Strephosymbolia - ANSWER-means twisted symbols. The first term Orton used for dyslexia.
phonetics - ANSWER-the study of speech sounds in spoken
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phonological awareness - ANSWER-the ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels
phonemic awareness - ANSWER-awareness of speech sounds or phonemes in spoken words
phonics - ANSWER-instruction that connects sounds and letters
synthetic phonics - ANSWER-explicitly teaches individual grapheme-phoneme correspondences before they are blended to form syllables or whole words
alphabetic principle - ANSWER-the understanding that spoken sounds are represented in print by written letters
phonology - ANSWER-the rules that determine how sounds are used in spoken language
fluency - ANSWER-reading with rapidity and automaticity
prosody - ANSWER-the rhythmic flow of oral reading
pragmatics - ANSWER-set of rules that dictate communicative behavior and use of language, rules we communicate by
syntax - ANSWER-sentence structure, grammar, usage
semantics - ANSWER-content of language, used to express knowledge of the world around us - meaning
phoneme - ANSWER-smallest unit of sound in a syllable
spelling - ANSWER-sound to symbol / phoneme to grapheme, connect grapheme to phoneme
orthography - ANSWER-the spelling of written language
orthographic memory - ANSWER-memory of letter patterns and word spellings
metalinguistics - ANSWER-awareness of language as an entity
guided discovery - ANSWER-a method of leading students to new learning through questioning
Heuristic - ANSWER-Enable a person to learn for themselves
grapheme - ANSWER-a letter or letter cluster that represents a single speech sound
decoding - ANSWER-word recognition in which the phonetic code is broken down to determine a word
blending - ANSWER-fusing individual sounds, syllables or words into meaningful units
reading - ANSWER-symbol to sound / grapheme to phoneme
morpheme - ANSWER-the smallest meaningful unit of language - a suffix, prefix, root or stem such as awe, dis, in, inter, or word part such as cat, man. etc.
Knowledge of word meaning, rapid word recognition, and spelling ability greatly depend on knowledge of word structure at the level of morphemes.
morphology - ANSWER-the study of word formation patterns, meaningful units that make words
fricative - ANSWER-a sound produced by forcing air through a narrow opening between the teeth or lips / f / / sh / / z /
aspiration - ANSWER-puff of air
Rapid letter naming - ANSWER-key to automatic word recognition
decoding and encoding - ANSWER-refer to applying the skills of analytic and synthetic learning
decoding - ANSWER-recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a words
McGuffey Readers - ANSWER-Formal reading instruction was based on "phonics" used at the beginning of the 20th Century
Dick & Jane ( "Look/Say" Method ) - ANSWER-Thought that children would make more rapid progress reading if they identified whole words at a glance. Used from 1930s - 1960s.
Digraph - ANSWER-two letters that come together to make one sound
Trigraph - ANSWER-three letters that come together to make one sound
Quadrigraph - ANSWER-four letters that come together to make one sound
Diphthong - ANSWER-two vowels sounds blended togther in the same syllable
Combinations - ANSWER-two letters than come together to make an unexpected sound
Base word - ANSWER-plain old English word
Root - ANSWER-a word without affixes or endings
Affix - ANSWER-a letter or letters added to the beginning or ending of a baseword or root that creates a derivative with a meaning or grammatical form that is different than the baseword or root
Suffix - ANSWER-a letter or group of letters added to the end of a base word to change the meaning or usage
Prefix - ANSWER-letter or group of letters added to the beignning of a base word to change the meaning
pseudowords - ANSWER-nonsense words that are phonetically regular
Grade equivalent scores - ANSWER-not a dependable representation of progress
The Conner's Rating Scales - ANSWER-used to measure Attention Deficit Hyperactivity Disorder
acuity - ANSWER-keenness of thought or vision (zero in on it and see what's going on)
active listening - ANSWER-giving one's full attention to the speaker and making eye contact with him or her
structured instruction - ANSWER-instruction that follows ordered procedures
direct instruction - ANSWER-instruction in which concepts are explicitly taught
diagnostic teaching - ANSWER-teaching that is informed by a continual assessment of student needs
prescriptive teaching - ANSWER-individualized teaching based on needs
systematic and cumulative instruction - ANSWER-teaching with a logical order of introduction of concepts that progress from easiest to more difficult
explicit instruction - ANSWER-direct, purposeful instruction
VAKT - ANSWER-Visual , Auditory, Kinesthetic/ Tactile (Grace Fernald)
Top-Down Theory - ANSWER-led by Kenneth Goodman and Frank Smith
**strong meaning-based position
**Goodman calls reading a "psycholinguistic guessing game"
**rather than read every word, good readers select out on the essential textual information
**only focus on individual words/sounds when text does not make sense, and the reader needs to go back and reread
**this is Whole Language characteristic
Bottom-Up Theory - ANSWER-emphasis on the subprocesses of the reading act and its contention that many of these subprocesses, such as letter and word identification, must become automatic in order for readers to be fluent. (Alphabetic Phonics)
Interactive Theory - ANSWER-readers simultaneously initiate word identification and predict meaning----these are reciprocal events
analytical approach - ANSWER-whole to part (Top-Down) put the whole word on the board/discover what's the same, how it can be broken down into component parts
synthetic approach - ANSWER-part (letters) to whole words (bottom up)
Socratic technique - ANSWER-Using carefully planned questions, the student is led to discover the new concept
linguistics-based beginning reading approach - ANSWER-Learning to recognize word families (bat, cat, hat, )
To teach syllable division, Mr. Smart first taught his students to recognize closed or (VC) syllables. He then showed the class words such as napkin, impact, and mascot and discussed accent. Later, he demonstrated how the words could be divided into two syllables. Finally he gave the students syllables and asked them to construct words. - ANSWER-synthetic and analytic instruction
Controlled reading and spelling vocabulary are characteristics of - ANSWER-decodable text, linguistic programs, an MSL program
Repeating prior information in a multisensory structured language program is essential to ensure what - ANSWER-automaticity
Scientifically based research - ANSWER-is replicated and longitudinal
Free morpheme - ANSWER-can stand alone as words and do not have to be combined with other morphemes.
Free morpheme: function words - ANSWER-prepositions, conjunctions, pronouns, auxiliary verbs, articles
Free morpheme: content words - ANSWER-nouns, verbs, adjectives, adverbs
Free morpheme: compounds - ANSWER-generally composed of Anglo-Saxon words, combinations of two free morphemes
Bound morphemes - ANSWER-work as meaningful units only in combination with other morphemes (suffixes, bound roots [Latin], and prefixes).
Inflections - ANSWER-bound morphemes that show possession, gender, or number (noun - s, a, es); tense, voice, or mood (verb - ed, en, could have been); and comparison (adjective - er, est).
Derivational suffixes - ANSWER-morphemes, added to roots or bases to form new words that usually change the grammatical category of a word.
Greek-derived morphemes - ANSWER-not necessarily assigned specific roles as prefixes, suffixes, or roots and may combine with other bound morphemes of equal importance in flexible order.
Derivational complexity - ANSWER-characterizes the number and type of changes that have been made int he base word or root when it is combined with other morphemes. Types of phonological change are: syllable regrouping, vowel alternation, consonant alternation, and stress alternation.
Developmental auditory imperception - ANSWER-disorder related to dyslexia
dysphasia - ANSWER-disorder related to dyslexia
Specific developmental dyslexia - ANSWER-disorder related to dyslexia
developmental dysgraphia - ANSWER-disorder related to dyslexia
developmental spelling disability - ANSWER-disorder related to dyslexia
Ability - ANSWER-test designed to measure either general intelligence or mental apptitude in a particular area.
Accent - ANSWER-stress on one syllable in a word or on one or more words in a phrase or sentence. It is spoken louder, longer, and/or in a higher tone. The mouth opens wider while saying it.
Accommodation - ANSWER-provide different ways for kids to take in information or communicate their knowledge. Changes do not alter or lower the standards or expectations of a subject or test.
Accuracy - ANSWER-The number of words a student can read correctly in a given period of time.
Attention - ANSWER-selctive focus on what is important while screening out distractions
Auditory Learners - ANSWER-participate in classroom discussions, make speeches/presentations, use tape recordings for lectures, read text out loud, create musical jingles, create mnemonics to aid memorization, discuss ideas verbally
Auditory Processing - ANSWER-Given normal hearing, the ability to understand spoken language in a meaningful way
Battery - ANSWER-a group of several tests standardized on the same sample population so that results on the several tests are comparable
Cognition - ANSWER-Ability to think, reason, and solve problems. Skills are usually measured by an individual test of intelligence. Requires being able to generalize from past experience and use that knowledge to respond to new situations.
Cognitive Assessment - ANSWER-The process of systematically gathering test scores and related data in order to make a judgment about an individual's ability to perform various mental activities involved in the processing, acquisition, retention, conceptualization, and organization of sensory, perceptual, verbal, spatial and psychomotor information.
Components of Reading Instruction - ANSWER-Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency including oral reading skills, and reading comprehension strategies
Composite Score - ANSWER-A score that combines several scores according to a speficied formula.
Comprehension - ANSWER-Making sense of what we read. It is dependent on good word recognition, fluency, vocabulary, wordly knowledge,and language ability
Consonant - ANSWER-One of a class of speech sounds in which sounds moving through the vocal tract is constricted or pbstructed by the lips, tongue or teeth during articulation
Derivative - ANSWER-A word made from a base word by the addition of one or more affixes
Diagnostic teaching - ANSWER-individualized teaching based on continual assessment of student's needs. Content should be mastered to the level of automaticity
Diagnostic test - ANSWER-test used to identify the nature and source of an individual's educational, psychological, or medical difficulties or disabilities in order to facilitate correction or remediation.
Dyslexia - ANSWER-a specific learning disability that is neurological in origin, characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision or effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary.
Expressive language - ANSWER-the ability to organize thoughts and express them verbally to convey meaning to others
Fluency - ANSWER-the ability to translate print to speech with rapidity and automaticity that allows the reader to focus on meaning
Great Vowel Shift - ANSWER-major change in pronunciation of the English language that took place between 1350 and 1500. Spelling was becoming standardized in the 15th and 16th centuries - this is responsible for many of the peculiarities of English spelling
Greek layer of language - ANSWER-scientific terminology - roots often combine forms and compound to form new words
discovery learning-socratic - ANSWER-socratic method - leads learners to the discover information through carefully guided questioning based on information they already possess. Going from the known to the unknown -analytic
discovery words - ANSWER-A group of related words used during guided discovery teaching to help students perceive a principal pattern or feature. Example: "this is Sound discovery time."
echolalia - ANSWER-stage of speech development were babies repeat our echo words or phrases
encoding - ANSWER-going from a sound to a symbol (k)= k, c//ck,k,ke,c
equivocal - ANSWER-can be read for spelled more than one way , c = k or s
unequivocal - ANSWER-can be spelled or read only one way, t = t
expository writing - ANSWER-writing that explains or informs, it includes persuasive or descriptive writing and comparing contrast
finger point reading - ANSWER-how pre-readers read -cat in the hat -a million times
formal test - ANSWER-standardized test using a carefully selected sample of people. like SAT, a CT, Stanford, gort, staar
formative data collection - ANSWER-gathering information about a child's progress, usually collected using criterion and curriculum referenced test, example how Johnny writes in his journal
IDEA - ANSWER-originally passed in 1975 and amended in 1990 and 1997 helps fund special education and other services to help fund sped services to qualified children from birth to age 21 protects a child's right to FAPE in the LRE.
informal test - ANSWER-structured but not standardized, can be modified to probe a students response in ways that are not permissible with standardized tests. example I R I
linguistics - ANSWER-study of the production, properties, structure, meaning, and or use of language word families - S EE,
SEE-sequential English education - ANSWER-developed by Charles shed in the 70s, revised in the 90s by Joyce Pickering it has to do with Word families.-A linguistic therapy
alphabetic phonics - ANSWER-MTA, orton gillingham -bottom-up-
Association - ANSWER-comes from the Debard school use with deaf children severely language delayed
metacognitive strategies - ANSWER-strategies used to think about what you are reading and factors that influence thinking
morphology - ANSWER-The study of Word formation patterns
norm-referenced test - ANSWER-example Gort - test of performance in relation to that of the norm group used in standardizing the test
orthographic memory - ANSWER-memory of letter patterns and word spellings.
orthography - ANSWER-spelling rules - the writing system of a language
Orton gillingham approach - ANSWER-Multi sensory method of teaching language related academic skills that focus on the structure and use of sounds, syllables, words, sentences an written discourse. Instruction is explicit, systematic, cumulative, direct, and sequential.
pragmatics - ANSWER-The practical application of language.
vowel prefix - ANSWER-contra/anti- changes meaning
suffix - ANSWER-changes form or usage
qualitative research - ANSWER-research that involves observing individuals and settings and relies on observation and description of events in the immediate context
quantitative research - ANSWER-research using experimental or quasi experimental design methods together data - may or may not have a control group
quasi experimental research - ANSWER-research that determines cause-and-effect without strict randomized controlled trials example AZT testing with AIDS
semantics - ANSWER-The meaning of words and the relationships among words,example, phones, synonyms, antonyms
strephosymbolia- specific reading disability - ANSWER-coined Dr. Orton- means twisted symbols, original term for dyslexia
syllable division - ANSWER-both analytic top down and synthetic bottom up
Word blindness - ANSWER-now referred to as acquired alexia resulting from diminution of reading resulting from brain trauma, tumor or a stroke
The term dyslexia - ANSWER-term introduced in 1887 by the German ophthalmologist Berlinto describe a special group of patients who experienced great difficulty in reading because of cerebral disease an acquired condition, like the aphasias. [Show Less]