Download Dyslexia and Language-Based Learning Disabilities: Key Concepts and Terms and more Exams Communication in PDF only on Docsity!
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example | of | Greek | words | of | origin | - | Correct | answer | ✔rhythm, | chorus, | thermometer, | psychology, | rhododendron, | sympathy orthography | - | Correct | answer | ✔letter | pattern | in | written | words; | spelling | system NICHD | - | Correct | answer | ✔National | Institute | of | Child | Health | and | Human | Development encoding | - | Correct | answer | ✔spelling/writing decoding | - | Correct | answer | ✔reading Semantics | - | Correct | answer | ✔content | of | language Analytic | - | Correct | answer | ✔whole | to | part; | reading Synthetic | - | Correct | answer | ✔part | to | whole; | spelling
homophones | - | Correct | answer | ✔words | that | sound | the | same | but | are | spelled | differently synonyms | - | Correct | answer | ✔words | that | have | the | same | meaning antonyms | - | Correct | answer | ✔words | with | opposite | meaning Homophones, | Synonyms | and | Antonyms | are | all | examples | of |? | - | Correct | answer | ✔Semantics What | prefixes | mean | the | same | thing? | - | Correct | answer | ✔contra-, | anti- Syllable | division | is | an | example | of | what | type | of | learning? | - | Correct | answer | ✔BOTH | Analytic | and | Synthetic A | Teacher | is | using | the | overhead | to | teach, | make | diagrams | and | have | students | come | up | and | fill | in | some | of | the | answers. | This | is | an | example | of? | - | Correct | answer | ✔Discovery | Learning A | child | can | read | words | easily | in | a | list, | but | reads | word | by | word | in | text. | What | form | of | remediation | is | needed? | - | Correct | answer | ✔Phrasing When | was | Chall's | research | done? | - | Correct | answer | ✔ 1983
504 | is | an | extension | of? | - | Correct | answer | ✔The | Rehabilitation | Act | of | 1973 What | does | ASAP | stand | for? | - | Correct | answer | ✔Accent, | number | of | Syllables, | Adjacent | letters, | Position | in | the | word dyslexia | is | a | disorder | that | is________-based | - | Correct | answer | ✔language Developmental | Dyslexia | is? | - | Correct | answer | ✔a | glitch | in | the | brain | during | fetal | development | that | one | is | born | with IDEA | and | 504 | both | mandate | a | ________ | & | _________ | _________ | Education | - | Correct | answer | ✔F.A.P.E. | (Free | and | Appropriate | Public | Education) Pragmatics | is |? | - | Correct | answer | ✔the | practical | application | of | language; | conversation Soft | C | rule | - | Correct | answer | ✔c | sounds | like | s | before | e, | i | and | y Most | recent | pioneer | in | Phonemic | Awareness? | Wrote | "Spelling: | Development, | Disability, | and | Instruction" | - | Correct | answer | ✔Louisa | C. | Moats The | accent | usually | falls | on | what | syllable | in | the | English | language? | - | Correct | answer | ✔first
What | type | of | memory | does | Rapid | Naming | require? | - | Correct | answer | ✔long- term | memory What | type | of | memory | does | Phonological | Memory | require? | - | Correct | answer | ✔short-term | memory Auditory | Discovery | - | Correct | answer | ✔when | the | teacher | leads | students | to | new | information, | having | them | echo | words | to | listen | for | the | same | new | sound How | should | a | teacher | transition | from | one | activity | to | another? | - | Correct | answer | ✔signal Active | Learning | - | Correct | answer | ✔students | learn | by | connecting | prior | knowledge Chall's | Stage | 0 | - | Correct | answer | ✔Pre-Reading | (0-6 | yrs) Chall's | Stage | 1 | - | Correct | answer | ✔Decoding | (6-7 | yrs) Chall's | Stage | 2 | - | Correct | answer | ✔Confirmation | (7-9 | yrs/K-2) Chall's | Stage | 3 | - | Correct | answer | ✔Reading | to | Learn | (9-14 | yrs/3-8 | gr.) Chall's | Stage | 4 | - | Correct | answer | ✔Multiple | Viewpoints | (14-18 | yrs/9-12 | gr.)
Explicit | and | Systematic | Spelling | Instruction | includes? | (phonological | and | orthographic? | syntax/semantics? | literal/figurative | language? | all | of | the | above? | - | Correct | answer | ✔Phonological | and | Orthographic A | weakness | in | phonological | processing | causes | all | of | the | following | EXCEPT? | - weak | decoding? | -weak | reading | rate? | -weak | spatial | orientation? | -weak | reading | comprehension? | - | Correct | answer | ✔weak | spatial | orientation Which | is | NOT | the | same | as | phonological | memory? | -auditory | short | term? | - orthographic | memory? | -verbal | memory? | -auditory | working | memory? | - | Correct | answer | ✔verbal | memory Language | processing | difficulties | are | frequently | misidentified | as? | - | Correct | answer | ✔ADHD Which | method | is | NOT | effective | for | modeling | speech | sounds? | - | Correct | answer | ✔singing | ABC What | syllable | do | you | find | the | schwa | vowel | in? | - | Correct | answer | ✔unaccented | syllable Taking | students | from | the | known | to | unknown | (ex: | short | vowels | to | long) | is | an | example | of? | - | Correct | answer | ✔Discovery | Method Which | test | does | NOT | test | for | Phonological | Awareness | - | Correct | answer | ✔the | PPVT
Where | do | you | place | a | comma | in | a | sentence | with | quotations? | - | Correct | answer | ✔before | the | closed | quotation | mark Where | do | you | place | a | comma | in | this | sentence: I | didn't | think | it | would | take | this | long | however | - | Correct | answer | ✔before | the | word | "however" What | are | the | four | diphthongs? | - | Correct | answer | ✔ou, | oi, | oy, | ow Echolalia | - | Correct | answer | ✔the | repeating | back | of | words | or | phrases | in | babies What | is | used | to | rate | ADD | - | Correct | answer | ✔Connors Dyscalculia | - | Correct | answer | ✔math | related | disorder Strephosymbolia | - | Correct | answer | ✔twisted | symbols...coined | by | Orton A | test | that | is | performance-based | in | relation | to | a | group; | standardized | - | Correct | answer | ✔Norm-referenced A | test | based | on | knowledge | attained | by | the | individual | - | Correct | answer | ✔Criterion-referenced | test
Area | of | the | brain | for | Speech | Production | - | Correct | answer | ✔Left | Frontal | Cortex Area | of | the | brain | for | Visual-Verbal | Association | - | Correct | answer | ✔Angular | Gyrus Area | of | the | brain | for | Visual | Processing | - | Correct | answer | ✔Occipital | Cortex A | specific | language-based | disorder | characterized | by | difficulty | with | single- word | reading | - | Correct | answer | ✔Dyslexia Speech | problems | caused | by | sensorimotor | disruption | - | Correct | answer | ✔Dyspraxia Speech | problems | caused | by | musculature | weaknesses | - | Correct | answer | ✔Dysarthria The | melody | of | speech--stress, | pitch, | loudness, | etc. | - | Correct | answer | ✔Suprasegmentals Use | of | Language | - | Correct | answer | ✔Pragmatics Domains | of | Language | - | Correct | answer | ✔Phonology, | Morphology, | Syntax
gn, | kn, | wr; | vowel | pairs; | common, | everyday | words; | ch, | sh, | th, | compound | words; | affixing | of | base | words | are | all | characteristics | of | which | Layer | of | Language? | - | Correct | answer | ✔Anglo-Saxon | Layer roots | ending | in | ct, | pt; | chameleon | prefixes; | c/s/t | pronounced | sh; | affixing | of | roots; | schwa | vowel | sound | are | all | characteristics | of | which | Layer | of | Language? |
- | Correct | answer | ✔Latin | Layer initial | consonant | clusters | rh, | pt, | pn, | ps; | medial | y; | combining | forms; | ph | pronounced | f | are | all | characteristics | of | which | Layer | of | Language? | - | Correct | answer | ✔Greek | Layer A | consonant | sound | that | consists | of | a | slowly | released | stop | followed | by | a | fricative | - | Correct | answer | ✔Affricate: | /ch/, | /j/ A | sound | produced | by | forcing | air | through | the | nose | - | Correct | answer | ✔Nasal: | /n/, | /m/ A | sound | that | is | produced | by | forcing | air | through | a | narrow | opening | between | the | teeth | and | lips | to | make | a | hissing | sound | - | Correct | answer | ✔Fricative: | /f/, | /z/ A | sound | produced | when | the | lips/tongue | are | passing | from | the | position | for | one | sound | to | that | of | another | - | Correct | answer | ✔Liquid: | /l/, | /r/
Rules | that | determine | how | sounds | are | used | in | spoken | language | - | Correct | answer | ✔Phonology Study | of | the | characteristics | of | speech | sounds | - | Correct | answer | ✔Phonetics The | understanding | that | spoken | sounds | are | represented | in | print | by | letters | - | Correct | answer | ✔Alphabetic | Principle Awareness | of | the | overall | sound | structure | of | words | - | Correct | answer | ✔Phonological | Awareness A | variation | of | a | speech | sound | - | Correct | answer | ✔Allphone Awareness | of | speech | sounds | or | phonemes | in | spoken | words | - | Correct | answer | ✔Phonemic | Awareness RAN | - | Correct | answer | ✔Rapid | automatized | naming A | class | of | speech | sounds | with | air | flow | that | is | constricted | or | obstructed | - | Correct | answer | ✔Consonant A | method | of | leading | students | to | new | learning | through | questioning | - | Correct | answer | ✔Guided | Discovery
A | letter | or | letter | cluster | that | represents | a | single | speech | sound | - | Correct | answer | ✔Grapheme A | class | of | open | speech | sounds | produced | by | the | passage | of | air | through | an | open | vocal | tract | - | Correct | answer | ✔Vowel When | is | c | pronounced | /k/? | - | Correct | answer | ✔before | a, | o, | u | or | any | consonant When | is | c | pronounced | /s/? | - | Correct | answer | ✔before | e, | i, | y When | is | g | pronounced | /g/? | - | Correct | answer | ✔before | a, | o, | u | or | any | consonant When | is | g | pronounced | /j/? | - | Correct | answer | ✔before | e, | i, | y When | is | n | pronounced | /n/? | - | Correct | answer | ✔in | initial, | medial | or | final | position When | is | n | pronounced | /ng? | - | Correct | answer | ✔before | any | letter | pronouced | /k/, | /g/ When | is | y | pronounced | with | long-i | sound? | - | Correct | answer | ✔final | position | in | accented | syllable | (fly, | supply)
the | "m" | in | met | is | an | example | of |? | (not | consonant) | - | Correct | answer | ✔an | onset the | "et" | in | met | is | an | example | of? | - | Correct | answer | ✔a | rime A | unit | of | speech | - | Correct | answer | ✔Syllable Direct, | purposeful | instruction | - | Correct | answer | ✔Explicit | Instruction The | overlapping | of | adjacent | sounds | when | spoken | - | Correct | answer | ✔Coarticulation Reading | with | rapidity | and | automaticity | - | Correct | answer | ✔Fluency The | rhythmic | flow | of | oral | reading | - | Correct | answer | ✔Prosody FLOSS | Rule | - | Correct | answer | ✔Double | the | final | consonant | if | a | one-syllable | word | ends | in | /f/, | /l/ | or | /s/ RABBIT | Rule | - | Correct | answer | ✔Double | the | medial | consonant | if | one | medial | consonant | sound | after | a | short | vowel | in | a | 2-syllable | word
Doubling | Rule | - | Correct | answer | ✔If | Base | word | ends | in | 1 | vowel, | 1 | consonant, | and | 1 | accent, | the | final | consonant | is | doubled | before | adding | a | vowel | suffix | (ex: | omitted) Dropping | Rule | - | Correct | answer | ✔If | Base | word | ends | in | Final | e, | drop | it | before | adding | vowel | suffix Changing | Rule | - | Correct | answer | ✔If | Base | word | ends | in | 1 | consonant | before | final | y, | change | y | to | i | before | adding | a | suffix DIBELS | - | Correct | answer | ✔Dynamic | Indicators | of | Basic | Early | Literacy | Skills PALS | - | Correct | answer | ✔Phonological | Awareness | Literacy | Screening Brief | assessment | that | identifies | students | who | may | need | additional | or | alternate | forms | of | instruction | - | Correct | answer | ✔Screening Periodic | Assessment | that | measures | progress | in | response | to | specific | instruction | - | Correct | answer | ✔Progress | Monitoring Assessment | that | provides | a | detailed | analysis | of | a | student's | strengths | and | weaknesses | - | Correct | answer | ✔Diagnostic | Measure
for | children | with | word | blindness | and | provide | them | appropriate | teaching | techniques. | 1895/1904 | - | Correct | answer | ✔Dr. | James | Hinshelwood First | description | of | congenital | word | blindness | 1896 | - | Correct | answer | ✔Dr. | Pringle | Morgan developed | VAKT; | 1920s | - | Correct | answer | ✔Grace | Fernald coined | the | term | "strephosymbolia"/twisted | symbols; | cerebral | dominance | theory; | adopted | VAKT | from | Fernald; | 1925 | - | Correct | answer | ✔Dr. | Samuel | T. | Orton Psychologist | and | educator | in | NY; | worked | with | Orton; | Developed | non- traditional | approach | to | teaching | written | language | skills; | Trained | 50 | teachers | w/Sally | Childs. | 1930-1960 | - | Correct | answer | ✔Anna | Gillingham Worked | with | Sally | Childs; | Wrote | Alphabetic | Phonics | Curriculum | at | Scottish | Rite | Hospital | in | Dallas, | 1960 | - | Correct | answer | ✔Aylette | Cox Kinesthetic | activities | to | establish | Right | to | Left | and | Visual-Auditory | Association | with | grapheme/phoneme | 1960 | - | Correct | answer | ✔Bessie | Stilman Connecticut | Longitudinal | Study | (K-High | school) | on | Dyslexia. | Looked | at | good | & | poor | readers, | prevalence | of | dyslexic | and | if | dyslexia | was | a | developmental | lag | or | persistent | over | time? | 1983 | - | Correct | answer | ✔Sally | & | Bennett | Shaywitz
Harvard | Professor | Emeritus; | Wrote | "Learning | to | Read; | 1996 | ODS | ST | Orton | Award; | wrote | many | books | on | reading | development | & | instructional | methods. | 1983 | - | Correct | answer | ✔Jeanne | S. | Chall Author | of | Phonology | & | The | Problems | of | Learning | to | Read | and | Write. | Phonological | Awareness: | developed | hierarchy | 1. | words | in | sentence | 2. | syllables | in | words | 1985 | - | Correct | answer | ✔Isabelle | Liberman Dyslexia | difficulty | from | poor | letter-sound | relationship; | not | visual-spatial. | 1987 | - | Correct | answer | ✔Vellutin Required | proposals | for | centers | to | investigate | LD | (U | of | CO, | Johns | Hopkins | U, | Yale) | 1987 | - | Correct | answer | ✔NICHD Importance | of | Phonological | Awareness. | Two | Components | of | Reading: | Decoding | and | Comprehension; | Weakness | in | phonological | awareness | interferes | with | decoding...1990s | - | Correct | answer | ✔Bradley | & | Bryant Phrenology; | late | 18th | Century | - | Correct | answer | ✔Franz | Joseph | Gall 1861; | observed | the | first | documented | case | of | aphasia | --Left | frontal | region | of | brain | (France) | - | Correct | answer | ✔Broca 1950s; | Theorized | Dyslexia | resulted | from | damage | during | fetal | development | - | Correct | answer | ✔Norman | Geschwind
