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107 Cards in this Set
- Front
- Back
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Syllable Awareness |
Whats the first and lowest step in phonological awareness? Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Rhyme awareness and production |
2nd Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Alliteration, sorting initial and final sounds |
3rd Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Onset Rhyme and Segmentation |
4th Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Initial and Final sound Segmentation |
5th Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Blending sound into words |
6th Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Segmenting word into sounds |
7th Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Deleting and manipulating sounds |
8th Phonological Awareness Skill Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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1.syllable awareness 2. rhyme awareness and production 3. alliteration 4. Onset-rime segmentation 5. Sound segmentation 6. Blending sounds to words 7. Segmenting words to sounds 8. Deleting and manipulating sounds |
Arrange in order of complexity the 8 competencies to achieve complete phonological awareness Blending sound into words| Initial and Final sound Segmentation| Rhyme awareness and production| Syllable Awareness | Alliteration, sorting initial and final sounds |Onset Rhyme and Segmentation|Segmenting word into sounds |Deleting and manipulating sounds |
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Blending |
What phonological awareness skill is observed here: /c/ + /a/ + /t/ = cat Sounding each first then combining them after Syllable awareness skill | Blending |Segmenting | |
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Segmenting |
What phonological awareness skill is observed here:CAT = /c/ + /a/ + /t/ Sounding all first then sounding each Syllable awareness skill | Blending |Segmenting | |
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Syllable awareness skill |
Which phonological awareness skill involves activities like counting, tapping, blending, or segmenting words into their syllables. Syllable awareness skill | Blending |Segmenting |
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Vowel |
What is the nucleus of every syllable? Coda | Vowel |Onset |
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Onset BAT - B is initial consonant sound, it is the onset BAT - AT is the rime (a syllable which consists of its vowel and any consonant sounds that come after it). RIME is composed of a vowel and coda. (A = vowel; T=coda) |
Most syllables will also have consonants BEFORE vowel. What do you call these consonants before vowels? BAT Coda | Vowel |Onset |
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Coda |
Most syllables will also have consonants AFTER the vowel. These consonants after vowels are called what? Coda | Vowel |Onset |
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Rhyme Awareness |
An important phonological awareness task, referring to the awareness of words that rhyme and words that do not rhyme. Rhyme production| Rhyme Awareness |
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Rhyme production |
Phonological awareness skill that refers to the ability for students to think up words that rhyme with a given word, and is also an important phonological awareness task. Rhyme production| Rhyme Awareness |
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c. to hear the sound In a phonological awareness ALLITERATION activity, the goal is for children to hear the sounds (phonemes) within words, rather than see the letters, and read the letter patterns (graphemes). |
What is the goal in teaching alliteration in achieving phonological awareness? a. to see the letters b. to read the letter patterns c. to hear the sound |
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initial sound identification/segmentation |
Which phonological awareness skill takes place when children would successfully identify the initial sound of pillow and pancake as the /p/ sound (as in pet), and phone and physical as /f/ (as in fan)? Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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final sound identification/segmentation |
Which phonological awareness skill is demonstrated when children would successfully identify the final sound of bat, cat, and slept as the /t/ sound (as in tip), and bad, heard, and glide as /d/ (as in dip)? Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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Blending sounds into words is a critical component of phonemic awareness |
This phonemic awareness skill is manifested when children mimic the process of sounding out unfamiliar words. For example, to read the word scrap, children have to retrieve the sound for each of the graphemes in the word /s/ /c/ /r/ /a/ /p/, then say them together to decode the word.
Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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Segmenting words into sounds |
This is a phonological awareness skill that is the reverse process of blending sounds into words, and involves the breaking up of words into their component sounds (phonemes). Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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Deleting and manipulating individual sounds |
It is the most complex phonological awareness skill. Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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Deleting and manipulating individual sounds |
Which phonological awareness skill is an important task when students are brainstorming rhyming or alliterative words, or correcting their spelling. It involves identifying the sounds in words, and deleting or swapping sounds to make new words.An example: "What is 'swing' without the /s/?" The answer would be "wing"
Deleting and manipulating individual sounds| final sound identification/segmentation | initial sound identification/segmentation |Blending sounds |Segmenting words into sounds |
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45 |
How many letters in the world's longest English word in dictionaries? |
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a. to hear the sound In a phonological awareness ALLITERATION activity, the goal is for children to hear the sounds (phonemes) within words, rather than see the letters, and read the letter patterns (graphemes). |
What is the goal in teaching alliteration in achieving phonological awareness? a. to hear the sound b. to read the letter patterns c. to see the letters |
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There are 20 vowel sounds in English. There are 12 pure and 8 vowel glide in English. There are five vowels in English. and there are 20 vowel sounds in English. |
How many vowel sounds are there in English? |
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There are 21 consonant letters in English, for 24 consonant sounds in most English accents. |
How many consonant sounds are there in English? |
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44 phonemes (20 vowel sounds & 24 consonant sounds) & 26 letters (5 vowels and 21 consonants)
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How many phonemes & letters are there in English? |
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Saccades |
Which component of reading eye movement refers to eye movements? Saccades|Fixations| Regressions| Returning sweeps |
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Fixations Fixation duration typically ranges from 150 to 300 msec |
Whichcomponent of reading eye movement refers to the eye being immobile for brief periods in reading?
Saccades|Fixations| Regressions| Returning sweeps |
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Regressions |
Which component of reading eye movement refers to movements of going back to earlier parts of the text? Saccades|Fixations| Regressions| Returning sweeps |
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Regressions http://www.umsl.edu/~garziar/reading_eyemovements.htm |
Which component of reading eye movement refers to right to left eye movements?
Saccades|Fixations| Regressions| Returning sweeps |
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Returning sweeps |
Which component of reading eye movement refers to going from the end of one line to the beginning of another? Saccades|Fixations| Regressions| Returning sweeps |
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Word Perception |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here?
The ability to pronounce the word as a meaningful unit. It involves sensation.
Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Word Perception |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here?
This requiresthe ability to use sight vocabulary and configuration memory and context clues to determine pronunciation and meaning of words.
Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Comprehension |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here? The skill in making individual words construct useful ideas as they are read in context. Onthe literal level, one reads to understand the passage-its main thought, specific details,sequence, ad directions to be followed. Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Comprehension |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here? This skill helps the reader to grasp the total meaning ofthe passage. Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Reaction |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here? A judgment on what the author has said. It includes the ability to judge accuracy,quality, orworth. Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Reaction |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here? This occurs after fully understanding the text, and is affected by culture. Culture controls the quality and quantity of experience available to the reader. Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Assimilation or Integration |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here?
The idea or concept is connected to one’s background of experience so that it is useful as part of the individual’s total experience.
Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Assimilation or Integration |
Miles Zintz (1972) claims that efficient readers perform four mental activities. Which activity is referred to here? With this skill, the learner may accept the idea. When he does, the idea becomes part of his total experience. Word Perception| Comprehension| Reaction|Assimilation or Integration |
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Reading is a social processes. |
Miles Zintz mentioned of reading as processes. Which process is referred to here:
It is affected by one’s attitudes, loyalties, conflicts, and prejudices.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Reading is psychological processes
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Miles Zintz mentioned of reading as processes. Which process is referred to here:
Emotional stability determines one’s comfort in the reading situation.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Reading is physiological processes. |
Miles Zintz mentioned of reading as processes. Which process is referred to here:
One needs skills in auditory and visual discrimination, verbal expression, and eye-hand coordination to have successful reading experience.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Reading is a perceptual process.
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Miles Zintz mentioned of reading as processes. Which process is referred to here:
It utilizes clues that require the use of the senses: size, shape, color, combinations of sounds and letters,relationships of the parts of a whole, ordering’ and sequencing.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Reading is a linguistic processes. |
Miles Zintz mentioned of reading as processes. Which process is referred to here:
It requires sound-symbol relationships. It is dependent on context meanings andgrasping ideas in whole thought units. It requires acceptance of social variations in language,non-standard usage, figurative language, and slang.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Reading is an intellectual processes. |
Miles Zintz mentioned of reading as processes. Which process is referred to here:
It is dependent on vocabulary, memory, verbal reasoning, perceiving relationships,generalizing, critical judgment, and accommodation to extreme individualized differences.
physiological| psychological| social| intellectual|perceptual|linguistic|intellectual |
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Skimming |
Which kind of reading is the following:
Reading by the sign posts or clues in the selection. It is fast reading in which thereader reads headings and topic sentences and spot-reads parts of paragraphs. It gives thereader an overview of the material. Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Scanning |
Which kind of reading is the following:
This reading is about glancing through a page to locate a particular kind of information.
Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Exploratory reading |
Which kind of reading is the following:
This type of reading is done when one aims to get a fairly accurate picture of a wholepresentation of ideas. Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Study reading |
Which kind of reading is the following:
This type of reading is used to get a maximum understanding of the main ideas and theirrelationship. Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Study reading |
Which kind of reading is the following:
The SQ3R reading formula is a good example of the procedure. S stands for survey,Q for question, and 3R’s for READ, RECITE, and REVIEW. Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Survey Question Read Recite Review |
What does SQ3R stand for? |
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Critical reading |
Which kind of reading is the following:
For this kind of reading. facts are considered carefully. This does not require to read fast. This isthe kind of reading used on periodicals, books, and advertising materials that are loaded withpropaganda devices designed to sway opinions or sell products.
Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Analytic reading |
Which kind of reading is the following:
this type of reading demands careful attention to each word and its relativeimportance in relation to other words in the sentence or paragraph. Skimming|Scanning|Exploratory|Study|Critical|Analytic |
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Lexical comprehension |
Which level of reading comprehension the following refers to? It aims to understand key vocabulary in the text. For example, in this level, the child asks: "What does "enchanted" mean? lexical|literal|interpretive|applied|affective |
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Lexical comprehension |
Which level of reading comprehension the following refers to? Example of the question in this level: Which word is more like "enchanted": magical or funny? scary or special? lexical|literal|interpretive|applied|affective |
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Lexical comprehension |
Which level of reading comprehension the following refers to?
This level involves previewing the vocabulary before reading the story or text. It also involves reviewing new vocabulary during or after the text.
lexical|literal|interpretive|applied|affective |
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Literal comprehension |
Which level of reading comprehension the following refers to? In this level of comprehension, the learner answers the who, what, when and where questions. lexical|literal|interpretive|applied|affective |
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Literal comprehension |
Which level of reading comprehension the following refers to? In this level, the reader look in the text to find the answers written in the story. An example of a question in this level is: "Who was the girl who lost the glass slipper?" lexical|literal|interpretive|applied|affective |
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Literal comprehension |
Which level of reading comprehension the following refers to? Sample question in this level is: Where did Cinderella go to live at the end of the story? This question may also serve as a guide at the beginning, middle and even end of the story. lexical|literal|interpretive|applied|affective |
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Interpretive Comprehension |
Which level of reading comprehension the following refers to? In this level, the reader answers "what if," "why," and "how" questions. lexical|literal|interpretive|applied|affective |
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Interpretive Comprehension |
Which level of reading comprehension the following refers to? In this level, the reader understands "facts" that are not explicitly stated in the story. lexical|literal|interpretive|applied|affective |
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Interpretive Comprehension |
Which level of reading comprehension the following refers to? Sample questions at this level include: How did the pumpkin turn into a carriage? What would have happened to Cinderella if she hadn't lost her slipper? lexical|literal|interpretive|applied|affective |
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Interpretive Comprehension |
Which level of reading comprehension the following refers to? Illustrations are used to help infer meaning. lexical|literal|interpretive|applied|affective |
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Applied Comprehension |
Which level of reading comprehension the following refers to? In this level, the reader relates the story to existing knowledge or opinion. lexical|literal|interpretive|applied|affective |
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Applied Comprehension |
Which level of reading comprehension the following refers to? Sample question in this level is: "Do you think Cinderella was wrong for going to the ball after her stepmother told her she couldn't go?" lexical|literal|interpretive|applied|affective |
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Applied Comprehension |
Which level of reading comprehension the following refers to? In this level, children are challenged to support their answer with logic or reason especially as they relate the story to their life. lexical|literal|interpretive|applied|affective |
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Affective Comprehension |
Which level of reading comprehension the following refers to? The reader understands the social and emotional aspects of the text. lexical|literal|interpretive|applied|affective |
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Affective Comprehension |
Which level of reading comprehension the following refers to?
The reader previews social scripts to ensure understanding of plot development. The learner also connects motive to plot and character development.
lexical|literal|interpretive|applied|affective |
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Affective Comprehension |
Which level of reading comprehension the following refers to?
Sample questions include: What do you do when you are disappointed because you cannot do anything fun? Is that how Cinderella reacted?
lexical|literal|interpretive|applied|affective |
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Top-Down Approach |
What reading model is exemplified here: This model emphasizes what the reader brings to the text. top down|bottom up|interactive |
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Top-Down Approach involves making an assumption about the meaning of a text. |
What reading model is exemplified here:
This model emphasizes that reading is driven by assumed meaning.
top down|bottom up|interactive |
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Top-Down Approach Whole refers to assumption which is later on confirmed by the parts, which are found in the text. This is what |
What reading model is exemplified here: It contends that reading proceeds from whole to part. top down|bottom up|interactive |
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Top-Down Approach In other words, assumptions were first made and then, the words in the text served to confirm the assumption. |
What reading model is exemplified here: From this perspective, readers identify letters and words to confirm their assumptions about the meaning of the text. (Dechant 1991) top down|bottom up|interactive |
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Top-Down Approach |
What reading model is exemplified here: the other names of this model are a. inside-out model b. concept-driven model c. whole to part model top down|bottom up|interactive |
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a. Reading is decoding written language to spoken language. SHOULD BE: Reading is NOT decoding written language to spoken language. To decode means to discover the meaning of something. In Top-down approach, the reader already knows the meaning and reading serves merely to confirm what he knows. |
Which of the following is NOT a process of TOP-DOWN APPROACH? a. Reading is decoding written language to spoken language. b. Reading does not involve the processing of each letter and each word. c. Reading is a matter of bringing meaning to print, not extracting meaning from print. |
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whole language |
What educational philosophy utilizes the top-down approach to reading?
pragmatism whole language idealism |
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Bottom-Up Approach |
What reading model is exemplified here: This reading model emphasizes a single-direction, part-to-whole processing of a text. top down|bottom up|interactive |
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Bottom-Up Approach
If reading is driven by a process that results in meaning, it means that reading is driven by text. The process here is called decoding. |
What reading model is exemplified here:
This reading model is a reading model that says reading is driven by a process that results in meaning. (or, in other words, reading is driven by text)
top down|bottom up|interactive |
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Bottom-Up Approach This breaking of code is called "decoding." In top-down approach, the reader has an assumption and only has to confirm his assumption from the text. In bottom-up, the reader has no assumption. He has to decode meaning from the text, and his prior knowledge of words, meanings, and patterns help him. |
What reading model is exemplified here: The meaning of the text is expected to come naturally as the code is broken based on the reader's prior knowledge of words, their meanings, and the syntactical patterns of his/her language. (McCormick, T. 1988) top down|bottom up|interactive |
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Bottom-up Approach |
What reading model is exemplified here: The advocates of this approach believe the reader needs to identify letter features, link these features to recognize letters, combine letters to recognize spelling patterns, link spelling patterns to recognize words, and then proceed to sentence, paragraph and text-level processing. top down|bottom up|interactive |
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Interactive Approach |
What reading model is exemplified here: Readers use both knowledge of word structure and background knowledge to interpret the texts they read. top down|bottom up|interactive |
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Bottom-Up Approach |
What reading model is exemplified here: Surface structure processing is the sensory portion of reading which uses knowledge of letter-sound relationships, lexical or word knowledge and syntactic or contextual understanding of the text to make meaning of previously unknown material. top down|bottom up|interactive |
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Bottom-Up Approach |
What reading model is exemplified here: Surface structure processing can be assisted by the teaching of phonemic awareness and sentence structure skills. Students who use only surface structure approaches to understanding often find it difficult to comprehend the text. top down|bottom up|interactive |
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Top-Down Approach |
What reading model is exemplified here: Deep structure processing is the thinking aspect of reading. This method employs vocabulary knowledge, background knowledge and social construction to derive meaning from text. top down|bottom up|interactive |
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Top-Down Approach |
What reading model is exemplified here:
Deep structure processing is often easier for poor readers who might have trouble with word recognition but have knowledge of the text topic. Vocabulary instruction is imperative for these learners to build a larger pool of knowledge on which to draw when faced with unknown text.
top down|bottom up|interactive |
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1. Emerging pre-reader 2. Novice reader 3. Decoding reader 4. Fluent reader 5. Expert reader https://www.theliteracybug.com/stages |
Arrange in proper order from first to last the following stages of reading development expert reader|decoding reader|fluent reader|emerging pre-reader|novice reader |
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emergent reader early reader transitional reader self-extending reader advanced reader |
In another model of stages of reading process, arrange the following reader in chronological order: self-extending reader|early reader|transitional reader|emergent reader|advanced reader |
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Emergent Reader |
Which reader? They are considered beginning readers. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Emergent Reader |
Which reader? They have basic concepts of print. They can analyze pictures and recognize sound-letter. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Emergent Reader |
Which reader? Tony was able to name the objects in the picture and recognize that letter s makes the /s/ sound. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Emergent Reader |
Which reader?
The age of these readers generally ranges from 2-7 years old. They begin to familiarize themselves with the concepts of print-related to directionality, one-to-one correspondence between the spoken and written word, and the value of picture clues to the meaning of a story. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Emergent Reader |
Which reader?
They also develop an understanding that the printed word carries the meaning of a story. They begin to make text-to-world connections and may be able to extend on what is written on the page.
emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Early Readers |
Which reader?
They begin to rely more heavily on the printed text than on the pictures in a book. Most often, they begin to develop word recognition strategies such as monitoring, searching, cross-checking and self-correction.
emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Early Readers |
Which reader? This type of readers also begins to develop a data bank of sight words that allows them to read with increased speed as they are read more often in phrases rather than single words emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Transitional Readers |
Which reader? These readers make the leap into fluent reading as they are generally able to read in meaningful phrases with a comfortable pace and appropriate voice intonation. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Transitional Readers |
Which reader?
They are able to read more lengthy texts with the little reliance on pictures for text meaning, these readers tend to range from 5 to 7 years.
emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Self-Extending Readers Readers |
Which reader? They often read a variety of textual genres and use reading as a tool for gaining new knowledge or building upon existing knowledge. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Self-Extending Readers Readers |
Which reader?
This type of readers are able to read more complex texts and begin to read for a variety of purposes. Often these readers range in age from 6 to 9 years of age.
emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Advanced Readers |
Which reader? These are readers who have attained a level of mastery with reading. They are generally over the age of 9 and have become proficient in reading and in comprehending various text sources. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Advanced Readers |
Which reader? They enjoy reading and use reading as means of gaining knowledge and in comprehending various text sources. They can also read fluently and can interpret texts at both concrete and inferential levels. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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Advanced Readers |
Which reader? These readers connect what they have read to themselves to other texts and to the world around them. They have internalized a series of reading strategies that are used interchangeably as they read different texts. emergent reader|early reader|transitional reader| self-extending reader|advanced reader |
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b. Automaticity |
Which theory claims that readers have difficulty in comprehension because they are focused on WORD IDENTIFICATION?
a. Submersion b. Automaticity c. Alphabetic d. Immersion
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submersion - also known as sink or swim method; no opportunity in using the first language
immersion - in ESL, learners are with native speakers but they may speak their language as well. |
Which method in ESL teaching involves placing students in the mainstream English-only classrooms? It is believed that this is the fastest way to get ESL students to learn the language. They are also given the opportunity and motivation they need to pick up the language within a few years.
submersion immersion |
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submersion - also known as sink or swim method; no opportunity in using the first language
immersion - in ESL, learners are with native speakers but they may speak their language as well. |
Which method of ESL teaching involves easing the students into the English language while they are still speaking the first language? They are in a classroom that uses English but also allows them to speak their native language. This helps increase comprehension, maintain cultural ties, and prevent subtractive bilingualism.
submersion immersion |
