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INSTRUCTIONS FOR EARNING CONTINUING EDUCATION CREDIT FROM ASHA

  
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This course is offered for 0.60 ASHA CEUs (Various Levels, Professional Area).

 

To participate in this entire continuing education activity, subscribers to the journal pay a nominal processing fee of $12.00. Nonsubscribers pay an enrollment and processing fee of $50.00. These fees are for the processing of tests and CE certificates and do not represent income to ASHA.

 

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 made payable to Lippincott Williams & Wilkins or credit card information for your processing fee, and your completed test to Lippincott Williams & Wilkins. Once processed, LWW will mail verification of your enrollment and a report of your score 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 fee, grade your test, 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. Please send registration forms, fees, tests, and correspondence regarding this continuing education activity to: Lippincott Williams & Wilkins, CE Group, 74 Brick Blvd., Bldg. 4, Suite 206, Brick, NJ 08723. For questions about this test, please call 1-800-787-8985.

 

The continuing education tests in Topics in Language Disorders are available to complete online via: http://alliedhealth.ceconnection.com/browse/professions. At this website, readers can find all Wolters Kluwer CE activities available for Speech-Language Pathologists.

 

NEW - Online CEUs for individual articles in this issue

 

Starting with the July - Sept. 2016 issue, all articles in each issue of the journal will be available individually for CEU credit, online only. TLD subscribers receive a discounted price for all CE, both in print and online.

 

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.

 

IMPORTANT: Whether in print or online, tests for this issue (Volume 36, Issue 4), need to be received by May 31, 2019. LWW prepares and submits a quarterly report to ASHA concerning all participant activity.

 

Continuing Education Questions

The following questions make up the test items for participants for this activity. They are based on the articles presented in this issue of Topics in Language Disorders. The answer sheet is at the end of the issue. Please read the important note on the course evaluation form.

 

Purpose: To provide assessments and predictors of listening comprehension and to address the interventions for improving listening and reading comprehension in struggling readers.

 

I. Predicting Second Grade Listening Comprehension Using Prekindergarten Measures

 

1. One of the early developing skills listening comprehension draws upon is

 

a. working memory.

 

b. phonemic awareness.

 

c. visual-spatial perception.

 

2. The higher level language skill that enables one to fill in the gaps in text and move past the literal meaning of words to create a comprehensive mental model is

 

a. comprehension monitoring.

 

b. inferencing.

 

c. text structure knowledge.

 

3. The measures the dependent variable for this study involved were

 

a. Clinical Evaluation of Language Fundamentals-4 (CELF-4) Understanding Spoken Paragraphs, Test of Narrative Language, and the Listening Comprehension Measure.

 

b. CELF-4 Word Classes, CELF-4 Word Structure, and the Peabody Picture Vocabulary Test-4.

 

c. CELF-4 Recalling Sentences, Woodcock Johnson III Tests of Cognitive Abilities: Normative Update (WJ-III) Auditory Working Memory, and the Memory Updating Measure.

 

4. The measure that was a significant predictor in this model was

 

a. CELF-4 Word Structure.

 

b. WJ-III Auditory Working Memory.

 

c. CELF-4 Recalling Sentences.

 

5. The hypothesized predictor of second-grade listening comprehension supported by the results of this study was prekindergarten

 

a. vocabulary skill.

 

b. listening comprehension skill.

 

c. working memory skill.

 

 

II. Assessing Comprehension in Kindergarten Through Third Grade

 

6. According to the article, the two primary features of scenario-based assessments (SBAs) are

 

a. a set of several decontextualized texts and independent items.

 

b. word-level reading items and linguistic comprehension tasks.

 

c. an overarching goal and a set of sequences of steps.

 

7. Readers with a higher background knowledge score

 

a. lower on comprehension tasks.

 

b. higher on comprehension tasks.

 

c. about the same as other readers on comprehension tasks.

 

8. What evidence is presented to support the claim that young children learned facts about chickens?

 

a. Most students could answer questions about chickens at the end of the SBA that they could not answer before.

 

b. Most students were able to answer comprehension questions about chickens embedded within the story.

 

c. Most students answered questions about chickens correctly before the story was even presented.

 

9. Differential item functioning is used in this study to identify items that

 

a. did and did not behave similarly by gender.

 

b. were too hard or too easy.

 

c. did and did not behave similarly across grades.

 

10. The items kindergarten students found most difficult were those

 

a. testing their knowledge of vocabulary in a sentence.

 

b. requiring students to infer a character's emotions.

 

c. presented in a listening comprehension format.

 

 

III. Five Minutes a Day to Improve Comprehension Monitoring in Oral Language Contexts: An Exploratory Intervention Study With Prekindergartners From Low-Income Families

 

11. Discourse-level oral language comprehension is commonly referred to as

 

a. vocabulary.

 

b. listening comprehension.

 

c. reading comprehension.

 

12. The ultimate step necessary for establishing the situation model is

 

a. constructing propositions.

 

b. evaluating propositions.

 

c. establishing global coherence.

 

13. Comprehension monitoring is commonly assessed by having children

 

a. identify a fast-moving object.

 

b. detect inconsistencies in a story.

 

c. tell a story.

 

14. Which of the following statements most accurately describes instruction to enhance comprehension?

 

a. Comprehension instruction should be provided before children can read words.

 

b. The best time to teach comprehension is when children can acquire word reading skill.

 

c. Systematic instruction on phonics is the most critical way to improve comprehension.

 

15. Comprehension monitoring refers to the ability to

 

a. tie a word or phrase to a previous element in the text.

 

b. link or bridge between the explicit actions and events and the previous text context.

 

c. reflect on or evaluate one's own comprehension of text.

 

 

IV. Effects of a Text-Processing Comprehension Intervention on Struggling Middle School Readers

 

16. The simple view of reading is a theory suggesting that comprehension is the product of

 

a. phonological processing and word reading efficiency.

 

b. linguistic comprehension and cognitive processing.

 

c. word reading efficiency and linguistic comprehension.

 

17. An example of a higher level process that supports comprehension of text is

 

a. comprehension monitoring.

 

b. decoding.

 

c. grammar.

 

18. The interventions that have resulted in significant gains in reading comprehension among middle-grade struggling readers are

 

a. oral language approaches.

 

b. auditory process approaches.

 

c. text-processing approaches.

 

19. Students receiving the intervention made significant gains on the

 

a. standardized assessments of reading comprehension.

 

b. proximal measures of key word and main idea.

 

c. standardized assessments of listening comprehension.

 

20. The repeated exposure to key vocabulary words in the text may potentially lead to improved vocabulary knowledge because it provides students practice in

 

a. recalling the target word's meaning in different contexts.

 

b. generating the gist of text.

 

c. integrating the most important details.

 

  

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