Language Development Ch 1

Front 1

Phonemic Awareness

Back 1

the ability to hear and manipulate the smallest units of sound in spoken language

Front 2

Segmenting

Back 2

the ability to break apart words into their individual phonemes or sounds

Front 3

Blending

Back 3

the opposite of segmenting. The ability to say a spoken word when its individuial phonemes are said slowly

Front 4

Phonics

Back 4

The teaching strategy used to teach the relationships between written letters, or graphemes, and the speech sounds, or phonemes.

Front 5

reading fluency

Back 5

the ability to read text accurately, quickly, and with expression

Front 6

oral receptive vocabulary

Back 6

involves understanding the meaning of words when people speak

Front 7

oral expressive vocabulary

Back 7

using words in speaking so that other people understand you

Front 8

orthographic processor

Back 8

recognizes visual image of words as interconnected sets of letters

Front 9

phonological processor

Back 9

processes the speech sounds of language

Front 10

meaning processor

Back 10

focuses on definitions rather than the letters or sounds

Front 11

context processor

Back 11

brings prior knowledge to bear on understanding the meaning of the word

Front 12

explicit instruction

Back 12

clear, direct teaching of reading skills

Front 13

5 explicit instruction strategies :

Back 13

1. Clear instructional outcomes
2. Clear purpose for learning
3. Clear and understandable directions and explanations
4. Adequate modeling/ demonstration, guided practice, and independent practice as part of the teaching process
5. Clear , consistent corrective feedback on success and errors

Front 14

systematic instruction

Back 14

teaching that clearly identifies a carefully selected and useful set of skills and then organizes those skills into a logical sequence of instruction

Front 15

tier 2

Back 15

additional small group tutoring support

Front 16

tier 3

Back 16

more intensive alternative reading program

Front 17

3 components of an RTI or multi-tiered model

Back 17

1. research-based instruction
2. ongoing assessment
3. Tiered instruction (interventions of varying intensities)

Front 18

assessments in multi-tier or RTI models serve 3 purposes:

Back 18

1. universal screening
2. progress monitoring
3. diagnosis

Front 19

5 important qualities of assessment

Back 19

1. must accurately measure essential early reading skills
2. be easy to give
3. take up little classroom time
4. predict later classroom problems
5. enable teachers to readily monitor student progress

Front 20

universal screening

Back 20

involves identifying students who, despite a strong reading program in Tier 1, are not making adequate progress and require extra support

Front 21

What is a false positive

Back 21

children identified for extra tier help who don't need it

Front 22

What is a false negative?

Back 22

not identifying children for extra tier support who do need it

Front 23

progress monitoring

Back 23

enables teachers to make important decisions such as whether a student should remain in a tier, enter a more intensive tier, or exit into a less intensive tier.

Front 24

diagnostic assesments are used to determine these 5 needs :

Back 24

1. What skills students need to practice in Tier 2
2. The reading level at which a student should be instructed
3. Which letter-sound correspondencs or phonemic awareness skills are in need of instruction
4. Whether there is a need for fluency building in passage reading or for modeling and guided practice when students are sounding out multisyllable words
5. Which students can be grouped together to work on comprehension skills, such as finding the main idea

Front 25

10 instructional enhancements for students at risk based on universal design (providing consistency, predictability, and structure)

Back 25

1. advance organizers
2. unison responding
3. effective signals
4. efficient use of teacher talk
5. perky pace
6. my turn-together-your tun Format
7. Cumulative Review
8. Systematic error correction
9. teaching to success
10. student motivational system

Front 26

emergent literacy

Back 26

the gradual process children go through as they develop an understanding or written language

Front 27

six areas are included in the early stages of literacy development

Back 27

1. oral language development
2. concepts about print
3. alphabet knowledge
4. Phonemic awareness
5. letter-sound correspondence
6. beginning reading vocabulary

Front 28

how do you assess oral language development?

Back 28

through informal observation and through narrative comprehension

Front 29

3 concepts crucial to reading that students need to understand about print:

Back 29

1. print rather than pictures carries meaning
2. Reading is tracked, or followed, from top to bottom and left to right
3. In print, words are seperated by spaces

Front 30

Phonemic or phonologial awareness is the students' knowledge

Back 30

of individual sounds in words and their ability to manipulate those segments

Front 31

3 aspects of oral language development crucial to literacy

Back 31

1. understanding and using oral language
2. understanding the structure of stories
3. responding to and constructing questions