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LETRS Unit 2 Study Guide
Phonological processor - - - Which works with speech sounds Phonological awareness - - - Awareness of all levels of the speech sound system is the foundation for reading and spelling. the ability to reflect on and manipulate the sound structure of spoken language Phonological awareness - - - The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. Four-Part processing model for Word Recognition Number 1: Phonological processor - - - Helps you understand and produce oral language Four-Part processing model for Word Recognition Number 2: Orthographic processor - - - Helps you connect words with your visual forms Four-Part processing model for Word Recognition Number 3: Meaning processor - - - Is your internal dictionary of word definition Four-Part processing model for Word Recognition
Number 4: Context processor - - - Helps you use context to understand what a word means So the four processors from the Four-Part processing model work in isolation. True or False - - - False they don't work in isolation they interact If you've heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? - - - This requires coordination between the phonological and orthographic processors. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? - - - In this instance, the meaning processor, orthographic processor, and phonological processor work together. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. - - - This activate the phonological processor and meaning processor. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? - - - This activate the final logical in orthographic processors. Phonological awareness - - - conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes. Phonological processing - - - Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language. Phoneme - - - In any language, the smallest unit of sound used to build words.
all students need direct and detailed phonemic awareness Which of the following is necessary prerequisite to begin able to read words? a. Perceived individual speech sounds b. Produce individual speech sounds c. Manipulate individual speech sounds d. None of these - - - a. Perceived b. Produce c. Manipulate individual speech sounds Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound. True or false - - - True Place of articulation - - - Where we make the sound—-in the front of The mouth, the back, or in between. Manner of articulation - - - What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound. How many phonemes does English have? - - - Between 40 and 44 phonemes
How many consonant phonemes are in English? - - - 25 are constants phonemes Phonemes are altered due to: - - - Coarticulation, Or the smooshing together of sounds in words Regional variations Or even having a cold RAN - - - rapid automatic naming RAN (Rapid automatic naming) - - - Is the ability to name a series of printed letters, numbers, objects or colors. Rapid automatic naming can help us - - - No a little bit about how easily children will learn to read but it's predictive value is limited What can you do if you notice a child is bad at rapid automatic naming? - - - Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language How many syllables are in phonological? 4 5 6 - - - 5 Consonant sounds before the vowel is the? - - - Onsets Example: Plants Pl would be the onset because a is a vowel
Advance phonemic awareness - - - Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic Teachers can strengthen preschool a children's early Awareness by - - - Drawing attention to rhyme and alliteration during read aloud's of stories and nursery rhymes Alphabetic principal - - - Is the concept that a grapheme represents a phoneme. What happens when students understand the alphabetic principle? - - - Their spelling becomes more phonetic and their decoding improves. Phonics can refer to? - - - 1. The system that tells us which graphemes spell which phonemes
- The instruction or use of print patterns, syllable patterns, and meaningful word parts. Screening measures that's assess phonemic awareness? - - - Are crucial for predicting which students will need extra help. Will a students native language have the exact same phonemes as English? - - - No they are not exact Alphabetic Principle - - - The concept that phonemes are represented by letters and graphemes. How many phonemes are in through 2 3 4 5 - - - 3 phonemes- 3 sounds /th/ /r/ /u/
How many phonemes are in fox? 2 3 4 5 - - - 4 phonemes- 4 different sounds /f/ /o/ /k/ /s/ because the letter x represents two sounds How many phonemes does the word stripe have? 2 3 4 5 - - - 5 phonemes- 5 sounds /s/ /t/ /r/ /i/ /p/ Allophonic variations - - - Distortions by the sounds before of after the sound we want to hear What are consonants phonemes? - - - Speech sounds produced by obstructing the flow of air out of the speaker's mouth. Phonemes is also called - - - Speech sounds Phonology - - - The study of speech sounds in language. An example of phonology is the study of different sounds and the way they come together to form speech and words Consonant Phonemes: Fricatives - - - Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow.
Consonant Phonemes (sounds): Stops - - - Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. Consonant Phonemes (sounds): Stops - - - The Stop sounds in English are /p/ as in pig, /b/ as in bat, /t/ as in tack /d/ as in dog, / k/as in cup, /g/ as in goat They can be difficult to say without adding an /uh/ sound at the end because they don't have a lot of airflow. Consonant Phonemes (sounds): Stops - - - UNVOICED: Lips together- /p/ as in pig, Tongue on Ridge behind teeth- /t/ as in tack, Back of Throat- / k/as in cup, VOICED: Lips together- /b/ as in bat, Tongue on Ridge behind teeth- /d/ as in dog, Back of Throat- /g/ as in goat Consonant Phonemes (sounds): Nasals - - - Nasals are produced by driving air through the nose.
If you try to say those sounds and pinched your nose shut, you wouldn't be able to articulate them. Consonant Phonemes (sounds): Nasals - - - The three nasal sounds are: /m/ as in man, /n/ as in nest, /ng/ as in sing No word in English begins with /ng/ it always comes after a vowel. Consonant Phonemes (sounds): Nasals - - - /m/ as in man, Back of Throat /n/ as in nest, Lips together /ng/ as in sing Tongue on ridge behind teeth Consonant Phonemes (sounds): Fricatives - - - Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow. There is a lot of friction going on in fricatives. Consonant Phonemes (sounds): Fricatives - - - Fricatives are: UNVOICED: Teeth on lip: /f/ as in fish, Tongue between teeth: /th/ as in thumb Tongue on ridge behind teeth: /s/ as in son
VOICED: Tongue pulled back on roof of mouth /j/ as in jam Consonant Phonemes (sounds): Glides - - - Glides are always followed by a vowel sound. We call them glides because the consonant sound glides right into the vowel sound. The three glide sounds are: /wh/ as in wheel (/wh/), /w/ as in window (/w/) /y/ as in yo-yo Consonant Phonemes (sounds): Glides - - - Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. However the more obvious future is the rounding of the lips when articulating these sounds. Consonant Phonemes (sounds): Liquids - - - They impact the sounds that are around them in the word often, distorting the vowels that come before them. The two liquids are: /l/ as in leaf and /r/ as in rabbit Consonant Phonemes (sounds): Liquids - - - /l/ as in leaf: tongue on Ridge behind teeth
/r/ as in rabbit: tongue pulled back on roof of mouth The student writes "bark" instead of brag - - - A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they're both stop sounds. The students writes "smake" instead of snake - - - This confusion suggests that the student is confused about the position of the /n/ sound. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/. The student writes "md" instead of "bed" - - - The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. The student writes "md" instead of "bed" - - - However the students need to distinguish the nasal /m/ from the stop /b/. Student writes "van" instead of fan - - - The student substituting voice fricative /v/ for unvoiced fricative /f/, Student writes "gad" instead of glad - - - This student likely does not quite here the /l/ in glad. Suppose a student writes "charp" instead of "sharp". What phonological error is the likely cause? A. Confusing the two affricate sounds
A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulated in the mouth - - - B. Substituting a voice stop for an unvoiced stop Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.
