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LETRS Unit 2 Session 1 - 8
Unit 2 - Session 1
The brain's phonological processing system must be _______ and _____ educated to perceive and produce the speech sounds of language for an individual to read and write. - ANS - activated and educated __________ processing entails multiple functions, such as perceiving, interpreting, storing (remembering), recalling or retrriving, and generating the speech sound system of a language. - ANS - Phonological The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal tract. - ANS - Phonetics The rule system in a language by which phonemes can be sequenced, combined, and pronounced to make words. - ANS - Phonology Conscious awareness that words are made up of segments of our own speech that are represented with letters in an alphabetic orthography. - ANS - Phonemic Awareness In any language, the smallest unit of sound used to build words. - ANS - Phoneme Conscious awareness of all levels of the speech sound system, including word boundaries, stress patterns, syllables, onset-rime units, and phonemes. - ANS - Phonological Awareness The phonological processing system is designed to extract _________ of what is said, not to focus consciously on the speech sounds in words. - ANS - meaning
The phonological processing system extracts meaning (automatically). That is why _________ must study the sounds to be consciously aware of them. - ANS - teachers __________ __________ and ____________ are unconscious activities, distinguish between similar words, match incoming speech to stored memories of words and Long Term Memory. - ANS - Speech Perception and Production __________ _______________ ___________ deals with incoming language and is stored in the phonological working memory, limited storage, retelling or repeating directions places demand on PWM. - ANS - Phonological Working Memory ________ __________ _________ is the ability to quickly name numbers, letters, objects and colors; verbal retrieval skills. - ANS - Rapid Automatic Naming _____________ and ____________ ________________ includes phonemic awareness but also addresses the ability to count, manipulate words - syllables - onsets and rimes. Phonemic awareness is the awareness of consonants and vowels and the abilit to manipulate them. - ANS - Phonological and Phonemic Awareness _____________ occurs when phonemes are spoken together to produce syllables or words and the features of these phonemes are affected by the speech sounds that precede or follow them. Speech occurs as consonants wrapped the vowel in each syllable and words come out as undifferentitated blobs of sound. - ANS - Coarticulation ____________ production errors are common in students with phonological processing problems, may involve substitution of one sound for another. - ANS - Speech When people ______ they draw words from their lexicon and put them into sentences to convey meaning. - ANS - speak PWM is the _________ memory system that remembers speech long enough to extract meaning form it. - ANS - online
phological processing - - - Multiple functions of speech and language perception and production such as perceiving, interpreting, storing (remembering) recalling or retrieving, and generating the speech sound system of a language phonological awareness - - - Conscious awareness of all level of the speech sound system, including word boundaries, stress patterns, onset rime units, and phonemes phoneme - - - The smallest unit of sound in any language used to build words Phonemic Awareness - - - The conscious awareness of the individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds Phonology - - - The rule system in a language by which phonemes can be sequenced, combined, and pronounced to make words Phonetics - - - The study of sounds of human speech: articulatory phonetics refers to the way the sounds are physically produced in the human vocal tract Phonology and orthographic processing system - - - If a spoken word is heard and retained in phonological memory, it can be recognized more easily in print Meaning, orthographic, and phonological processing system - - - If the meaning of a word is known and has been seen in print, it is easier to play with its phonemes Phonological and meaning processing system - - - If the sound and syllables in a word have been analyzed, its meaning can be more easily stored in semantic lexicon Phonological and Orthographic processing system - - - If the sounds in spoken words can be analyzed and manipulated, the printed words will be easier to remember for reading and spelling To support fluent processing of text - - - All parts of the reading brain must work together with fluency and synchrony to support fluent processing text
phonological processing - - - 1. speech perception and production
- Phonological working memory
- rapid automatic naming
- Phonological and phonemic awareness coarticulation - - - Occurs when phonemes are spoken together to produce syllables or words and the features of these phonemes are affected by the speech sounds that preceded or followed them phonological working memory - - - The online memory system that remembers speech long enough to extract meaning from it, or that holds onto words during writing; a function of the phonological processing system RAN rapid automatic naming - - - The ability to quickly name a series or printed, repeated numbers, letters, or objects that should be known by rote Double deficient - - - When students are poor on both types of test (ran) rapid automatic naming and phonemic awareness task they are said to have double deficient Onset and Rime - - - The natural division of a syllable into two parts; the onset comes before the vowel and the rime includes the vowel and what follows after it Word - - - A word has a consistent pronunciation, a consistent referent (meaning), and a place within sentence structure syllable - - - A syllable is a unit of speech that is organized around a vowel sound Alliteration - - - The repetition of initial sounds in two or more words or syllables Onset and rime - - - Every syllable has two parts. The onset is the sounds that come before the vowel: The rime is the vowel plus the consonant(s) that follow.
The term coarticulation means the ability to: D - - - * a. perceive all of the individual phonemes in a word during listening.
- b. associate phonemes with the letters or letter groups (graphemes) that represent each sound.
- c. "match" the sound of a spoken word to the corresponding definition in one's mental lexicon.
- d. say the phonemes within a syllable so that all of the segments are seamlessly joined.
Unit 2 - Session 2
Several kinds of _______ __________ predict the ability to read, spell and write between Kindergarten and Second Grade. - ANS - phonological tasks _____________ _____________, especially segmenting and blending individual sounds in simple spoken words, predicts future reading problems in kindergarten and beginning first grade better than other phonological tasks such as rhyming, allieteration,word repetition, or syllable counting. - ANS - Phonemic awareness __________ __________ is comprised of three levels; early, basic and advanced. - ANS - Phonological awareness __________ ________ _________ usually develops in preschoolers, with appropriate experiences, and include rhyming, alliteration, syllable segmentatio and first-sound matching in words that are found in alliterative phrases. These skills facilitate early matching of printed letters to letter names and letter sounds. - ANS - Early Phonological Awareness ________ __________ _________ typically develops in Kindergarten and First Grade. Skills are usually tested in universal screening measures (DIBELS Next, AIMSweb, and easyCBM. They include phoneme segmentation and blending of single-syllable words without consonant blends.
- ANS - Basic Phonological Awareness _______ ________ _________ skills continue to develop through fourth grade and include the ability to substitute sounds for one another in a spoken word, reverse the order of sounds, and insert or delete sounds to make new words. Needed for efficient sight vocabulary development. - ANS - Advanced Phonological Awareness Problems with _______ _________ awareness may go undetected by teachers once students are past the first grade. - ANS - advanced phonemic Any student who is less than _________ in reading and spelling, no matter what age, should have his or her phonological skills tested with a screener that includes advanced phoneme manipulations and that accounts for the automaticity of student response. - ANS - proficient
At age 9, Advanced Phonemic Awareness skills include; sound deletion, medial and final blend position, phoneme reversal and phoneme chaining by using the following tasks; Say safe. Say the last sound first and the first sound last (face), in a series of words that change only one sound at a time, use colored blocks to show addition, deletion, substitution, and resequencing of sounds from one word to the _______. - ANS – next
Unit 2 - Session 3
Phonemic Awareness is ________ for learning to read and write in any alphabetic writing system. - ANS - critical _____________ tests given to Kindergarten and First grade students have the best predictive validity if they include measures of phoneme segmentation, phoneme manipulation, or phoneme representation in phonetic spelling - ANS - Screening Screening measures are quite _________ at identifying students at risk if they combine phonemic awareness with letter-name knowledge, letter-sound association, and vocabulary. - ANS - accurate Measures of advanced phonemic awareness are better ________ of reading difficulties from second grade onward. - ANS - predictors Whole class instruction that includes phonemic awareness training for a few minutes per day, several days per week, is one of the best ________ for future reading failure. However, instruction must be linked to explicit phonics instruction (letter-sound correspondences) to benefit young learners. - ANS - antiodotes Most at risk students will benefit from _____________ teaching of phonological skills. - ANS - explicit The _____________ principle is the concept that English uses graphemes to represent phonemes.
- ANS - alphabetic ________________ refers both to the sytstem of correspondenc between print and sound AND the approach to reading and spelling instruction. - ANS - Phonics After age _______, learning the phonology of a new language becomes more challenging as brain circuitry for the production of sounds in a known language is already established. - ANS – five
Unit 2 - Session 4
Phonemes are coarticulated or __________ together in words; sometimes sounds that blend into one another are difficult to separate. - ANS - smushed Because of ________________, individual phonemes are pronounced somewhat differently depending on the speech sounds before and ater them. - ANS - coarticulation The slightly different pronunciation of a phoneme, depending on its place in a word is called... - ANS - Allophonic variation Adults pay more attention to print than they do to speech once they have stored a word in the brain's visual word form area or __________, they tend to recall how the word looks in print and count letters, not sounds. - ANS - letterbox Teachers have learned different ways of ___________ sounds that are often inaccurate. - ANS - classifying Phonemes are distinguished from each other by the placement and action of the _______, ______ and ________ during articulation. - ANS - lips, teeth and tongue The three ___________ of sounds; continous or stop, voiced or unvoiced and nasal. - ANS - distinctions Young ______________ with underdeveloped phonological awareness often confuse the speech sounds that share features. - ANS - students Students can be directly taught to identify phonemes by directing their attention to what the _________ is doing and given them lost of practice "hearing" the differences among similar sounds. - ANS - mouth
_____________ are formed with the obstruction of breath by the lips, teeth and tongue. - ANS - Consonants English has _____ consonant phonemes. - ANS - 25 Consonant phonemes are described by thier _______ and _________ of articulation. - ANS - place and manner _____________ of consonant phonemes are stops, nasals, fricatives, affricates, glides and liquids. - ANS - Categories There are three pairs of _______; /p/-/b/, /t/ - /d/, /k/ - /g/ and they differ in voicing. - ANS - stops The Stop phonemes /p/, /t/, /k/ are ____________. - ANS - unvoiced The Stop phonemes /b/, /d/, /g/ are __________. - ANS - voiced The three __________ phonemes are /m/, /n/, and /mg/. - ANS - nasals The four pairs of __________ are /v/ - /f/, /th/- /th/, /s/-/z/, /sh/ - /zh/ and they differ in voicing and /h/. - ANS - fricatives These fricatives are unvoiced... - ANS - /f/, /th/, /s/, /sh/ and /h/ These fricatives are voiced... - ANS - /v/, /th/, /z/ and /zh/ A ____________ is a two letter combination (e.g., th, ph) that stands for a single phoneme in which neither letter represents its usual sound. - ANS - diagraph
The following consonant phoneme; /h/ is created with the place or manner of articulation... - ANS – glottis
Phonemes are coarticulated or __________ together in words; sometimes sounds that blend into one another are difficult to separate. - ANS - smushed Because of ________________, individual phonemes are pronounced somewhat differently depending on the speech sounds before and ater them. - ANS - coarticulation The slightly different pronunciation of a phoneme, depending on its place in a word is called... - ANS - Allophonic variation Adults pay more attention to print than they do to speech once they have stored a word in the brain's visual word form area or __________, they tend to recall how the word looks in print and count letters, not sounds. - ANS - letterbox Teachers have learned different ways of ___________ sounds that are often inaccurate. - ANS - classifying Phonemes are distinguished from each other by the placement and action of the _______, ______ and ________ during articulation. - ANS - lips, teeth and tongue The three ___________ of sounds; continous or stop, voiced or unvoiced and nasal. - ANS - distinctions Young ______________ with underdeveloped phonological awareness often confuse the speech sounds that share features. - ANS - students Students can be directly taught to identify phonemes by directing their attention to what the _________ is doing and given them lost of practice "hearing" the differences among similar sounds. - ANS - mouth _____________ are formed with the obstruction of breath by the lips, teeth and tongue. - ANS - Consonants
The two affricatives differ, /ch/ is unvoiced while the _______ is voiced. - ANS - /j/ The _____________ consist of three phonemes, /wh/ is unvoiced and /w/ and /y/ are voiced. - ANS - glides There are two ________ phonemes /l/ and /r/, they seem to float in the mouth. - ANS - liquids Young student's early spellings often omit vowel letters from final syllables pronounced like /l/, /r/, /m/ and /n/. These spellings are ___________ accurate because there is no sounded, separate vowel sound in the final syllables. - ANS - phonetic The following consonant phonemes: /p/, /b/, /m/, /wh/, and /w/ are created with this place or mannner of articulation... - ANS - lips together The following consonant phonemes: /f/ and /v/ are created with this place or manner of articulation... - ANS - teeth on lip The following consonant phonemes; /th/ and /th/ are created with the place or manner of articulation... - ANS - tongue between teeth The following consonant phonemes: /t/, /d/, /n/, /s/, /z/, and /l/ are created with the place or manner of articulation... - ANS - tongue on Ridge behind teeth The following consonant phonemes; /sh/, /zh/, /ch/, /j/, /y/, and /r/ are created with the place or manner of articulation... - ANS - tongue pulled back on roof of mouth The following consonant phonemes; /k/, /g/, /ng/, (/wh/), (/w/) are created with the place or manner of articualtion... - ANS - back of throat The following consonant phoneme; /h/ is created with the place or manner of articulation... - ANS – glottis
Unit 2 - Session 5
___________ is one of a set of 15 phonemes in English and classified by tongue position and height (high to low and front to back). - ANS - Vowel Every ____________ must have a vowel. - ANS - syllable It is vowels, in both their spoken and written forms, that give students learning _____________ the most trouble. - ANS - English The following words have ______ vowels; beet, bit, bate, bet, bat, bite - ANS - front The following words have _______, _____ vowels; bottle, but, (schwa e). - ANS - low, mid The following words have _________, _________ vowels; bought, boat, put, boot and butte. - ANS - back, rounded The following words are _______________ vowels; Boy and Bout - ANS - dipthongs The following are ___________________ vowels; Bert, Bart, abort. - ANS - r-controlled A _______ is the empty vowel in an unaccented syllable, such as the last syllable in wagon or rebus. They are recognizable because they cannot easily be sounded our for spelling. - ANS - schwa
