1. Why did the National Institute of Health and Human Development classify reading diffi- culties as a major health concern? 2. Discuss the types
... [Show More] of writing systems in the world. (Pictogram, logograph, syllabic sym- bols, and alphabetic symbols). How do they differ? How are they the same? 3. What is morphophonemic language? Why is it more difficult to learn it? The inability to read well is associated with social ills such as dropping out of school, delinquency, inade- quate health care, unwant- ed pregnancy, and chronic underemployment. They cannot read prescrip- tion bottles, but can still open them, cant read road signs, and cant read the in- struction on anything. Pictograms-directly repre- sent meaning, hieroglyph- ics. Logographs-abstractly rep- resent meaning, not sound, Chinese radicals. Syllabic symbols-directly represent whole syllables, Cherokee. Alphabetic symbols-repre- sent consonants and vow- els, or individual phonemes, Greek or Russian. Morphology is the study of meaningful units in a lan- guage and how the units are combined in word for- mation. Nat- is a root. 4. How do oral language and written language differ? 5. Discuss the terms phoneme, morpheme, and grapheme giving examples of each..? 6. What is the three cueing system? Nature is a noun; natural is an adjective; naturalist is a noun; naturally is an adverb. This also means that it is a "deep" alphabetic writing system organized by both letter-sound corre- spondences and morpholo- gy. Speaking is natural, reading and writing are not. Spoken language is "hard-wired" inside the hu- man brain. Oral language is the founda- tional skill for later reading and writing. Phoneme-units of sound in a specified language that distinguish one word from another (p,b,d, and t in Eng- lish words pad, pat, bad, and bat.) Morpheme-unit of language that cannot be further divid- ed (in, come, -ing, forming incoming.) Grapheme-a unit (as a letter or digraph) of a writing sys- tem. 7. What are Chall's reading stages? Why is it an important item to consider? Model that proposed that word recognition depended on three systems of linguis- tic cues that reside in a text. (1) a graphophonic (visual) system; (2) a semantic (meaning) system; and (3) a syntactic system that provides linguistic context to process words in sen- tences. This model overemphasizes the usefulness of context and meaning in word recog- nition. It fosters dependence on pictures, prereading re- hearsal, and context to fig- ure out words. The reading stages of Chall are still useful in under- standing how the chal- lenges of learning and teaching reading change over time. Exposure to text and read- ing practice are critical in moving the growth process along. Stages are: Prereading, Ini- tial Reading or Alphabetic Decoding, Confirmation and Fluency, Reading to Learn, Multiple Points of View, Con- 8. What are Ehri's phases of reading and spelling development? Why is it important to understand these phases? 9. Because 3rd grade students are expected to read with a fluency rate of 120 words per struction and Reconstruc- tion. Widely referenced because their description rests on multiple experiments con- ducted over many years that have been replicated by oth- er researchers. The ability to recognize many words "by sight" dur- ing fluent reading rests on the ability to map phonemes to graphemes or to master the alphabetic principle. The phases are: Prealpha- betic (incidental visual cues, symbols), Early Alphabetic (letter knowledge and partial phoneme awareness), Later Alphabetic (ear- ly sight-word learning, phoneme-grapheme corre- spondence, and complete phoneme awareness), and Consolidated Alphabetic (Complete, reading fluent- ly by sound, syllable, mor- pheme, whole word, fami- lies, and analogies.) Children need to develop fluency by extensive read- minute, what should be done in grades K-3 to make that happen? 10. What is the purpose and meaning of the Scar- borough Rope Model? 11. What is a single deficit and a double deficit when discussing dyslexia? What is the most effective way to instruct a dyslexic child? ing material that can be read with accuracy, having the students read more and helps them become better readers. (Four Processing Systems) "Simple view of reading." Skilled reading is attained when many subskills are au- tomatized. Scarborough represented the achievement of fluency in both decoding and lan- guage comprehension with a rope image. Conceptualizes skilled reading as a combination of strands, or subskills, that in- teract with one another and that are increasingly amal- gamated as reading skill is acquired. If a student has a prominent and specific weakness in ei- ther phonological or rapid print (naming-speed) pro- cessing, they are said to have a single deficit in word recognition. If they have a combination of phonological and nam- ing-speed deficits, they are said to have a double deficit. Double deficit children are more common than single deficit and are also the most challenging to remediate. 12. Describe balanced literacy. Classrooms use this. Leans towards whole language, but wants to give equal prac- tice time to phonics, word study, and comprehension. 13. What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three Cueing Systems model? a. The Four-Part Processing Model empha- sizes visual processes. b. The Three Cueing Systems model omits or obscures the role of phonology. c. The Three Cueing Systems model empha- sizes the role of phonology. d. The Three Cueing Systems model omits semantic processing. 14. Many students at risk for reading problems enter school without exposure to the acad- emic language used in books or preschool experience. These students are most likely to make progress closing the reading and language gap if their classroom instruction emphasizes which of the following? a. oral language comprehension and reading aloud b. The Three Cueing Sys- tems model omits or ob- scures the role of phonolo- gy. d. both foundational reading skills and oral language de- velopment b. attending to context, including semantic and syntactic cues c. matching students with interesting reading material d. both foundational reading skills and oral language development 15. A beginning first-grade student is able to segment and pronounce the first sound in a spoken word. He tries to guess at words by looking at the first letter only. When he writes words, he spells a few sounds phonetically, but not all the sounds. According to Ehri, this student is most likely in which phase of word-reading development? a. early alphabetic b. later alphabetic c. prealphabetic d. consolidated alphabetic 16. A kindergarten teacher is having students listen to three spoken words and identify the two words that end with the same sound. The teacher is focusing on which language system? a. morphology b. phonology c. orthography a. early alphabetic b. phonology d. semantics 17. Considering the Simple View of Reading, what would be the BEST course of action for a third-grade teacher with concerns about several students who have not achieved flu- ency? a. Observe whether students are able to work on several subskills at once. b. Verify that students have been engaged in independent reading at home for 20 minutes every day. c. Increase demand on students to improve their passage reading rate. d. Determine if the students need remedia- tion in word recognition, language compre- hension, or both. 18. In any first-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics? a. primary difficulties with phonology, decod- ing, and word recognition b. primary difficulties with phonology only c. primary difficulties with automatic word recognition only d. Determine if the students need remediation in word recognition, language com- prehension, or both. a. primary difficulties with phonology, decoding, and word recognition d. primary difficulties with language compre- hension only 19. Which of the following statements is FALSE with regard to an effective implementation of a multi-tiered system of supports (MTSS)? a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year. b. Reading problems can be treated as easily in third grade as in first grade. c. Progress-monitoring assessments should be brief, curriculum based, and economical. d. Students can learn to read even if there is little help available at home. 20. . One important goal of beginning reading in- b. Reading problems can be treated as easily in third grade as in first grade. b. both regular and irregular struction is the development of a sight vocab- words ulary that enables the student to recognize a word instantly, without having to decode it. What types of words should make up a student's sight word vocabulary? a. phonetically irregular words b. both regular and irregular words c. phonetically regular words d. high-frequency words 21. What is the value of data provided by screen- ing measures? a. They can demonstrate the reliability of test b. They can predict which students are at long-term risk for reading failure. results on repeated administrations. b. They can predict which students are at long-term risk for reading failure. c. They can determine which students need a referral to special education. d. They can contribute to teacher evaluations. 22. In comparison to other alphabetic languages, b. It is morphophonemic. what feature of the English writing system makes English more difficult for young stu- dents to read and spell? a. It is syllabic. b. It is morphophonemic. c. It is a shallow orthography. d. It is phonetically transparent. 23. A second-grade teacher, in preparation for reading a new text about honeybees, asks the students to brainstorm all the meanings they know for the word comb. The teacher is pri- marily focusing on which language system? a. phonology b. semantics c. orthography d. morphology 24. Experiments that use modern eye-move- ment technology to investigate what the eye b. semantics c. Skilled readers perceive all letters when they read. "sees" when a proficient reader scans and comprehends a text have made what impor- tant discovery? a. Good readers skim a text, perceiving just a few letters. b. Good readers are dependent on context to identify words. c. Skilled readers perceive all letters when they read. d. The perceptual span of a good reader is triple that of a poor reader. 25. The inability to read well is associated with Lower levels of adult edu- cational attainment in low- er income levels, which in- tern are associated with so- cial ills such as dropping out of school, reduce access to healthcare, and unwanted teen pregnancy. 26. Informed teachers are our best assurance against Reading failure. Well programs are very helpful tools, programs don't teach; teachers do. 27. Phonemic Awareness The conscious awareness of the individual speech SOUNDS (consonants and vowels) in spoken syllables and the ability to conscious- ly manipulate those sounds. Can be done in the dark you don't need light to hear sounds 28. Phonemic Awareness includes the ability to: A. Form compound words and combine word parts B. Spell accurately and decode unfamiliar words C. Pronounce individual sounds in words D. Differentiate between Homonyms and spell actually 29. A teacher is helping students understand rhyme in words. She uses words like sound, sound, hound, and round. She and the stu- dents are working on a lesson that focuses on: A. Phonemic awareness B. Phonics (spelling) C. Semantic analysis (meaning in words) D. Syntactic analysis (Structure- if it's spelled correctly or if the grammar is correct) Syntax has to with errors in spelling or grammar C. Pronounce individual sounds in words A. Phonemic Awareness be- cause the question has to do with rhyme and rhyme has to do with SOUND 30. Phonics The SPELLING of words. The study of the relation- ships between letters and sounds they represent; also used as a descriptor for code-based instruction. You have to be able to see the letters and know the RULES for those letters We know that when we see PH it equals to F 31. Graph in front of a word It means to write 32. Students are recognizing spelling and pro- nunciation rules for the suffix -tion. What are students engaging in? A. Phonics (RULES) B. Phonemic awareness (SOUNDS not seeing the word) C. Phonological awareness D. Semantic analysis (meaning) A. Phonics 33. Phonological awareness Everything together! Sounds - phonemic aware- ness Spelling, syllables, and structure- phonics Squishing everything to- gether to understand the word in its entirety Remember phonoLOGICAL that you actually have an understanding of the word which is putting phonemic awareness and phonics to- gether to understand words. 34. 34. When a student has awareness of phonemes (sounds) in words, syllables (structure), onset-rime segments (also sounds), and spelling (phonics). He or she is demonstrat- ing: A. Phonological awareness B. Phonics Mastery C. Phonemic awareness D. Structure analysis 35. d-i-f-f-e-r-e-n-t-i-a-t-e Which of the following describes what hap- pens in the graphophonic (graph is writing and phonic is spelling) component of writ- ing? A. Students learn how to form letters correct- ly and legibly. B. Students learn how to organize ideas into various text structures. (Ideas has to do with meaning = semantic analysis) C. Students learn that one sound may be formed a number of different ways. D. Students learn that words are made up of letters that represent objects and ideas. A. Phonological awareness Because it's not just phon- ics even though we have some spelling, we also have sound, and structure. C. Students learned that once sound may be formed a number of different ways. 36. Orthography A writing system for repre- senting language. 37. Morphophonemic English orthography is mor- phophonemic, which means that it is a deep alphabet- ic writing system organized by both "sound-symbol" cor- respondence and morphol- ogy. 38. Morpheme The smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound (plural /s/), one syllable (suf- fix -ful), or multiple syllables (prefix inter-). In unbelievable the mor- pheme parts would be "un-" and "-able" 39. Cognate Words that I have a common origin. They may happen in any language or in a group of languages. A word in one language that shares a common ances- tor and common meaning with the word in another lan- guage. Many Spanish words, such as Problema or diagramma, are cognates that are built around the same Latin and Greek prefixes, suffixes, or route the English word also employ. 40. Metalinguistic awareness The ability to focus atten- tion on language and reflect upon its nature, structure, and functions. The ability to think about and reflect on the structure of language itself. The in- vention of the alphabet was an achievement and men- talinguistic awareness. 41. Word recognition, or the accurate and fast retrieval of decoding words forms, Is essential for the develop- ment of reading comprehen- sion. 42. Language comprehension, the other major domain and which reading depends Refers to listening com- prehension or the linguis- tic processes involved in the comprehension of oral lan- guage. 43. Decoding The ability to translate a word from print to speech, usually by employing knowl- edge of sound symbol cor- respondences; also the act of deciphering a new word by sounding it out. 44. Discourse Written or spoken communi- cation "or the exchange" of information and ideas, usu- ally longer than a sentence, between individuals or be- tween the writer and the reader. 45. Listening comprehension may exceed read- ing comprehension, but the reverse is not true. One cannot understand by reading what One cannot understand by listening. 46. Orthographic mapping The mental process used to store words for immedi- ate and effortless retrieval. It requires phonemic aware- ness, letter-sound knowl- edge, and the mechanism for sight word learning. 47. The Four-Part processing model reminds us that Instruction should aim to ed- ucate all of the processing systems and enable them to work together. Useful because it suggests the various ways in which reading problems may de- velop, and why reading in- struction should deliberately target several kinds of skills. 48. The Four-Part processing model 1. Context 2. Meaning 3. Orthographic 4. Phonological 49. The phonological processing system, which encompasses several areas in our brain, en- ables us to 50. Lexicon Perceive, remember, in- terpret, and produce the speech-sound System of our own language and learn the sound of other lan- guages. The name for the men- tal dictionary in every per- sons phonological process- ing system. 51. Grapheme A written representation of a sound using one or more letters. A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). 52. The orthographic processing system encom- passes several functions related to recogni- tion and recall a written language symbols.. This system is wired into the left hemisphere and the lan- guage-processing side of the brain. It does not perform other vi- sual functions, such as ob- ject or face recognition. 53. Automaticity The ability to read quickly and accurately without con- scious effort. 54. Phoneme-grapheme mapping The matching phonemes (sounds) in words with the graphemes (letters) that represent them. 55. Alphabetic principle The concept the letters are used to represent individual phonemes and the spoken word; insight into this princi- ple is critical for learning to read and spell. 56. Sight Vocabulary A student bank of words that are instantly and effortless- ly recognized; includes both regular spelled in irregular spelled words. 57. Single and double deficient Single deficient refers to a prominent and specific weakness in either phono- logical or naming speed pro- cessing. Double deficient refers to a combination of phonological and naming speed deficient. 58. Non-referenced test Refers to standardize tests that are designed to com- pare and rank test takers in relation to each other 59. Screening measures are used to Predict who is most likely to pass high stakes outcome Tests is given at the end of each grade. Screening is an exercise in narrowing probability so that better instruction decisions can be made and explicit teaching can be intensified it for those who need it most. 60. Benchmark A standard or a set of stan- dards used as a threshold for predicting future risk for reading difficulty. 61. Process monitoring assessments are used to Determine whether a given instructional program or ap- proach is working to bring the child closer to a tar- get on French Park level of reading skills 62. Diagnostic service should be used to Inform instruction and relat- ed aspects of treatment for a handicapping condition or disorder as appropriate 63. Reliable measure A Measure that it's likely to yield the same results if they were to be given several times on the same day in the same context. 64. Valid measure A measure that is relevant or appropriate as a represen- tation of that property. A measure that measures what was intended (con- struct validity); corresponds world to other known, valid measures (concurrent valid- ity); and predicts with good accuracy how students are likely to perform on an ac- countability measure (pre- dictive validity). 65. Curriculum based measurements frequent measurement comparing a student's actu- al progress with an expect- ed rate of progress Standardize measurements that access content that students should master by the end of the grade level that the measurement rep- resents; requires standard administration and scoring. [Show Less]