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A glossary of terms related to reading and spelling, covering topics such as phonics, phonological awareness, and reading disabilities. It includes definitions for terms like 'affix,' 'allophone,' 'analytic phonics,' 'angular gyrus,' and 'auditory discrimination,' offering a comprehensive overview of key concepts in literacy development and intervention. The document also touches on neurological aspects of language processing, such as broca's area and its role in expressive language. This resource is valuable for educators, students, and professionals in the field of literacy.
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affix | - | Correct | answer | ✔prefix | or | suffix | added | to | a | base | word. | ex. | unhelpful active | learning | - | Correct | answer | ✔learning | in | which | the | learner | mentally | searches | for | connections | between | new | and | already | known | information allophone | - | Correct | answer | ✔a | variation | of | a | speech | sound | (/t/ | in | top, | stop, | spits, | swift) analytic | - | Correct | answer | ✔pertaining | to | instruction | or | a | process | that | separates | WHOLE | into | its | PARTS. | Analytic | phonics | separates | a | whole | word | into | its | parts | so | students | can | deduce | the | phonics | relationships | of | the | separate | orthographic | patterns angular | gyrus | - | Correct | answer | ✔an | area | of | the | brain | for | visual-verbal | associations anomaly | - | Correct | answer | ✔irregularity; | deviation | from | the | common | notion | of | fitness | or | order ARD | - | Correct | answer | ✔advanced | reading | deck; | shows | only | the | letter
auditory | discrimination | - | Correct | answer | ✔Necessary | to | "break | the | code" | for | reading. | It | involves | being | able | to | perceive | the | differences | between | speech | sounds | and | to | sequence | these | sounds | into | meaningful | words. base | word | - | Correct | answer | ✔the | simplest | form | of | an | English | word; | a | word | without | affixes, | such | as | spell benchmark | measures | - | Correct | answer | ✔progress | measurement | administered | at | the | end | of | each | schedule, | when | students | have | had | enough | practice breve | - | Correct | answer | ✔a | diacritical | marking | that | indicates | a | short | vowel | sound Broca's | area | - | Correct | answer | ✔posterior | portion | of | the | frontal | lobe | that | is | in | charge | of | phonological | processing | and | semantics | of | language. | This | are | in | the | front | left | of | the | brain | is | responsible | for | EXPRESSIVE | language | - | articulating | spoken | words | and | analyzing | words Broca's | aphasia | - | Correct | answer | ✔person | cannot | get | the | words | out | but | understands cedilla | - | Correct | answer | ✔a | diacritical | mark | (,) | placed | below | the | letter | c | to | indicate | that | it | is | pronounced | as | an | s
derivative | - | Correct | answer | ✔a | word | made | from | another | by | adding | a | suffix | or | prefix diacritical | markings | - | Correct | answer | ✔a | dictionary | mark | indicating | pronunciation dieresis | - | Correct | answer | ✔A | technical | name | of | two | dots | placed | over | the | letter | a | to | indicate | it's | short | o | pronunciation | or | on | the | a | before | r. digraph | - | Correct | answer | ✔two | letters | that | make | one | sound diphthong | - | Correct | answer | ✔two | vowels | standing | adjacent | in | the | same | syllable | whose | sounds | blend | smoothly | together | in | one | syllable. | Only | 4 | in | the | English | language: | oi, | oy, | ou, | ow direct | instruction | - | Correct | answer | ✔explicitly | teaching | a | concept discovery | teaching | - | Correct | answer | ✔therapist | allows | students | to | discover | information | by | asking | them | questions | rather | than | by | telling double-deficit | hypothesis | - | Correct | answer | ✔Deficiency | in | both | phoneme | awareness | and | naming | speed Dyscalculia | - | Correct | answer | ✔difficulty | with | math
Dysarthia | - | Correct | answer | ✔neurological | oral-motor | dysfunction | including | weakness | of | the | musculature | necessary | for | making | the | coordinated | movements | of | speech | production dysgraphia | - | Correct | answer | ✔involves | difficulty | with | writing | in | the | actual | motor | patterns | used | in | writing | and/or | formulation | of | written | composition dysnomia | - | Correct | answer | ✔difficulty | in | word | finding Dyspraxia | - | Correct | answer | ✔Difficulty | with | motor | planning; | impacts | upon | a | person's | ability | to | coordinate | appropriate | body | movements echolalia | - | Correct | answer | ✔repetition | of | words | or | phrases | just | spoken elison | - | Correct | answer | ✔the | omission | of | a | sound | or | syllable | in | a | word | in | pronunciation; | a | language | task | in | which | a | part | is | taken | away | -- | also | known | as | deletion Elkonian | boxes | - | Correct | answer | ✔an | instructional | technique | to | build | phonemic | awareness | in | which | the | teacher | draws | a | series | of | squares, | repeats | a | word, | and | then | asks | the | student | to | place | a | token | in | the | appropriate | number | of | boxes | to | indicate | how | many | phonemes | in | the | target | word. | E.g., | for | the | target | word | wish, | the | students | would | select | three | tokens | and | place | each | of | them | in | three | different | boxes
fMRI | - | Correct | answer | ✔functional | magnetic | resonance | imaging; | technology | that | allows | researcher | to | see | which | parts | of | the | brain | are | getting | the | most | blood | flow | -- | and | hence | are | the | most | active gerund | - | Correct | answer | ✔an | English | word | ending | in | -ing | & | used | as | a | noun | (she | loves | baking | and | cooking) guided | discovery | - | Correct | answer | ✔a | method | of | leading | students | to | new | learning | through | questioning grapheme | - | Correct | answer | ✔a | significant | visual | shape; | a | single | letter | or | letter | cluster | which | represents | a | speech | sound graphomotor | - | Correct | answer | ✔pertaining | to | the | skillful | coordination | of | the | muscle | groups | involved | in | handwriting graphophonemic | - | Correct | answer | ✔Letter-Sound; Graphophonemic | knowledge | is | phonics. haptic | - | Correct | answer | ✔Tactile, | kinesthetic, | and | surface | movement | sensations | obtained | through | the | fingers | and | hands. implicit | phonics | - | Correct | answer | ✔Sounds | never | pronounced | in | isolation. Learners | are | expected | to | induce | sounds | that | correspond | to | letter | from | accumulated | auditory | and | visual | exposure | to | words | containing | those | letters.
IRD | - | Correct | answer | ✔Initial | Reading | Deck. | It | contains | the | keywords. ISD | - | Correct | answer | ✔Instant | Spelling | Deck. | It | is | green. left | temporal | cortex | - | Correct | answer | ✔area | of | the | brain | for | language | comprehension left | frontal | cortex | - | Correct | answer | ✔area | of | the | brain | for | speech | production occipital | cortex | - | Correct | answer | ✔area | of | the | brain | for | visual | processing macron | - | Correct | answer | ✔a | diacritical | marking | that | indicates | the | long | sound | of | a | vowel Matthew | Effect | - | Correct | answer | ✔a | term | coined | by | Stanovich | to | describe | a | phenomenon | observed | in | findings | of | cumulative | advantage | for | children | who | read | well | & | have | good | vocabularies | and | cumulative | disadvantage | for | those | who | don't, | and | thus | have | lower | rates | of | achievement. | Term | coined | after | Biblical | passage | from | the | book | of | Matthew medial | - | Correct | answer | ✔everything | except | initial | and | final; | letters | B-Y | in | the | alphabet
Orton-Gillingham | Approach | - | Correct | answer | ✔Multisensory | method | of | teaching | language-related | academic | skills | that | focuses | on | the | structure | and | use | of | sounds, | syllables, | words, | sentences, | and | written | discourse. | Instruction | is | explicit, | systematic, | cumulative, | direct, | and | sequential. orthography | - | Correct | answer | ✔correct | written | spelling phoneme | - | Correct | answer | ✔sound | that | is | indicated | by | parentheses | = | (t) | or | /t/; | there | are | 44 | speech | sounds | in | English Phonemic | Awareness | - | Correct | answer | ✔an | awareness | that | speech | is | composed | of | a | series | of | individual | phonemes phonetics | - | Correct | answer | ✔the | study | of | the | characteristics | of | speech | sounds phonological | awareness | - | Correct | answer | ✔an | awareness | of | the | sound | structure | of | spoken | language | apart | from | its | meaning | and | a | conscious | ability | to | detect, | combine, | and | manipulate | different | sizes | of | sound | units rhyme | - | Correct | answer | ✔matching | the | endings | of | words | (cat, | bat, | hat) alliteration | - | Correct | answer | ✔producing | groups | of | words | that | begin | with | the | same | initial | sound | (ten | tiny | tadpoles)
sentence | segmentation | - | Correct | answer | ✔Segmenting | sentences | into | spoken | words. Ex: | The | Dog | ran | away. | 1 | 2 | 3 | 4 syllable | segmentation | - | Correct | answer | ✔Segmenting | words | into | syllables. Ex: | bas | ket | ball onsets | and | rimes | blending | and | segmenting | - | Correct | answer | ✔blending | and | segmenting | the | initial | consonant | or | cluster | (onset) | and | the | vowel | and | consonant | sounds | spoken | after | it | (rime); | /m/ | /ice/ | /sh/ | /ake/ compound | words | - | Correct | answer | ✔blending | and | segmenting | spoken | words | into | 2 | words Phonemes | Blending | & | Segmenting | - | Correct | answer | ✔Blending | phonemes | into | words, | segmenting | words | into | individual | phonemes | and | manipulating | phonemes | in | spoken | words: VC, | CV, | CVC, | CCVC, | CVCC, | CCVCC Ex: | At, | Po, | Cat, | Step, | Fast phonological | awareness | continuum | - | Correct | answer | ✔rhyme | --> | alliteration | --> | sentence | segmentation | --> | syllable | segmentation | --> | compound | words | blending | and | segmenting | --> | onset/rime | blending | and | segmenting | --> | phoneme | blending | and | segmenting
secondary | language | skills | - | Correct | answer | ✔Reading, | spelling, | and | writing. | Generally | learned. semantics | - | Correct | answer | ✔the | aspect | of | language | concerned | with | meaning sibilant | - | Correct | answer | ✔a | speech | sound | which | is | uttered | with | or | accompanied | by | a | hissing | sound | (/s/, | /z/, | /sh/, | /zh/) strephosymbolia | - | Correct | answer | ✔term | meaning | "twisted | symbols" | coined | by | Dr. | Samuel | T. | Orton | to | describe | specific | dyslexia Skills | for | Organizing | and | Reading | Efficiently | - | Correct | answer | ✔SkORE Survey, | Question, | Read, | Recite, | Review | (SQ3R) | - | Correct | answer | ✔Study | method | in | which | student | surveys | the | assignment, | poses | a | question, | reads | to | answer | the | question, | recites | the | answer | to | the | question, | and | reviews | the | material | read. subvocalization | - | Correct | answer | ✔The | movement | of | the | lips, | tongue, | and | larynx | during | silent | reading suffix | - | Correct | answer | ✔one | or | more | letters | added | to | the | end | of | a | base | word | that | changes | its | form | or | usage | (ing, | ed, | er, | es, | s, | ful)
Inflectional | suffixes | - | Correct | answer | ✔can | modify | the | tense | of | the | words | (to | jump: | jumps, | jumped, | jumping). | The | suffixes | -s, | -es, | -ed, | and | -ing | account | for | 62% | of | all | suffixed | words. syllable | - | Correct | answer | ✔a | word | or | part | of | a | word | with | one | vowel | sound syntax | - | Correct | answer | ✔a | set | of | principles | that | dictate | the | sequence | and | function | of | words | in | a | sentence | in | order | to | convey | meaning synthesize | - | Correct | answer | ✔blend | or | continue | to | form | into | a | whole synthetic | phonics | - | Correct | answer | ✔pertaining | to | instruction | or | a | process | that | begins | with | individual | letter | sounds | that | are | blended | together | to | form | a | word. | Phonics | programs | utilize | this | philosophy. | Reader | blends | or | synthesizes | sounds | into | words. typography | - | Correct | answer | ✔the | physical | appearance | of | written | letters | such | as | whether | they | are | upper | or | lowercase | or | formed | in | cursive | or | print tilde | - | Correct | answer | ✔a | diacritical | mark | (~) | placed | over | a | vowel | in | a | combination | or | a | dipthong: | or, | ou unequivocal | sounds | - | Correct | answer | ✔clear; | an | unequivocal | letter | represents | only | one | sound | (/b/, | /t/, | /l/, | /h/). | An | unequivocal | sound | is | regularly | spelled | only | one | way.
affricate | phoneme | - | Correct | answer | ✔a | consonant | sound | that | consists | of | a | slowly | released | stop | followed | by | a | fricative | (ch, | j) glide | phoneme | - | Correct | answer | ✔flowing | and | vowel-like | (y, | w) liquid | phoneme | - | Correct | answer | ✔a | sound | produced | when | the | lips | and/or | tongue | are | passing | from | the | position | for | one | sound | to | that | of | another | (r, | l) accent | - | Correct | answer | ✔stress | or | emphasis | on | one | syllable | in | a | word | or | one | part | of | a | word; | sound | is | louder, | longer | & | higher. | Mouth | is | open | wider | while | saying | an | accented | syllable. Derivations | suffixes | - | Correct | answer | ✔can | change | the | part | of | speech | (please: | pleasant, | pleasantly, | pleasurable). | The | suffixes | -able | (-ible), | -ness, | and | -ly | make | up | 27% | of | all | suffixed | words