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Domain 1 - ALTA Exam with accurate detailed answers, Exams of Communication

Saint Petersburg College (SPC)Communication

Domain 1 - ALTA Exam with accurate detailed answers

Typology: Exams

2024/2025

Available from 06/07/2025

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Domain | 1 | - | ALTA | Exam | with | accurate |
detailed | answers
1. Stages | of | Language | Acquisition: |
1. | oral | language | (listening)
2. oral | expression | (speaking)
3. written | receptive | (reading)
4. written | expressive | (spelling, | writing)
2. Five | Components | of | Language:
| 1. | phonological | (sounds | in | speech)
2. morphology | (small | meaningful | units | of | language)
3. semantics | (meaning | of | language)
4. syntax | (structure | of | language)
5. pragmatics | (practical | application | of | language)
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff
pf12
pf13
pf14
pf15
pf16
pf17
pf18
pf19
pf1a
pf1b
pf1c
pf1d
pf1e

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Domain | 1 | - | ALTA | Exam | with | accurate |

detailed | answers

  1. Stages | of | Language | Acquisition: |
  2. | oral | language | (listening)
  3. oral | expression | (speaking)
  4. written | receptive | (reading)
  5. written | expressive | (spelling, | writing)
  6. Five | Components | of | Language: | 1. | phonological | (sounds | in | speech)
  7. morphology | (small | meaningful | units | of | language)
  8. semantics | (meaning | of | language)
  9. syntax | (structure | of | language)
  10. pragmatics | (practical | application | of | language)

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  1. accent: | stress | or | emphasis | on | one | syllable | in | a | word, | or | one | word | in | a | sentence. | (longer, | louder, | higher | one)
  2. articulation: | the | vocal | production | of | speech
  3. coarticulation: | the | ability | to | overlap | several | phonemes
  4. phonograms: | strings | of | letters | that | represent | a | single | sound | (digraphs, | trigraphs)
  5. alphabetic | principle: | understanding | that | letters | are | symbols | for | sound
  6. alphabetic | language: | language | where | letters | are | symbols | for | sound
  7. analytic: | words | from | whole | to | parts
  8. synthetic: | parts | to | whole | words
  9. anaphora: | pronouns | or | articles | used | to | refer | to | something | already | mentioned
  10. appositive: | a | noun | or | noun | phrase | placed | after | a | noun | to | describe | it | more | fully

4 | / | 30 Language | (birth | to | 1 | year | old): | (0-3 | months) | - | crying, | cooing | (3-9 | months) | - | babbling (9-12 | months) | - | echolalia (12 | months | - | 1 | year) | - | first | word

  1. Development | of | Oral | Language: | Simple | to | More | Complex
  • Words
  • Phrases/sentences
  • Following | directions
  • Associations
  • Synonyms
  • Antonyms
  • Definitions
  • Multiple | definitions

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  • Language | of | reasoning Vocabulary | develops | from | birth | - | 5 | years | old
  1. Components | of | Oral | Language: | - | Receptive | (understanding)
  • Expressive | (producing)
  • Speech | (articulation)
  • Morphology | (roots/affixes)
  • Syntax | (order/grammar)
  • Semantics | (meaning)
  • Voice | (quality)
  • Fluency | (smooth | production)
  1. metacognition: | awareness | and | understanding | of | one's | own | thought | processes. | ("thinking | about | thinking")
  2. phonology: | The | study | (science) | of | speech | sounds; | How | sounds | are |

7 | / | 30 variants | of | that | phoneme (the | a | in | ang)

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  1. discrimination: | -The | process | of | noting | differences | between | stimuli -Listening | for | the | position | of | the | sound | in | a | particular | word
  2. Segmentation: | -Separating | words | into | units | (syllable, | onset, | rime, | phoneme) | for | the | purpose | of | reading | and | spelling -Breaking | down | a | skill | into | smaller | step-by-step | sequenced | units | and | synthesizing | the | parts | into | a | whole
  3. pragmatics: | -The | practical | application | of | language -The | set | of | rules | that | dictates | behavior | for | communicative | intentions | in | a | particular | discourse
  4. syntax: | -The | structure | of | language -The | system | by | which | words | may | be | ordered | in | phrases | and | sentences | (sentence | structure, | grammar)
  5. Semantics: | -Meaning | of | Language; | word | meaning | and | the | relationship |

10 | / | 30 -a | base | word | like | child | in | childhood -a | suffix | like | -hood | in | childhood -or | a | prefix | like | un- | in | untie

  1. echolalia: | The | stage | of | speech | development | where | babies | repeat | or | echo | words | or | phrases
  2. Otitis | Media: | Inflammation | of | the | middle | ear | that | can | lead | to | conductive | hearing | loss | or | possibly | permanent | hearing | loss. | Can | lead | to | speech/language | issues | in | young | children. (affects | articulation | -> | phonology)
  3. consonant | phoneme | articulation: -Stops: | - | p, | b | (lips)
  • t, | d | (ridge, | teeth, | front | of | tongue)
  • k, | g | (back | of | throat, | back | of | tongue)

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  1. consonant | phoneme | articulation: -Nasal: | - | m | (lips)
  • n | (ridge, | teeth)
  • ng | (back | of | throat)
  1. consonant | phoneme | articulation: -Fricatives: | - | f, | v | (teeth, | lips)
  • th1, | th2 | (tongue, | teeth)
  • s, | z | (ridge, | teeth)
  • sh, | zh | (roof | mouth)
  1. consonant | phoneme | articulation: -Affricatives: | ch, | j | (roof | mouth)
  2. consonant | phoneme | articulation: -Glides: | - | y | (roof | mouth)

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  1. Bottom-Up | Theory: | 1. | Up | to | .80 | correlations | between | the | rate | of | context-free | word | recognition | and | reading | comprehension.
  2. Sub-processing | such | as | letter | and | word | identification | must | become | automatic | in | order | for | reader | to | be | fluent.
  3. Orton | Gillingham | programs- | multisensory | programs
  4. Interactive | Theory: | Component | processes | occur | at | the | same | time | in | parallel. Connectionist | Theory | -Rumelhart | and | Seidenberg | Farnham-Diggory | Model Stanovich's | Interactive-Compensatory | Model | Gough's | Simple | View | of | Reading

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  1. Rumelhart | and | Seidenberg's | Connectionist | Theory: | Involves | two-way | con- | nections | between | orthography | and | phonology.
  2. Farnham-Diggory | Model: | meaning | based | and | code-based | strategies | are | taught | together. 1st | order | skills | are | enciphering | and | deciphering. | 2nd | order | skills | are | comprehension/composition. | 1st | & | 2nd | order | skills | taught | together.
  3. Stanovich's | Interactive-Compensatory | Model: | Trade-off | of | sub | processes Readers | with | poor | word | recognition | are | more | reliant | on | context | than | good | readers Reading | skills | as | a | developing | process

16 | / | 30 Stage | 1: | Initial | Reading/Decoding | (age | 0-6, | grades | 1-2.5) Stage | 2: | Confirmation | and | Fluency | (age | 6-7, | grades | 2.5-3) Stage | 3: | Reading | for | New | Learning | (age | 7-9, | grades | 4-

Stage | 4: | Reading | from | Multiple | Viewpoints | (age | 14-18, | high | school) Stage | 5: | Construction/Reconstructi on | (age | 18-adulthood, | college+)

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  1. Jeanne | Chall's | Stage | 0: | Pre-Reading: | (6mo-6years)
  • Language | awareness
  • Names | alphabet | letters
  • Writes | own | name
  • Able | to | alliterate | and | rhyme
  • Recognizes/reads | popular | signs
  • Plays | with | books, | pencil, | and | paper
  • Understands | relationship | between | pictures | and | print,
  • Pretends | to | read: | retells | stories | looking | at | previously | read | book
  1. Jeanne | Chall's | Stage | 1: | Initial | Reading | & | Decoding: | (age | 6-7, | grades | 1- 2.5) -Gasp | alphabetic | principle
  • Decoding

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  • Reads | critically | from | a | broad | range | of | complex | materials
  1. Jeanne | Chall | Stage | 5 | Reading | Construction | & | Reconstruction: | (age | 18-adulthood, | college+)
  • Reading | is | used | for | one's | own | needs | and | purposes.
  • Reading | serves | to | construct | and | integrate | one's | knowledge | with | that | of | others, | to | synthesize | it | and | to | create | new | knowledge. | It | is | rapid | and | efficient..
  1. Ehri's | Contributions: | 1. | Letters | are | connected | with | phonemes
  2. Units | of | letters | are | connected | with | parts | of | spoken | language
  3. Printed | word | is | connected | to | its | meaning -Cipher | Sight | Reading | (words | are | recognized | quickly | through | Cipher | strategy)
  4. Firth's | Contributions: | 1. | Alphabetic | spelling | precedes | alphabetic | reading
  5. | Dyslexics | begin | to | fall | behind | in | "Alphabetic | Phase"

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  1. The | Great | Debate: | Phonics | vs. | Whole | Language: | Phonics | vs | Whole | Lan- | guage -argument | about | which | method | is | the | most | effective | to | teach | reading. Chall | and | Adams | - | phonics | Dewey | - | whole | language
  2. Ehri's | Four | Phases | of | Reading | Strategy | Development | (a.k.a. | Phases | of | Word | Learning): | 1. | The | Logographic | Phase | Pre-Alphabetic
  3. The | Phonetic- Cue | Phase | Early/Partial | Alphabetic