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480 Cards in this Set
- Front
- Back
In a LBL, if a student tries once to correct an error but fails, the teacher...
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models how to solve the problem
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The diagraph NG in SONG would be spelled where?
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in the third letterbox
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When a student misreads a word in a LBL, the teacher does what?
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moves the letters to scaffold vowel-first blending
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In a LBL, what does the teacher do first?
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explains and models a new correspondence
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Letterboxes show what?
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the number of phonemes in a pronunciation
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In a LBL, the student reads the words with or without the letterboxes?
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without the letterboxes
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The silent E in the word CONE is placed where?
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outside the third letterbox
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If a student has trouble reading the word GAME in a LBL, how should you arrange the letters to model?
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a_e, ga_e, game
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how many letterboxes would you need for the word TRUCK?
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four
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Who wrote a popular book calling for explicit phonics instruction?
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Rudolph Flesch
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Does a written word directly represent the meaning of the word in alphabetic writing?
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NO
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Fluency and comprehension depend on what?
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Automatic word recognition
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Did the first alphabet have both vowels and consonants?
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NO
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What is the ultimate goal of phonics?
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automatic word recognition for reading comprehension
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How does alphabetic writing compare to logographies and syllabaries?
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There are fewer symbols to learn, but they are more abstract.
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Did American teachers in the 1800s give children interesting stories to read before they taught the alphabetic principle?
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NO
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What type of instruction did Jeanne Chall's research call for?
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systematic and explicit phonics instruction
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Usually, words that contribute most to the meaning of a passage are what?
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relatively infrequent
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Expert readers use context to what?
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select appropriate meanings
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Is it normal for a beginning reader to not be able to remember the correct order of letters in a word?
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YES
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We learn new word meanings best by what?
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Having words explained in several different contexts
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The _________ recognizes letters
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Orthographic Processor
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The ________ hears sounds and decides if they are speech or not.
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Phonological Processor
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Liberman describes phonemes as what?
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vocal gestures
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grapheme
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a phoneme spelling
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What is the most serious difficulty in identifying phonemes in spoken words?
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Coarticulation
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Phoneme awareness is necessary to what?
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decode alphabetic writing
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How does phoneme awareness differ from phonics?
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Only phonics involves decoding PRINT
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How does Liberman define "words"?
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Phonological structures
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How fast are phonemes produced in normal speech?
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10 to 20 per second
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The most general term for recognition of speech structures is what?
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Phonological Awareness
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Reading words instantly, without obvious overt attention, is what?
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word recognition
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Letter combinations that together represent one phoneme are what?
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diagraphs
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Recognition of speech gestures in a spoken word context
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Phoneme Awareness
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Nursery Rhymes do what?
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help 3-year-olds develop phoneme awareness
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Reading aloud to children does what?
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builds knowledge for eventual reading success in young children
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a consistently strong predictor of first-grade reading achievement, other than phoneme awareness
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letter naming
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Automaticity
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an involuntary response acquired through overlearning
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sounds or "mouth moves" from which spoken words are made
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phonemes
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smoothing phonemes together to identify a word
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Blending
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a dominant modality presumed to influence learning
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Learning style
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instruction in identifying words from their spellings
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Phonics
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when a reader segments or separates otherwise coarticulated phonemes in a word
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segmentation
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How does Eldredge blend?
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by sounding out the vowel first
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Beck points out that beginning readers can usually decode what?
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the letter at the beginning of a word
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Who's blending procedure for the word BLAST would include a step blending BLA and ST?
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Eldredge's
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What does Beck recommend about teaching vowels?
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a few simple ones should be taught extremely early
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How would Beck begin a phonics lesson?
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developing awareness of the new phoneme
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Who is credited with Successive Blending?
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Beck
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How would you blend CRISP using Beck's method?
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K, R, KR, I, KRI, S, KRIS, P, CRISP
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Beck says that phoneme awareness is what?
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both a cause and a result of learning to decode
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Is it harder for a kindergartener to count the words in a spoken sentence or in a written sentence? Why?
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Harder to count in a spoken sentence. Children don't automatically view words as individual units of meaning. There are spaces between words in print that they can see, which isn't the case with spoken language.
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It is harder for a kindergarten student to count the syllables or the phonemes in a spoken word? Why?
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Harder to count phonemes, which are extremely coarticulated and can't necessarily be produced in isolation. Syllables can be produced in isolation, and are therefore easier to distinguish.
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Is is harder for a kindergarten student to identify the phoneme L in the spoken word LINE or NAIL? Why?
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NAIL. Students identify beginning sounds easier than they identify medial or ending sounds.
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Is it harder for a kindergartener to learn the phoneme S with it's grapheme S or without it? Why?
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Without. The visual representation of the grapheme makes learning the phoneme easier and more concrete.
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Purpose of teaching phonics
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teaching the ability to decode words
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When children are learning to read, they must experience _______ early
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decoding
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Simple ______ should be taught extremely early.
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vowel-sound relationships
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Early in the instructional sequence for teaching a correspondence, attention is brought to what?
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to the target in all positions in which it is located in a word
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Even readers with bad decoding skills can decode what?
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first letters
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Phoneme awareness is specifically folded into the teaching of what?
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letter-sound correspondences
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Phonemic Awareness is most effective when used how?
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alongside printed letters
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Blending is a crucial part of what?
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being able to decode print into speech
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Blending is difficult because most English phonemes...
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can not be produced without the accompanying "schwa" (especially consonants)
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When children decode a word via blending, perfect pronunciation...
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is not necessary.
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Why is blending difficult for young readers?
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a lack of blending instruction
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Imitation in Blending instruction
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a good first step, but must be built upon
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Final blending is similar to what?
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stretching out word sounds
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two steps in Final Blending
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Say each sound, then blend them.
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Difficulty of Final Blending
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keeping multiple, meaningless phonemes in short-term memory before the blending occurs.
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Successive Blending
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Blends first two sounds, then adds the third, and so on.
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Successive Blending is less ______ than Final Blending
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taxing on one's short term memory
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Which comes higher recommended, Successive Blending or Final Blending?
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Successive Blending
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What is the point of blending instruction?
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it's a procedure that children can rely on later in reading if necessary
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Traditional phonics is often seen as what?
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a set of skills to be taught
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Explicit Phonics programs-when?
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complete BEFORE the 3rd grade
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Implicit Phonics programs-when?
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can extend until the 6th grade
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Phonics instruction often uses what for practice?
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worksheets
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Explicit Phonics: children are taught how to what?
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"say" the sounds of letters
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Explicit Phonics: children are taught how to blend sounds together so that __________ by "sounding them out"
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unfamiliar written words can be identified
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Implicit Phonics: Children are taught how to ______________
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associate sounds with letters
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Implicit Phonics: Children use their knowledge to what?
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identify unfamiliar words through context.
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Traditionally, who can complete phonics lessons?
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only children that can read
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Major problem with explicit phonics instruction
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phoneme distortion
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What does every syllable contain?
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at least one vowel sound
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Vowels can be voiced __________
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without any distortion
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all single-syllable words can be said in two parts _______________
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without distorting either part
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When phonics knowledge is combined with syntax and semantic knowledge, children can use contextual information to what?
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identify unfamiliar words if they also know enough sight words
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Limitation of Context in word identification: Children cannot do what?
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recognize enough of the words to obtain the necessary information
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When identifying words through context, students do not _______
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focus attention on the letter sequence of words sufficiently to store them in lexical memory
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Too much depends on context does what?
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delays future development of word recognition
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Phoneme awareness is NOT developed by...
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speaking or by listening to others speak
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Phoneme awareness must be ______ taught
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explicitly
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__________ should require phoneme awareness
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writing activities
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phoneme awareness rarely develops before....
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age five
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explicit awareness of phonemes requires children to do what?
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focus on the formal attributes of words rather than their meanings
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explicit awareness of phonemes is a _________ task
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metalinguistic
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decentering
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shifting attention from one aspect of a stimulus to another
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phoneme awareness training is necessary to make what transition?
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from oral to written language
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phoneme awareness is difficult because...
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phonemes are not discrete language units easily heard by children
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teaching how to "sound out" words requires what?
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phoneme isolation, segnemtation, and blending
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nobody can isolate coarticulated phonemes without what?
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articulatory distortion
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What is the problem with trying to isolate consonant phonemes?
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the accompanying "schwa"
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Visual system of recognizing print is only valuable when...
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guided by language comprehension
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skilled readers read text _____ and _______
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speedily and effortlessly
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skilled readings are aware of ________ immediately
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meanings
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How do skilled readers react to the shapes of words?
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indifferent to the shapes of words
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how do individual readers process letters?
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process every individual letter in words
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skilled readers easily detect what?
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even very slight misprints
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what purpose does context serve for skilled readers?
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guides to pre-selection of meanings
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skilled readers habitually translate _____ to ______ during reading
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spellings to sounds
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when readers pay more attention to mechanics, they pay less attention to what?
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understanding
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elements of the reading system are not what?
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discrete
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parts of the reading system must do what?
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grow together with acquisition
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reading depends first and foremost on what?
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visual letter recognition
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three elements of ready knowledge of words
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spelling, meaning, pronunciation
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what processor is in charge of mapping letters with spoken equivalents?
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phonological processor
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what processor is in charge of gaining knowledge of word meanings?
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meaning processor
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what processor is in charge of constructing ongoing understanding of the material?
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context processor
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processors are constantly working together with ______ to each other
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feedback
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if the processors work together correctly, active attention is left for what?
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critical and reflective thought
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only processor that receives information directly from the printed page
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orthographic processor
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what kind of memory is associated with the orthographic processor?
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orthographic memory
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orthographic processor is in charge of processing what?
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letter order
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orthographic processor is in charge of breaking words into what?
|
syllables
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when do readers depend on syllable segmentation, and what processor is in charge of this?
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when reading long words. orthographic words
|
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where are syllabic breaks found?
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between the weakest links between letters
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the context processor constructs coherent, ________ text interpretation
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ongoing
|
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how does the context processor go about selecting appropriate word meanings?
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selects appropriate word meanings from multiple meanings
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where does the context processor send a simulation?
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to expected meanings
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what does the context processor do with orthographic information?
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speeds and assists interpreting orthographic information
|
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does the context processor overcome or take the place of orthographic information?
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NO
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when does the context processor take effect?
|
only post-word identification
|
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in the meaning processor, meanings are represented as what?
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interassociated sets of more primitive meaning elements
|
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how does the meaning processor allow readers to learn meanings of new words?
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gradually by encountering them in context
|
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the meaning processor works closely with what?
|
the contextual ability of readers
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the direct link between the ______ and _____ is responsible for skillful readers' perceptual sensitivity to the roots and affixes of polysyllabic words
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orthographic and meaning processors
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what major question does the phonological processor ask?
|
is the world pronouncable or not?
|
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the phonological processor sends feedback to...?
|
the orthographic processor
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what processor is the only one that can be activated at will?
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the phonological processor
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what information is accepted from the outside from the phonological processor?
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speech
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do skillful readers depend on the phonological processor for recognizing familiar words?
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no
|
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what does the phonological processor add to the reading system?
|
very necessary redundancy
|
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the phonological processor helps with what?
|
fluent word recognition
|
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what is the backup system for recognizing visually less-familiar words?
|
the phonological processor
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phonics should be taught without ignoring what?
|
the meaning of written words
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phonics and meaning-based instruction are not what?
|
necessarily mutually exclusive
|
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meaning based instruction focuses on what?
|
comprehension
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phonics instruction focuses on the what?
|
alphabetic principle
|
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meaning-based instruction and phonics instruction are both what?
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necessary for proficient and meaningful reading experiences and readers
|
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successful writing systems must represent what?
|
the range of information the culture wishes to record and convey
|
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for a successful writing system, what must the symbols be?
|
easy to reproduce
|
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in a successful writing system, the written message must be ________ and must ___________
|
interpretable
symbolize what the writer intended it to |
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Does any writing system perfectly satisfy all three requirements?
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no, and it's not likely that any ever will
|
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the earliest written records are composed of mostly what?
|
pictures
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picture-based written records are ideal for communication of what?
|
very simple ideas only
|
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what's the problem with pictures in communication?
|
to easy to misinterpret complex pictures
|
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logographic writing systems
|
complex ideas are seen through picture series
|
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logographic writing systems make interpretation easier how?
|
readers just need to know each corresponding word
|
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transition from logographic writing systems: symbols became used for _________ rather than pictorial significance
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phonological
|
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phoenicians developed a system containing what?
|
nineteen consonant symbols
|
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Basic idea of the Alphabetic Principle:
|
one symbol for each elementary speech sound (phoneme) in a language
|
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The invention of the alphabet is often said to be what?
|
the single most important invention in the social history of the world
|
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is the alphabetic writing system ideal?
|
no
|
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problem with the alphabetic writing system: significance of symbols is what?
|
very abstract
|
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in the alphabetic system, there is no remaining link between what?
|
objects once represented by pictographs
|
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the alphabetic writing system is a ____________ type of code to learn
|
abstract and conceptually complex
|
|
Is English a perfectly alphabetic language?
|
no
|
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How is English not a perfectly alphabetic language?
|
words don't always map one to one with sounds
|
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How is the phonemic significance of a letter often modified?
|
by adjacent or non-adjacent letters
|
|
Colonial Reading Instruction: two step process
|
1. teach children code
2. have children read |
|
what "code" were teachers teaching in colonial times?
|
alphabetic principle
|
|
what kinds of materials did children have to read in the colonial times?
|
bible, naturalistic essays, patriotic essays. Not developmentally appropriate for young readers minds.
|
|
two big questions asked by meaning-first curricula?
|
How do you instill the desire to learn?
How do you focus on meaning, ideas, and the rewards of education? |
|
Meaning-first curricula focuses on what kind of mental activities?
|
higher-order mental activities involved in reading
|
|
meaning-first curricula asked what question about phonics instruction?
|
does phonics instruction make any sense, because of the irregularity of English letter-sound correspondences?
|
|
How does meaning-first curricula view phonics and comprehension?
|
phonics and comprehension were seen as incompatible
|
|
Horace Mann's main theory
|
children should be taught to read whole, meaningful words first
|
|
meaning-first curriculum gained true dominance when?
|
1920s, continued to develop into the 1940s
|
|
Meaning-first curriculum: what did most beginning reading programs focus on?
|
comprehension
|
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meaning-first curriculum? words were introduced with ______ first
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meanings
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meaning-first curriculum: words should be recognized _______ by sight
|
hollistically
|
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meaning-first curriculum: what two things assisted with word recognition?
|
context and pictures
|
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meaning-first curriculum: what was the position on phonics?
|
a tool to be introduced gradually, invoked sparingly, and only exercised in coordination with the meaning-bearing dimensions of text
|
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basics of the 1950s protest following the meaning-first curriculum popularity?
|
a worry that phonics instruction is the only natural system to learn how to read
|
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what did the studies find that were prompted by the pro-phonics protests that began in the 1950s?
|
Studies which found that beginning reading programs that included early, systematic phonics instruction generally produced better results
|
|
Two main elements of today's Beginning Reading Programs:
|
1. Systematic spelling-sound correspondence instruction
2. Stories and exercises that develop comprehension |
|
Why is phonics instruction necessary?
|
Students must understand the alphabetic principle to be proficient readers
|
|
How to define phonics
|
a system of teaching reading that builds upon the alphabetic principle, a system of which a central component is the teaching of correspondence between letters of letters and their pronunciations
|
|
Questions to ask about phonics instruction
|
How much of what kinds?
When? What materials are most effective? What procedures are most effective? |
|
Many different phonics programs exist, and are only similar in what?
|
very central beliefs
|
|
Phonics differ in what ways?
|
starting points, stopping points, methods, procedures, and progressions
|
|
Systematic Phonics Instruction: teacher works through what?
|
important correspondences in a planned sequence
|
|
Explicit Phonics Instruction: Teacher models what?
|
how to spell and sound out and blend to identify words
|
|
Rapid progress is made when decoding work is _____ and _____
|
Systematic and Explicit
|
|
Decoding instruction will make little difference unless students apply what?
|
apply what they learn in reading and writing whole texts.
|
|
LBL should go with authentic what?
|
reading and writing activities
|
|
Current debate in reading instruction:
|
whether to teach phonics of whole-language methods
|
|
Grapho-Phonemic knowledge (_________) is essential for literacy
|
alphabetic principle
|
|
processes of ______ and _______ are tightly connected
|
reading and spelling
|
|
Process that all readers go through to attain skill in reading
|
learning sight words
|
|
_________ and directed instruction is essential for enabling most children to acquire enough proficiency with the alphabetic system to become what?
|
Explicit
Skilled readers and writers |
|
Two questions to ask to evaluate and improve instruction:
|
What processes does instruction aim to teach?
What behaviors indicate student progress? |
|
Two basic processes of learning to read:
|
1. Learning to decipher print
2. Understanding the print's meaning |
|
Goal of learning to read:
|
Children to be able to focus on textual meaning, while reading mechanics are automatic
|
|
Comprehension skill is acquired how?
|
by learning to speak
|
|
Deciphering skill is not acquired...
|
while learning to speak (conversations or reading)
|
|
We can ____ and _____ speech easily.
|
produce and comprehend
|
|
We can not naturally decode _______ easily
|
written language
|
|
Learning to _______ is not the "natural" process that learning to speak is
|
decipher print
|
|
Lexical knowledge
|
dictionary of words that readers hold in memory, including written words that are immediately recognized
|
|
Seven elements that work together to facilitate text comprehension:
|
knowledge of language, written text, grapho-phonemic knowledge, lexicon, memory for text, metacognition, world knowledge
|
|
Three types of Language Knowledge that facilitates text comprehension:
|
Syntactic, Semantic, Pragmatic
|
|
Step 1 when readers read words as they process text
|
assembling letters into sound blends (decoding)
|
|
Step 2 when readers read words as they process text
|
pronouncing and blending familiar spelling patterns (advanced decoding)
|
|
Step 3 when readers read words as they process text
|
retrieving sight words from memory
|
|
Step 4 when readers read words as they process text
|
analogizing to existing sight words
|
|
Step 5 when readers read words as they process text
|
prediction via context clues (pictures and other text)
|
|
With sufficient practice, all words _______
|
acquire status as sight words
|
|
Limitations of Context Influence
|
misread words often fit the sentence structure and meaning (affects poor and good beginning readers)
|
|
Eye Movement during reading is jerky, moving from what?
|
one fixation point to another
|
|
Eye movement studies show what about word skipping?
|
it is very minimal. every word is processed
|
|
Interactive Model of Reading says that Automatic Sight-Reading (most efficient) is what?
|
supported by other ways
|
|
significance of multiple-source confirmation
|
redundant and imortant
|
|
Sight-word knowledge requires what?
|
alphabetic knowledge
|
|
Process in Sight-Word learning is what kind of a process?
|
connection-forming process
|
|
What is the connection involved in sight-word learning?
|
written words to their pronunciation and meanings
|
|
Functional letter units symbolizing phonemes
|
graphemes
|
|
smallest units of sound in spoken words
|
phonemes
|
|
Three necessary Grapho-Phonemic Capabilities:
|
1. knowledge of letter shapes
2. Functional grapheme units that symbolize phonemes 3. Segment pronunciations into phonemes that match with graphemes in spelling |
|
Top Predictors of Word-Reading Ability:
|
Phoneme Awareness and Letter Recognition
|
|
Phonemic Awareness training helps learners discover what?
|
the phonemic segments that allow the spellings of words to become attached to the phonological representations of words in memory
|
|
Phonemic Segmentation Training must not operate independently of what?
|
spelling
|
|
Why is letter learning difficult for beginning readers?
|
shapes, names, and typical sounds of 52 upper- and lower-case letters, all of which are abstract and are meaningless lables
|
|
Three ways to speed up letter learning:
|
1. Incorporate meaning into letter process
2. Mnemonic devices to enhance memory 3. Extensive Practice |
|
Development of Sight-Reading begins as what type of process?
|
Non-Alphabetic Process
|
|
Initially, the non-alphabetic process that sight reading begins in involves what?
|
children use memory for connections between visual cues and words
|
|
When sight-word learning, children must gain knowledge of what?
|
the alphabetic writing system
|
|
sight-word learning eventually develops into what kind of a process?
|
alphabetic process
|
|
what is involved when sight-reading development becomes an alphabetic process?
|
connections between letters and sounds in their pronunciations are formed
|
|
Ehri's Four Phases of Learning are labeled to what?
|
reflect the predominant type of connection that links the written forms of sight words to thei pronunciations and meanings in memory
|
|
What are Ehri's Four Phases of Learning?
|
1. Pre-Alphabetic
2. Partial Alphabetic 3. Full Alphabetic 4. Consolidated Alphabetic |
|
Pre-Alphabetic readers remember sight words by...
|
connecting selected visual attributes of words and pronunciations and storing these associations in memory
|
|
Readers in what phase use visual cue reading?
|
Pre-Alphabetic
|
|
Readers in what phase select single visual cues to remember words?
|
Pre-Alphabetic
|
|
In the Pre-Alphabetic Phase, letter-sound relationships are what?
|
not involved in connections
|
|
Readers in the Pre-Alphabetic phase are not held to what?
|
specific word pronunciations
|
|
What phase is the default phase and occurs because of an existing desire to learn?
|
Pre-Alphabetic Phase
|
|
Readers in the Partial-Alphabetic Phase remember sight words by what?
|
forming partial alphabetic connections between SOME of the letters in written words and sounds in pronunciations
|
|
Readers in what phase use Phonetic Cue Reading? (First and final sounds are salient)
|
Partial Alphabetic Phase
|
|
Partial Alphabetic Phase lack full knowledge of what?
|
the spelling system
|
|
Can Partial Alphabetic readers segment speech into phonemic units to match with an array of graphemes?
|
NO
|
|
Readers in what phase remember sight words by forming complete connections between letters in written words and phonemes detected in pronunciations
|
Full-Alphabetic Phase
|
|
What do readers in the Full-Alphabetic Phase understand about graphemes and phonemes?
|
understand how most graphemes symbolize phonemes in the conventional spelling system
|
|
What changes about word reading in the Full-Alphabetic Phase?
|
becomes much more accurate, representations are complete enough to distinguish similarly-spelled words
|
|
Readers in what phase can decode unfamiliar words and read new words by analogizing?
|
Full-Alphabetic Phase
|
|
What phase does this describe: As fully connected spellings of more and more words are retained in memory, letter patterns that recur across different words become consolidated
|
Consolidated-Alphabetic Phase
|
|
In the Consolidated-Alphabetic Phase, what yields a consolidated unit?
|
repeated experience reading a letter sequence that symbolizes the same phoneme blend across different words
|
|
What do Consolidated-Alphabetic readers recognize letter patterns as?
|
parts of general knowledge of the spelling system
|
|
Consolidated units are beneficial to what?
|
beneficial to sight-word reading
|
|
Spellings of words are the targets of what three closely related literacy acts?
|
1. Writing Spellings
2. Reading spelling to determine pronunciation and meaning 3. Noticing incorrect spellings while reading |
|
What does research tell us about misspelled words?
|
Readers automatically notice them
|
|
Pronouncing spellings is easier than what?
|
writing spellings
|
|
More bits of information must be remembered for ____ than for _____
|
correct spelling, correct reading
|
|
Where are the hardest words to spell classified?
|
outside the alphabetic system
|
|
Reading impacts what in beginning readers?
|
spellings
|
|
When beginners read words, they do what?
|
retain word-specific information in memory and they access this to spell the words
|
|
When readers receive reading instruction that improves their general knowledge of the alphabetic system, this does what?
|
also benefits their spelling ability
|
|
For normal and disabled readers, what two performances are highly coordinated?
|
reading and spelling performances
|
|
What are the two main differences between the correlations between reading and spelling performances in normal and disabled readers?
|
1. Correlations are slightly lower
2. Underlying processes are less interconnected/interdependent |
|
What has happened to the reading process in disabled readers?
|
process has become impaired because reading and spelling processes have not become integrated enough
|
|
When normal readers would reach Consolidated-Alphabetic Phase, disabled readers may remain where?
|
Partial-Alphabetic Phase
|
|
Beginning readers should learn ___ letters, ___ of letters, and how to what?
|
ALL, shapes, writing letter shapes
|
|
Beginning readers should know the _______ that letters symbolize and how to group to do what?
|
most frequent sounds
form graphemes |
|
Beginning readers should learn to use letter knowledge to do what?
|
penetrate speech process
|
|
Beginning readers should learn to break what?
|
the sound barrier
|
|
What should beginning readers become aware of about words?
|
that they have phonemes with acoustic and articulatory properties
|
|
Teachers should monitor the progress of what two things of beginning readers?
|
progress of letter knowledge and phonemic awareness
|
|
1st Graders need to met what Phase with Sight-Reading?
|
Full-Alphabetic Phase
|
|
What are two strategies that beginning readers should acquire?
|
decoding and analogizing
|
|
Analogizing becomes easier when students have reached what phase?
|
Full-Alphabetic
|
|
In Beginning Reading Instruction, _____ and _____ are both necessary.
|
word spelling and word reading
|
|
Three components of cultivating student knowledge of the alphabetic system:
|
1. Grapho-Phonemic Correspondences
2. Consolidated Units (roots, affixes, word families) 3. Information Retention |
|
Five Access Routes for Word Identification:
|
1. Sight
2. Pronouncable Word Parts 3. Decoding 4. Analogizing 5. Contextual Guessing |
|
Using Sight for Word Identification:
|
immediately recognizable
|
|
Using Pronouncable Word Parts for Word Identification:
|
merging chunks for rapid decoding
|
|
Using Decoding for Word Identification:
|
using graphemes to generate pronunciation
|
|
Using Analogizing for Word Identification:
|
Pronouncing a new word to rhyme with a known word. Must know similar sight words.
|
|
Using Contextual Guessing for Word Identification:
|
Using surrounding parts and clues to meaning and pronunciation
|
|
Results of experiments where children were asked to decontextualize words in the environment down to plain print?
|
most children were unsuccessful
|
|
Phoneme Awareness + Letter Recognition = ________
|
Partial Alphabetic Reading
|
|
Do Partial Alphabetic readers have any sight vocabulary?
|
NO
|
|
Partial Alphabetic readers mostly look at what? (no ______)
|
consonants
no vowels |
|
Two ways to tell if a child is using phonetic cues:
|
1. Using beginning letters and sounds
2. Some phoneme preservation |
|
How do you teach children VOWELS?
|
Phonics Lessons
(whereas consonants are taught in the Phoneme Awareness Curricula) |
|
The best pseudo-word readers are also what?
|
the best real word readers
|
|
How do you get children to the Full-Alphabetic Phase?
|
Phonics Instruction: learning vowel correspondences to complete alphabetic mapping
|
|
Two ways Consolidated readers learn to access unfamiliar words
|
1. Pronouncable Sight Chunks
2. Analogizing |
|
How do students learn sight chunks?
|
By DECODING
|
|
What is the best treatment for dyslexic students and for older struggling readers?
|
Phonics Instruction
|
|
Formal Assessment:
________ testing strict rules for _________ |
Standardized
Administration (time limitations) |
|
Formal Assessment:
_______ published What type of questions? What type of grading? |
Commercially
Multiple-Choice Norm-referenced (compared w/ averages) |
|
Informal Assessments:
AKA? loosely ________ Leeway in ________ |
"Alternative Assessments"
Standardized Administration |
|
Informal Assessments:
Usually created by who? More extensive ____ or _____ responses What kind of grading? |
Teachers
Oral or Written responses Criterion-referenced (compared with a learning reference) |
|
All Assessments must be what Four Things?
|
1. Valid
2. Reliable 3. Consistent 4. Authentic |
|
Formula for the Simple View of Reading
|
R = D x C
|
|
Variables in the Simple View of Reading Formula
|
R: Reading Comprehension (constructing meaning by reading)
D: Decoding Skills (context-free word recognition) C: Comprehension of Language (ability to construct meaning by listening) |
|
Implications of the Simple View of Reading
|
Reading is a product of DECODING and COMPREHENSION
All three components are necessary |
|
Phoneme Awareness
|
Recognizing phonemes in a spoken word context
|
|
Alphabetic Principle:
|
letters in words map out phoneme sequence in a word's pronunciation
|
|
Horace Mann: What type of reading instruction?
|
Whole-Word Reading Instruction
|
|
Flesch: What type of reading instruction?
|
Phonics Instruction
|
|
Book: Why Johnny Can't Read
What type of instruction does it suggest? Who wrote it? |
Phonics Instruction
Flesch |
|
Who almost resolved the War on Reading?
|
Jeanne Chall
|
|
Explicit Phonics Instruction (_______ Instruction)
|
Code-Emphasis Instruction
|
|
Explicit Phonics (Code-Emphasis Instruction) says that Systematic, Explicit phonics is better for what?
|
word reading and comprehension
|
|
Code Emphasis versus what?
|
Meaning Emphasis
|
|
Explicit Phonics versus what?
|
Analytic Phonics
|
|
What is necessary to show students how to pronounce isolated phonemes in words?
|
Modeling
|
|
Constant phonics instruction is necessary, not just when ...
|
students show desperate need
|
|
First-Grade Experiments:
How many? What was tested? |
27 experiments
Various instructional techniques tested and compared |
|
General findings of the First-Grade Experiments:
|
There is NO ideal, straightfoward way to teach reading, but a roadmap is being developed.
|
|
First Grade Experiments found THREE Most Effective Instructional Activities:
|
1. Explicit Modeling, Code-Based Instruction
2. Reading entire books in a meaningful context 3. Writing stories or messages every day |
|
Why is writing crucial for students?
|
allows phoneme awareness practice
|
|
What are the implications of IQ scores on phonics for Beginning Readers?
|
Phonics does NOT differ for high and lower IQ scores
|
|
Two Best Predictors of Reading Ability in the 1st Grade
|
Phoneme Awareness and Letter Recognition
|
|
Teaching students how to use the alphabetic code is the basic idea of what?
|
Phonics Instruction
|
|
Better Phonics?
Worse Phonics? |
Explicit and Systematic
Implicit and Analytic |
|
Three techniques that Good Teachers Use:
|
1. Model
2. Manage 3. Motivate |
|
What was the question that prompted the Follow-Up Studies?
|
How do we keep students from Head Start Programs ahead once they get to the first grade?
|
|
What students were observed in the Follow-Up Studies?
|
low-income students with low SES from Head Start Programs
|
|
The Program Foci of the Follow-Up Studies?
|
1. Strategies
2. Intelligence 3. Motivation |
|
What did the Follow-Up Studies find was the most effective thing to teach?
How should it be taught? |
Strategies
Taught very early |
|
What about Motivation makes it less effective as discovered in the Follow-Up Studies?
|
hard to change
|
|
What about Intelligence makes it less effective as discovered in the Follow-Up Studies?
|
Somewhat Fixed
|
|
Most Effective PROGRAM observed in the Follow-Up Studies
|
DISTAR
|
|
DISTAR stands for what?
|
Direct Instruction System for Teaching Arithmetic and Reading
|
|
DISTAR is the polar opposite of what?
|
Constructivism
|
|
DISTAR is explicit and what?
|
Slow
|
|
DISTAR instruction is very what?
|
Scripted
|
|
DISTAR: time period?
|
Can go onto high school and post-secondary education
|
|
Limitations of DISTAR?
|
Was only the MOST effective with low-income, at-risk students coming from Head Start Programs
|
|
Huge Discovery of the 1980s and 1990s:
|
To understand phonics instruction, you MUST have phoneme awareness.
|
|
Once you can decode, you have a what?
|
Self-Teaching Device
|
|
Two Eventual Goals as discovered in the 1980s and 1990s:
|
Add Sight Vocabulary
Develop Automatic Word Recognition |
|
Can words be recognized solely by their shapes?
|
NO
|
|
Words are recognized by _____, not by ______
|
Spelling
Shapes |
|
Eve Movement Studies found that readers do NOT depend on what?
|
Shapes
|
|
Eve Movement Studies discovered what about misspellings?
|
They can dramatically slow reading
|
|
Eye Movement Studies: We look at every word, but ______
|
Do not FIXATE on every word.
|
|
Eye Movement Studies show that we fixate on ____ % of Content Words, which do what?
|
80
Carry the Meaning |
|
Eye Movement Studies Show: What happens to words that readers DON'T fixate on?
|
They are gathered with neighboring words
|
|
Two Benefits of Sub-Vocalizations:
|
1. Sometimes helpful to pronounce words to yourself as you read
2. Keeps words active in memory |
|
Which Decays Faster: Auditory Memory or Visual Memory?
|
Visual Memory decays FASTER than AUditory Memory
|
|
Do readers look at the spellings of every single word?
|
YES
|
|
What occurs when spellings are stored in the lexicon?
|
Automatic information and word recognition
|
|
What's meant by "automatic"?
|
Effortless
Involuntary (unstoppable) |
|
What Processor is the "natural" route?
|
Phonological Processor
|
|
Input to the Phonological Processor
|
Sounds
Spellings Sub-Vocalizations |
|
Output of the Phonological Processors:
|
Speech
Spoken Words Syllables Phonemes |
|
Question asked by the Phonological Processor:
|
Is it recognizable speech?
|
|
What Processor deals with Vocalizations and Sub-Vocalizations?
|
Phonological Processor
|
|
What Processor is the "learned" route?
|
Orthographic Processor
|
|
Input to the Orthographic Processor:
|
Print
Print Chunks Features Spellings |
|
Output from the Orthographic Processor:
|
Print
Letter features Spellings Sight Chunks |
|
What Processor deals with recognizing sight words and sight chunks?
|
Orthographic Processor
|
|
Input to the Meaning Processor:
|
Speech
Spellings Phonological Processor Orthographic Processor |
|
Output from the Meaning Processor:
|
Words
Morphemes Meaning Units |
|
Question asked by the Meaning Processor:
|
What are the meanings that we could use to make the entire message make sense?
|
|
The Meaning Processor considers words as well as what?
|
Morphemes
|
|
The Meaning Processor works closely with what other processor, especially when deriving new meanings?
|
Context Processor
|
|
Input to the Context Processor:
|
Words
Meanings |
|
Output from the Context Processor:
|
Messages that make sense in entirety
|
|
Questions asked by the Context Processor:
|
Which word makes sense?
Which word fits with the other words? |
|
Difficulty encountered with information dealt with by the Context Processor:
|
Most words have more than one meaning
|
|
Process used by the Context Processor:
|
Semantic Overlap
|
|
Process of Semantic Overlap:
Used in what Processor: "Semantic" = "_____" |
Context Processor
"Meaning" |
|
Process of Semantic Overlap:
Used to do what? Purpose of Overlap? |
Figure out what makes sense.
Positive, Gives Clues to Meanings |
|
Adam's Interactive Model of Skilled Reading:
What type of processing? ALL systems work ____________. |
Parallel
Simultaneously |
|
Adam's Interactive Model of Skilled Reading:
Not _____ or _________ Interaction of Processors? |
Bottom-Up or Top-Down
certain processors can compensate for others that are not working well. |
|
For Beginning Readers, what Processor usually under-performs?
What Processor takes over? |
Orthographic Processor (they can't see a word and then understand it)
Context Processor takes over |
|
Vocabulary Instruction is Important in what?
|
Meaning Learning
|
|
Two issues with looking up vocabulary in a dictionary
|
1. Not enough ownership to use words in sentences
2. Very shallow processing |
|
What is the usual method of Vocabulary Instruction?
|
looking up meanings in the dictionary
|
|
Four Mental Operations in Learning Concepts of Print:
|
1. Find Meaningful Boundaries
2. Use it with other words 3. Explore new contexts 4. Make new sentences (requires student ownership) |
|
Liberman's Definitions:
Phonemes Graphemes Words |
Vocal Gestures
Letters Associated with Phonemes Phonological Structures |
|
What do you count in a Running Record?
|
Correctly Read Words
|
|
Three Questions Answered by a Running Record
|
1. How hard is the book?
2. What strategies are being used with Unfamiliar Words? 3. What are the Missing Correspondences? |
|
Running Record: How hard is the book?
Formula? Goal Results? |
(Correct Words/Total Words) x 100 = ____%
95% to 98% is Instructional Level |
|
Running Record: What Three Strategies are you looking for and how can you look for them?
|
1. Decoding (similar beginning sounds in attempts)
2. Cross-Checking (self-corrections) 3. Re-Reading |
|
Reading Fluency is reading with ____ and ____
|
Speed
Automatic Word Recognition |
|
Five Ways to Achieve Reading Fluency:
|
1. Exposure
2. Decoding 3. Crosschecking 4. Multiple Contexts 5. Adding to Sight Vocabulary |
|
Result of a Larger Sight Vocabulary:
|
Reading with Expression and Speed
|
|
Repeated Readings are necessary for what?
|
Reading Fluency
|
|
Repeated Reading are good for readers in what phase? (Sometimes good for what other phase?)
|
Full-Alphabetic
Consolidated-Alphabetic |
|
Fluency Development:
____ and ____ reading _______ materials is helpful -Modeling what? |
Fast and Automatic
Re-Reading Fluent Reading |
|
Fluency Development:
Graphs for what are useful? Use what to figure out WPM? |
Visual Reading Graphs for Speed
One-Minute Reads |
|
One Minute Reads:
Used to figure out what? Problem? Used with what? Formula: |
Reading Speed-Words Per Minute
Not Good for "Whole-Text" Feeling Familiar Reading (# of Words Read x 60) / # of Seconds |
|
Reading Readiness Theory
|
Wait for Appropriate Intelligence.
Don't hurry with Explicit Instruction GIve time for Physical and Intellectual Maturation |
|
Emergent Literacy Theory: Opportunities to what?
|
Discover spoken language to help children pick up on literacy
|
|
Emergent Literacy Theory:
What kind of Writing? ______ Print Why shouldn't you teach explicitly about letters and reading? |
Pretend Writing
Environmental Print Disrupt Natural Growth and Discovery |
|
_________ and _________ makes learning easier
|
Explicit Instruction
Direct Presentation of Information |
|
Early Intervention:
When should you start? When should you finish? Move _____ and ______ |
Start Early (Kindergarten Age)
Finish Early (By 2nd Grade) Slowly and Steadily |
|
Early Intervention:
Use lots of what? Early work with _________ Don't wait for students to do what? Don't depend on students ____ or _____ |
Modeling
Phonemic Awareness "Discover" how to read "Mental Age" or Intelligence |
|
What type of Reading Instruction ideas have been neglected?
|
Ones that go against Explicit Instruction
|
|
What Reading Phase uses Logographic Reading?
|
Pre-Alphabetic
|
|
What Reading Phase uses Visual Cue Reading?
|
Pre-Alphabetic
|
|
Pre-Alphabetic readers select a visual cue and then what?
|
links it directly to the meaning
|
|
Benefits of Pre-Alphabetic reading
|
Enjoyable Early Reading by Cued Recitation
|
|
Problem with Pre-Alphabetic Reading
|
Words are very hard to remember
|
|
Readers in what phase use Phonetic Cue Reading?
|
Partial Alphabetic
|
|
How do Partial-Alphabetic readers get pronunciation clues?
|
by sounding out the first letter
|
|
Readers in what phase may use several letters or boundary letters for pronunciation cues?
|
Partial-Alphabetic
|
|
Benefit of Partial-Alphabetic Reading
|
Some Word Learning
Accurate Finger Pointing |
|
Problem with Partial-Alphabetic Reading
|
Words are not reliably recognized
|
|
Readers in what phase have an independent, self-teaching device?
|
Full-Alphabetic
|
|
Readers in what phase use the entire spelling to generate a pronunciation and usually arrive at a correct answer?
|
Full-Alphabetic
|
|
Benefit of Full-Alphabetic Reading
|
Rapid Growth of Sight Vocabulary
Reliable |
|
Problem with Full-Alphabetic Reading
|
Word-Recognition is slow and attention-draining
|
|
Readers in what phase use sight chunks to rapidly assemble unfamiliar wods?
|
Consolidated-Alphabetic
|
|
In what phase does the Analogizing strategy become available?
|
Consolidated-Alphabetic
|
|
In what phase do readers become able to tackle compound words?
|
Consolidated-Alphabetic
|
|
Benefits of Consolidated-Alphabetic Reading
|
Reading Rate Increases
Comprehension is Enhanced Word Recognition becomes Automatic |
|
Goal Phase of Pre-Alphabetic Readers?
Specific Goals? |
Partial Alphabetic
Recognize phonemes in spoken words, begin to use letters to decode words |
|
Goal Phase of Partial Alphabetic Readers?
Specific Goals? |
Full Alphabetic
Use complete spellings in decoding, to recognize words from spelling alone |
|
Goal Phase of Full Alphabetic Readers?
Specific Goals? |
Consolidated Alphabetic
Build Sight vocabulary, use word chunks to read longer words |
|
Goal of Consolidated Alphabetic Readers?
Specific Goals? |
Growing Independence and Fluency
Read fast and effortlessly and to improve reading comprehension |
|
Three ways to help with Oral Reading:
|
1. Scaffold in ways that avoid frustration
2. Stick close to the story 3. Model self-help strategies |
|
Three Rules of Questions during Oral Reading:
|
1. All must be about story events
2. None about Phonics 3. Open-Ended Questions |
|
Most Important Strategy for Students to Use During Reading?
|
Decoding-allows accumulation of sight vocabulary
|
|
Second Most Important Strategy for Students to use during Reading?
|
Crosschecking-checking decoded sentence by finishing it or using analogizing strategy
|
|
Third Most Important Strategy for Students to use during Reading:
|
Re-Reading-gives another shot at the new word and re-engages them in the story
|
|
Is Modeling the same as Explaining? Why?
|
No
Explanation states a strategy in the abstract Modeling must apply strategy to problem-solving. |
|
Is Modeling the same as Problem Solving? Why?
|
NO
Experts solve problems rapidly. Observing expert solutions leaves novices in the dark. |
|
Is Modeling the same as Thinking Aloud? Why?
|
NO
Stream of Consciousness has irrelevancies. Genuine Think-Aloud might be embarrassing. Modeling is a Planned Dramatization |
|
Definition of Modeling
|
Demonstrating how to Solve a Problem while Explaining the work with a Dramatized Play-by-Play Commentary
|
|
Four Types of Open-Ended Questions:
|
1. Personal Response
2. Evaluation 3. Interpretation 4. Divergent Thinking |
|
Personal Response Questions:
Opinion, Feeling, or what? Demands little what What level question? Elicits emotion or what? |
Self-Report
Reasoning Low-level Opinion |
|
Evaluation Questions:
Judging according to what Highest level of what Requires what |
a Standard
Comprehension Knowledge of Objective Evaluative Standards |
|
Interpretation Questions:
Translation into what? Connection to what How difficult? What does it require? |
Different Words
Something Familiar Moderately Putting Textual Ideas Together |
|
Divergent Thinking Questions:
Imagining what How difficult? Requires what |
Imagining other possibilities
Moderately Difficult Combining Text Ideas with Background Knowledge and Use of Creativity |
|
Negative Matthew Effects in Reading
|
Not Aware of Phonemes...
Low Decoding Skill... Little Motivation... Little Practice... Limited Sight Vocab, Meaning Vocab, Knowledge of Syntax, Text Structures, and Concepts... Diminished Intelligence |
|
Positive Matthew Effects in Reading
|
Aware of Phonemes...
Expert Decoding Skills... High Motivation... Lots of Practice... Big Sight Vocab, Meaning Vocab, Knowledge of Syntax, Text Structures, and Concepts... Growing Intelligence |
|
Two Kinds of Beginning Reading Programs:
|
Meaning Emphasis Phonics
Code Emphasis Phonics |
|
Meaning Emphasis Phonics:
_____ % Analytic and what? |
85%
Implicit |
|
Meaning Emphasis Phonics:
First memorize a whole word, then do what Never do what? |
Analyze the Spelling
Pronounce Phonemes in Isolation |
|
Meaning Emphasis Phonics:
Incidental: _____ Gradual: ____ |
Take up Phonics as Children seem to Need it
No hurry. Develop Phonics through 3rd or 4th grade and beyond |
|
Code Emphasis Phonics:
___ % Explicit and what |
15%
Synthetic |
|
Code Emphasis Phonics:
Model How to what? Modeling requires what? |
How to Sound out and Blend
Requires Pronouncing Phonemes in Isolation |
|
Code Emphasis Phonics:
Systematic: _______ Intensive: ______ |
Cover all major Correspondences in a Planned Sequence
Hit Content Hard and Finish by 2nd Grade |
|
Four Patterns of Spelling Development:
|
Pre-Phonemic
Semi-Phonemic Transitional Standard |
|
Pre-Phonemic Spelling Development:
Letters in spelling have what? Scribbles, ______, and mock letters |
No Relationship to Phonemes in Words
Drawings |
|
Pre-Phonemic Spelling Development:
_____letters Copied Words and what |
Random
Memorized Spellings |
|
Semi-Phonemic Spelling Development:
Spellers represent what? What kinds of spelling is used? |
Represent Some (But not ALL) of the Phonemes in Words with Representative Letters
Letter Name Spellings |
|
Semi-Phonemic Spelling:
Usually omit what How are letters related? What kinds of spellings for common words? |
Vowels
Phonetically related letters Standard Spellings for Common Words |
|
Transitional Spelling:
Spellers build on what Adding conventions of _____, such as silent letters and tenses |
Build on Phonemic Spellings
Conventions of Standard Spelling |
|
Transitional Spelling:
Records what? Preserves what? Most spellings are still _____ rather than _____ |
Silent Letters
Morphemes (Despite Pronunciation Differences) Spellings are Invented rather than Recalled |
|
Standard Spelling:
Writers find most spelling where? More ______ than Phonemic and Transitional Spellings |
Find most Spellings in Memory rather than Inventing Them
More Standard spellings |
|
Body
|
Everything THROUGH the vowel
|
|
Coda
|
Everything PAST the vowel
|
|
Three Big Views of Early Literacy:
Goal of each? |
1. Reading Readiness
2. Emergent Literacy 3. Early Intervention Goal: Fluent Reading |
|
Reading Readiness:
Don't push children with ______. Wait for _____ Caused by what |
Explicit Instruction
Physical and Intellectual Growth Misinterpretation of a single bad study in 1937 |
|
Reading Readiness:
Develop Intelligence (AKA?) Reading _______ Reading at what age? Phonics at what age? |
"Mental Age"
Reading Prerequisites Reading at 6.5 years Phonics at 7 years |
|
Emergent Literacy:
Wait for what Don't push with what? "Discovery" of what two things? Learning _______ |
Growth
Explicit Instruction Written Language and How to Read Learning Continuum |
|
Early Intervention:
Learning _______ Reading ___________ Teach what? |
Learning Continuum
Reading Prerequisites Teach Components of Literacy |
|
Early Intervention:
Start and finish when? Large Component: ______ Instruction with lots of modeling |
Start early in kindergarten and finish by 2nd grade
Phoneme Awareness Explicit Instruction with Lots of Modeling |
|
What would be more effective than raising IQ as far as teaching reading is concerned?
|
Raising Phoneme Awareness
|
|
Are Reading Difficulties caused by Difficulties in Perceptual Motor Abilities?
|
NO
|
|
Auditory Discrimination
Is it the same as Phoneme Awareness? |
Recognizing the Difference in Spoken Words
NO |
|
Is Learning Style a Research-Supported Theory?
|
NO
It doesn't matter ;it's the teacher and teaching styles that make the difference |
|
Mental Age Formula:
|
MA = (IQ x CA) / 100
|
|
Variables in Mental Age Formula:
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IQ
CA = Chronological Age MA = Mental Age |
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Letterbox Lesson Words Should have How many Syllables?
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One
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What are the two Best Predictors of Future Reading Success?
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Phoneme Awareness
Letter Recognition |
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According to Stanovitch, what are the "Matthew Effects" in Reading?
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The poor will get poorer, and the good readers will continue to get better.
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How do we learn Sight Words?
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Decoding them and Mentally Marking Irregular Parts
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Who Wrote Beginning to Read?
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Marilyn Adams
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Who began Reading Recovery?
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Marie Clay
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Which of the Three Views of Early Literacy would Adams approve of? Why?
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Early Intervention
Explicit Instruction necessary to teach reading |
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What is the Difference between a Scaffold and a Strategy?
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Scaffolding requires teaching assistance
Strategies are tactics that students can use |