15. Differential sensitivity of speech sounds may significantly impact all of the followingexcept
a. the ability to discriminate native and nonnative languages.
b. the ability to link sounds to letters.
c. the ability to store links in long-term memory.
d. the ability to recognize written letters.
IV. The Double-Deficit Hypothesis in Spanish Developmental Dyslexia
16. With regard to the relationship between naming speed and reading performance, it is well established that naming speed is
a. not an important predictor variable of reading performance.
b. the most important variable on word recognition, independently of the characteristics of the orthography.
c. a better predictor of reading performance than phonologic awareness measures in transparent orthographies.
d. less important than phonological variables on word recognition.
17. Which statement about the results of this study is true?
a. Compared with the control group, only the Double-Deficit group performed significantly worse in fluency and naming words.
b. The Phonological Deficit group performed worse than the average readers in naming pseudowords accurately.
c. The Phonological Deficit group performed significantly worse than the control group in fluency, orthographic skills, and reading comprehension.
d. The Phonological Deficit group was better than the Double-Deficit group in reading comprehension.
18. According to the predictions of the Double-Deficit Hypothesis,
a. the presence of a deficit in naming speed will affect reading fluency.
b. the presence of phonological deficit will not affect pseudoword naming.
c. naming speed is not a significant contributor to reading comprehension.
d. accuracy measures are preferred over reading time for classifying dyslexic children into subgroups.
19. How was the Double-Deficit Hypothesis postulate that the DD subtype is associated with more severe reading problems than other subtypes supported by the results of this study?
a. No conclusions were drawn.
b. The results contradicted the postulate.
c. The results were partially consistent.
d. The results were 100% consistent.
20. This study suggests that remedial education in children with dyslexia
a. should be focused only on phonological skills because they have a direct effect on word recognition.
b. should address both naming speed and phonological processing, because both problems may affect a dyslexic child.
c. should be focused only on orthographical skills, because they have a direct effect on reading comprehension.
d. need not address naming speed in Spanish-speaking children with dyslexia.
V. English or Spanish? Assessing Latino/a Children in the Home and School Languages for Risk of Reading Disabilities
21. All of the following statements about risk for reading failure by English learners (EL) are trueexceptthat
a. teachers have had limited training to meet EL needs.
b. difficulties in reading are caused by limited English proficiency.
c. measures of phonological awareness are good indicators of risk for reading disabilities for all children.
d. children can be assessed for reading risk before formal reading instruction has begun.
22. Participants in this study were measured for all of the followingexcept
a. alphabetic knowledge.
b. verbal memory.
c. decoding skills.
d. reading comprehension.
23. Which of the following statements is true about growth of students' literacy skills?
a. Although good readers showed greater growth than students at risk for reading disabilities, EL and native English speakers showed equivalent growth in decoding skills.
b. Although good readers showed less growth than students at risk for reading disabilities, EL and native English speakers showed equivalent growth in decoding skills.
c. Although good readers and students at risk for reading disabilities showed equivalent growth in decoding skills, EL showed greater growth than native English speakers.
d. Although good readers and students at risk for reading disabilities showed equivalent growth in decoding skills, EL showed less growth than native English speakers.
24. Study results showed that the measures used
a. discriminate processing differences that correlate with the home language.
b. discriminate processing differences but do not correlate with the home language.
c. were unable to discriminate processing differences because of language differences.
d. had too many variables to produce meaningful results.
25. Based on the results of this research, which statement is valid?
a. ELs should be tested in the language of instruction.
b. ELs should be tested in their home language.
c. It makes no difference in which language ELs are tested.
d. Testing in kindergarten is too early to be meaningful.