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LETRS Unit 1 - Session 1- 8
LETRS Unit 1 - Session 1
Phonics - >>>>> relationship between letters and sounds. Code based instruction. Phonemic Awareness - >>>>> awareness of individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Alphabetic Writing is less than ___________ years old. - >>>>> 5, 90% of all spoken languages have no - >>>>> written form, let alone an alphabet that represents the separate sounds of speech. Syllable - >>>>> the unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel. Egyptians invented the first alphabet in - >>>>> 2,000 BCE Phoenician alphabet was developed in _________ and was the granfather of our alphabet 19 of 26 letters can be traced. - >>>>> 1,000 BCE Modern American English spelling was settled in 1828 with - >>>>> Webster's Dictionary Orthograpy - >>>>> a writing system for representing language Morphonphonemic - >>>>> alphabetic writing principle organized by both sound-symbol correspondences and morphology.
Morpheme - >>>>> the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must - >>>>> mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. All alphabets require - >>>>> speech sound (phoneme) awareness by the reader. Shallow or Transparent Alphabetic Orthography - >>>>> correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol or letter. Deep or Opague Alphabetic Orthography - >>>>> the spelling system represens morphemes (meaningful parts) as well as speech sounds. Morphophonemic contains both phonemes and morphemes. Advantages of Alphabetic Writing - >>>>> permits any word to be read or written in a language with a small set of symbols. A limited number of symbols can be combined to create the entire language, even new words. Language can be written and read by anyone who can match the symbols to the sounds they represent. Disadvantages of Alphabetic Writing - >>>>> People are wired to process speech sounds. The phoneme - that sound that a letter represents - is not self evident, natural, or consciously accessible understanding for humans. Metalinguistic Awareness - >>>>> the ability think about and reflect on the structure of language itself. The invention of the alphabet was an achievement. The Simple View of Reading - >>>>> Word Recognition x Language Comprehension = Reading Comprehension Word Recognition - >>>>> The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension.
Morphology - >>>> study of meaningful units in words Semantics - >>>> the study of word and phrase meaning Syntax - >>>> rules governing words in sentence Discourse - >>>> conventions used to organize spoken/written language Pragmatics - >>>> rules using language, gestures, social context discourse - >>>> written or spoken communication or the exchange of information or ideas Academic Language - >>>> Written or spoken language that is more stylistically formal than spoken conversational language Phonology - >>>> The rule system within a language by which phonemes can be sequences, combined, and pronounced to make words orthography - >>>> A writing system for representing language. Morphology - >>>> The study of meaningful units in a language and how the units are combined in word formation Semantics - >>>> The study of word and phrase meanings and relationships Syntax - >>>> The system of rules governing permissible word order in sentences
Pragmatics - >>>> The system of rules and conventions for using language and related gestures in a social context Semantics - >>>>The study of word and phrase meanings and relationships Morphology - >>>>The study of meaningful units in a language and how the units are combined in word formation Discourse - >>>>Organizational conventions used in longer segments of oral or written language Phonology - >>>>The rule system within a language by which phonemes can be sequenced, combined, and pronounced to make words Syntax - >>>>The system of rules governing permissible word order in sentences Orthography - >>>>A writing system for representing language and the rules that govern it Pragmatics - >>>>The system of rules and conventions for using language and related gestures in a social context Example of Phonology - >>>>No English word begins with the sound /ng/; the sound /p/ and /k/ are never adjacent in the same syllable. Example of Orthography - >>>>Every English word ending in /v/ is spelled with - ve; the letter x is never doubled. Example of Morphology - >>>>Nat- is a root. Nature is a non=in; natural is an adjective; naturalist is a noun; naturally is an adverb.
Printed word recognition depends on _________, ___________ orthographic mapping. - ANS - fast, accurate Four areas of the brain involved in reading are... - ANS - Frontal, Parietal, Temporal and Occipital Phonological Processing of pronunciation and articulation occur in the _________ portion of the brain. - ANS - Frontal Phonological Processing of phoneme analysis and phoneme-grapheme association occur in the ________ portion of the brain - ANS - Temporal Orthographic Processing of the Visual Word "Letterbox" occurs in the _______ portion of the brain. - ANS - Occipital The ________ __________ is at the junction of the parietal, occipital, and temporal lobes. This area is critical for mapping phonemes to graphemes. - ANS - planum temporale The Temporal lobe is responsbile for - ANS - language comprehension The _______ - __________ Processing Model reminds us that instruction should aim to educate all of the processing systems and enable them to work together. - ANS - Four - Part The name of the mental dictionary in every person's phonological processing system. - ANS - Lexicon Phonological Processing System - ANS - Organizes and identifies phonemes, speech sounds, compare similar words, lexicon and taking apart sounds in a word. Orthographic Processing System - ANS - Stores information about print that increases the efficiency of word recognition and spelling.
Perfetti's lexical quality hypothesis - the better a reader knows all aspects of a word's ______ and _________ the more quickly he/she can recognize the word in speech and print. - ANS - form and meaning Students cannot comprehend text if they cannot _____ the written words accuratel and quickly. - ANS – name Accomplished readers skip over words when they read. - ANS - False In the Simple View of Reading, you need to engage both word recognition and language comprehension for reading comprehension. - ANS - True Our brains read _________________ to the left. - ANS - 7 - 9 letters Orthographic mapping - ANS - The mental process used to store words for immediate and effortless retrieval. When taking a spelling test, we engage the - ANS - orthographic processor The name for the mental dictionary in the phonological processing system. - ANS - lexicon Used to match upper and lower case letters - ANS - orthographic processor Identifies the sounds in words - ANS - phonological processor "She found 3 bats in the trees."
The phonological processor allows us to do which of the following? Select all that apply. a. "take in" the visual input of a written word b. break down words into phonemes c. learn the sounds of a foreign language The phonological processor is what allows us to recognize the rising intonation of a question. true false What is the first sound in "switch"? /sh/ /s/ /swǐh/ /sw/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/
During reading, our eyes process each word letter by letter. true false How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left The Four-Part Processing Model helps us understand _________________. a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension – The area known as the visual word form area or "brain's letterbox" is located in the _____________ lobe and is essential to the _____________ processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words
Three Cueing-System proposes - ANS - Graphophonic (Visual), Semantic (Meaning) and Syntatic (Sentence) The ______ - ________ Processing Model contrasts with the Three Cueing-System in several critical ways. - ANS - Four-Part The Four-Part Processing Model is support by modern ________ science, the phonological processing system is distinct form the orthographic processing system. - ANS - brain The Three Cueing-System Model fosters dependence on pictures, pre-reading, memorization and context - these are strategies that _____ readers rely on. - ANS - poor Later reading fluency _______ on early mastery of associations between letters, letter patterns, and speech sounds. - ANS - depends The 5,000 most common words in English, comprise _____ of all text. - ANS - 90% The remaining 80,000 content-bearing words that children are expected to learn occur with very low frequency and must be accurately _______ to be interpreted. - ANS - decoded The phonological process is involved in - ANS - phonological awareness The orthographic processor stores knowledge of ______ and ______ patterns and helps us recognize these visual representations of spoken language. - ANS - letters and letter Sight recognition involves connecting a word to its ___________, which involves the meaning processor and the context processor. - ANS - meaning When all four processors are working together smoothly, we develop... - ANS - word recognition
Unit 1 Session 5
Expert teaching focuses on... - - - the relevant subskills that enable a child to pass through each phase of reading development successfully and are tailored to the student's strengths and weaknesses across the major components of reading. Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on... - - - decoding. The major subcomponents of reading in the SVR change in relative importance... - - - between grades 1 and 8. The ability to recognize many words by "sight" during fluent reading depends on... - - - phonemic awareness and the ability to map phonemes to graphemes. Alphabetic learning requires progressive differentiation of both... - - - the sounds in words and the letter sequences in print. Phoneme-Grapheme Mapping - - - The matching of phonemes (sounds) in words with the graphemes (letters) that represent them. Most students require lots of additional practice in second and third grade before they can read..
. - - - grade level passages with fluency and comprehension and reading has become automatic. Name Ehri's Phases of Word-Reading Development - - - Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated Alphabetic Prealphabetic Phase - - - No letter-sound awareness, guessing constrained by context or memory, cannot read text, and strings random letters together Early Alphabetic Phase - - - Initial sound and salient consonants, constrained by context (gets first sound and guesses), confuses similar-appearing words, represents a few salient sounds (such
After two months of instruction in phoneme-grapheme correspondence, the children's brain activation patterns are normalized, going from ________ (back) area to the ________ (front) and then to the _______ ________ (orthographic memory) area. - - - visual, phonological, word storage After two months of daily, systematic instruction in how to match graphemes and phonemes, these students' brains established pathways in the__________ hemisphere, enabling them to move into ______ ________ reading and automatic __________ or more whole words. - - - middle-left, later alphabetic, rcognition While many teachers may believe that poor comprehension is the primary issue for poor readers, the majority of those students have underdeveloped skills in _________ _________ ________ ( words) and automatic ________ _________ (2 words). Consequently, these students do not have the attentional resources available to _________ _________(2 words). - - - advanced phonemic awareness, word recognition, comprehend text The learning processe of beginning readers ______ from the reading processes of proficient readers. - ANS - differ For a student just learning how to read, the ability to ______ and _______ words accurately is of paramount importance. - ANS - decode and read Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a _________ to several _________. - ANS - thousand to several thousand Passage reading comprehension tests, at this level, almost entirely measure the ability to read ________ words accurately. - ANS - single By fourth grade the picture has changed. Learning to read becomes reading to _______. - ANS - learn
As students progress, comprehension of text is increasingly accounted for by _________ _____________, background knowledge, and the upper strands of the Reading Rope. - ANS - Language Comprehension Foundational skills of word recognition (_________, ____________, _________ and _________) should be priorities for reading assessment and instruction early in the development.
- ANS - phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic are phases of ________ Word-Reading Development. - ANS - Ehri's Incidental visual cue; general concepts of print are part of which of Ehri's phases? - ANS - Prealphabetic Letter names and some letters sounds as well as syllable, onset-rime and initial phoneme matching are part of which of Ehri's phases? - ANS - Early Alphabetic Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? - ANS - Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? - ANS - Consolidated Alphabetic Progress in an ___________ system occurs only if children learn how letters and sound are connected. - ANS - alphabetic _________ - ____________ mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. - ANS - Phoneme-grapheme Rote learning of visual features of a word; no ________- ________ awareness is a characteristic of the Prealphabetic Phase. - ANS - letter-sound
Reading by phonemes, _____________ units, morpheme units and whole words is a characteristic of the Consolidated Alphabetic Phase. - ANS - syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices _________ parts first, reads by analogy to similar know words. - ANS - familiar Consolidated Alphabetic readers remembers ___________ words; analogizes easily and associates word structure with meaning. - ANS - multisyllabic Consolidate Alphabetic spellers have word knowledge including, language of origin, morphemes, syntactic role, ending rules; ______, _______ and ______ forms. - ANS - prefix, suffix and root The concept that letters are used to represent individual phonemes in the spoken word. - ANS - Alphabetic Principle Children in the prealphabetic phase need to learn that words are made of individual _______ sounds. Alphabet letter names and forms should also be practiceed to the point of automatic retrieval. - ANS - speech. A child in the early alphabetic phase may _______ words with similar letters (house and horse). - ANS - confuse Students at the later alphabetic phase will write fairly complete and ____________ phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. - ANS - reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map ________ to sound with ease and acquire a large vocabulary by reading and hearing them. - ANS - symbols
After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular ___________ words. - ANS - nonsense The majority of students with poor comprehension have underdeveloped skills in ______________ phonemic awareness (sound substitution, reversal and deletion). - ANS – advanced
Unit 1 Session 6
Distinguishing the cause of a reading problem is not always ________. A working ________ about the causes can be made, but the most productive course of action for any as risk student is to __________ them. - ANS - possible, hypothesis, teach Among all English-speaking poor readers, at least _____ to _____ percent have trouble with accurate and fluent ______ ______ that often originates in weaknesses with _________ processing. - ANS - 70, 80, word recognition, phonological Word-recognition difficulties often co-occur with ________ and ________ problems. - ANS - fluency, comprehension Students who have primary difficulty with ________ ________ also have obvious trouble learning sound-symbol correspondences, sounding out words, and ________. The term _______. applies to this group. - ANS - word recognition, spelling, dyslexia You can be _______ and dyslexic. - ANS - gifted Dyslexia is a specific learning ________ that is neurological in origin. - ANS - disability Dyslexic difficulties typically result from a deficit in the _________ component of language that is often unexpected in relation to other cognitive abilities and the provision of effective ________ ________. - ANS - phonological, classroom instruction
