Oral Language & Listening Comprehension Flashcards
7 cards from real WIAT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Oral Language & Listening Comprehension flashcards as text
Which of the following is an example of a pragmatic language skill assessed in oral language evaluations?
Answer: Knowing when it is appropriate to interrupt a conversation
Knowing when to interrupt is a pragmatic skill involving the social rules governing how language is used in context.
A student listens to the sentence: 'The chef, who had trained for years, prepared an exquisite meal.' When asked who prepared the meal, the student says 'The years.' This error most likely reflects difficulty with:
Answer: Parsing complex embedded clause structures
Misidentifying the subject in a sentence with an embedded relative clause indicates difficulty parsing complex syntactic structures.
Which term describes a student's ability to understand language that is directed at them, even without producing speech?
Answer: Receptive language
Receptive language refers to the comprehension of incoming spoken or written language, separate from the ability to produce it.
A student hears a story and must identify the main idea. The student instead reports a minor detail. This error pattern best suggests difficulty with:
Answer: Hierarchical comprehension — distinguishing main ideas from details
Inability to distinguish main ideas from supporting details reflects a deficit in hierarchical or macrostructure comprehension.
The WIAT Expressive Vocabulary subtest requires students to:
Answer: Look at a picture and provide the correct word for what is shown
Expressive Vocabulary measures the ability to name pictured items, directly assessing a student's word retrieval and productive vocabulary.
A student hears: 'It was so cold that the pipes froze.' The student is asked, 'What caused the pipes to freeze?' The correct answer requires understanding:
Answer: Causal language signaled by 'so…that'
The 'so…that' construction explicitly marks a causal relationship between extreme cold and the freezing of pipes.
During a listening comprehension assessment, an examiner notices a student frequently asks for repetition of instructions. This behavior MOST likely warrants further evaluation of:
Answer: Auditory processing and working memory
Repeated requests for repetition suggest difficulty holding and processing auditory information, pointing to auditory processing or working memory concerns.