Strephosymbolia
means twisted symbols. The first term Orton used for dyslexia.<\/p>\n\n\n\n
phonetics
the study of speech sounds in spoken language<\/p>\n\n\n\n
phonological awareness
the ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels<\/p>\n\n\n\n
phonemic awareness
awareness of speech sounds or phonemes in spoken words<\/p>\n\n\n\n
phonics
instruction that connects sounds and letters<\/p>\n\n\n\n
synthetic phonics
explicitly teaches individual grapheme-phoneme correspondences before they are blended to form syllables or whole words<\/p>\n\n\n\n
alphabetic principle
the understanding that spoken sounds are represented in print by written letters<\/p>\n\n\n\n
consonant
blocked \/ voiced or unvoiced sounds – a class of speech sounds with air flow that is constricted or obstructed<\/p>\n\n\n\n
vowel
open and voiced sounds – a class of open speech sounds produced by the passage of air through an open vocal tract<\/p>\n\n\n\n
phonology
the rules that determine how sounds are used in spoken language<\/p>\n\n\n\n
fluency
reading with rapidity and automaticity<\/p>\n\n\n\n
prosody
the rhythmic flow of oral reading<\/p>\n\n\n\n
pragmatics
set of rules that dictate communicative behavior and use of language, rules we communicate by<\/p>\n\n\n\n
syntax
sentence structure, grammar, usage<\/p>\n\n\n\n
semantics
content of language, used to express knowledge of the world around us – meaning<\/p>\n\n\n\n
phoneme
smallest unit of sound in a syllable<\/p>\n\n\n\n
spelling
sound to symbol \/ phoneme to grapheme, connect grapheme to phoneme<\/p>\n\n\n\n
orthography
the spelling of written language<\/p>\n\n\n\n
orthographic memory
memory of letter patterns and word spellings<\/p>\n\n\n\n
metalinguistics
awareness of language as an entity<\/p>\n\n\n\n
guided discovery
a method of leading students to new learning through questioning<\/p>\n\n\n\n
Heuristic
means to discover by demonstration<\/p>\n\n\n\n
grapheme
a letter or letter cluster that represents a single speech sound<\/p>\n\n\n\n
decoding
word recognition in which the phonetic code is broken down to determine a word<\/p>\n\n\n\n
blending
fusing individual sounds, syllables or words into meaningful units<\/p>\n\n\n\n
reading
symbol to sound \/ grapheme to phoneme<\/p>\n\n\n\n
morpheme
the smallest meaningful unit of language – a suffix, prefix, root or stem such as awe, dis, in, inter, or word part such as cat, man. etc.
Knowledge of word meaning, rapid word recognition, and spelling ability greatly depend on knowledge of word structure at the level of morphemes.<\/p>\n\n\n\n
morphology
the study of word formation patterns, meaningful units that make words<\/p>\n\n\n\n
fricative
a sound produced by forcing air through a narrow opening between the teeth or lips \/ f \/ \/ sh \/ \/ z \/<\/p>\n\n\n\n
nasal sound
a sound produced by forcing air out through th nose \/ n \/ \/ m \/<\/p>\n\n\n\n
continuant sound
a sound prolonged in its production \/ m \/ \/ s \/ \/ f \/<\/p>\n\n\n\n
stop consonant sound
a sound obstructed \/ they must be clipped off \/ b \/ \/ d \/<\/p>\n\n\n\n
aspiration
puff of air<\/p>\n\n\n\n
Norman Invasion
1066 A.D., had a great effect on English language, William the Conqueror, French spoken by upper class brought words like furniture, painter, tailor, beef, pork, mutton, Brought monks who added w and u, also the dot for the i and tail for the j. Alphabet complete at 26 letters<\/p>\n\n\n\n
Number words one to a thousand
Anglo-Saxon<\/p>\n\n\n\n
Most of the basic color words
Anglo-Saxon<\/p>\n\n\n\n
The names of farm, forest and ocean animals
Anglo-Saxon<\/p>\n\n\n\n
Outer body parts
Anglo-Saxon<\/p>\n\n\n\n
Short, common everyday words: the, run, and, play, work
Anglo-Saxon<\/p>\n\n\n\n
Words with gh: laugh, cough, right, high
Anglo-Saxon<\/p>\n\n\n\n
Words with ck: pick, duck, sack
Anglo-Saxon<\/p>\n\n\n\n
Words with k: king, kiss, kilt, hook
Anglo-Saxon<\/p>\n\n\n\n
Words with kn or gn in initial position: knee, knife, gnat, gnash
Anglo-Saxon<\/p>\n\n\n\n
Words with tw: twin, twilight, between
Anglo-Saxon<\/p>\n\n\n\n
Words with wr: write, wring, wrist
Anglo-Saxon<\/p>\n\n\n\n
Short words with ch pronounced \/ch\/ chest, cheap
Anglo-Saxon<\/p>\n\n\n\n
One-syllable words with tch: witch, hatch, match
Anglo-Saxon<\/p>\n\n\n\n
One-syllable words with dge: edge, ridge, hedge
Anglo-Saxon<\/p>\n\n\n\n
Short words with th: this, these, bath
Anglo-Saxon<\/p>\n\n\n\n
Words with wh: why, while, when
Anglo-Saxon<\/p>\n\n\n\n
Words with double consonants: better, ladder, carrot
Anglo-Saxon<\/p>\n\n\n\n
One-syllable words that end in ff, ll ss Floss Words
Anglo-Saxon<\/p>\n\n\n\n
Words with ow: plow, snow, brow, blow
Anglo-Saxon<\/p>\n\n\n\n
Short words with silent letters: walk, should, thumb, listen
Anglo-Saxon<\/p>\n\n\n\n
Wild Old Words: mind, most, kind
Anglo-Saxon<\/p>\n\n\n\n
Most pronouns: he, she, us
Anglo-Saxon<\/p>\n\n\n\n
Most F. S. S. words handle, thimble, twinkle
Anglo-Saxon<\/p>\n\n\n\n
Words with hard g before e and i: gift, giddy, girl, begin
Anglo-Saxon<\/p>\n\n\n\n
Words with ng
Anglo-Saxon<\/p>\n\n\n\n
Long words, three or more syllables: marvelous, fascinate
Latin<\/p>\n\n\n\n
Words with ct: act, direct, conduct
Latin<\/p>\n\n\n\n
Words with pt: apt, erupt, attempt
Latin<\/p>\n\n\n\n
Words with ti pronounced \/sh\/ partial, nation
Latin<\/p>\n\n\n\n
Words with ci pronounced \/sh\/ special, precious
Latin<\/p>\n\n\n\n
Words with sion: erosion, collision
Latin<\/p>\n\n\n\n
Words with ssion: passion, expression
Latin<\/p>\n\n\n\n
Words with double consonants near the beginning illegal, attract, occupy
Latin<\/p>\n\n\n\n
Words with t pronounced \/ch\/: nature, punctual
Latin<\/p>\n\n\n\n
Words with d pronounced \/j\/ educate, graduate
Latin<\/p>\n\n\n\n
Words with silent initial h: hour, herb, honor
Latin<\/p>\n\n\n\n
Words with ular: regular, popular
Latin<\/p>\n\n\n\n
Words with j: joint, journal
Latin<\/p>\n\n\n\n
Words that are legal terms: justice, legal, judge
Latin<\/p>\n\n\n\n
Words with the soft c before e and i: cent, census, city
Latin<\/p>\n\n\n\n
Words with sc pronounced \/s\/: science, irascible, scissors
Latin<\/p>\n\n\n\n
Medical , technical and scientific words
Greek<\/p>\n\n\n\n
Words with ph: phrase, graph, phone
Greek<\/p>\n\n\n\n
Words with ch pronounced \/k\/: choir, ache, orchid
Greek<\/p>\n\n\n\n
Long words with the letter k: kilometer, kinescope
Greek<\/p>\n\n\n\n
Long words or short, unfamiliar words with th: thermos, athlete
Greek<\/p>\n\n\n\n
Words with medial y: cycle, gymnastics, thyme
Greek<\/p>\n\n\n\n
Words related to Olympics: marathon, discus, meter
Greek<\/p>\n\n\n\n
Words related to theater: comedy, tragedy, orchestra
Greek<\/p>\n\n\n\n
Words with rh: rhyme, rhombus
Greek<\/p>\n\n\n\n
Words with ology: biology, theology, astrology
Greek<\/p>\n\n\n\n
Words with silent initial p: pseudonym, psychology
Greek<\/p>\n\n\n\n
Rapid letter naming
key to automatic word recognition<\/p>\n\n\n\n
decoding and encoding
refer to applying the skills of analytic and synthetic learning<\/p>\n\n\n\n
recognition of the visual symbol, symbol\/sound correspondence, and blending sounds into a words
decoding<\/p>\n\n\n\n
Effective handwriting instruction
includes teaching the correct pencil grip and formation of each letter<\/p>\n\n\n\n
McGuffey Readers
Formal reading instruction was based on “phonics” used at the beginning of the 20th Century<\/p>\n\n\n\n
Dick & Jane ( “Look\/Say” Method )
Thought that children would make more rapid progress reading if they identified whole words at a glance. Used from 1930s – 1960s.<\/p>\n\n\n\n
Rudolph Flesch
Started the issue of the great debate to the publics attention on how best to teach a child to read. This came about in his book. “Why Johnny Can’t Read” (Mid 1950s)<\/p>\n\n\n\n
NICHD
Began looking at the issue as the deemed the inability to read as a “national health issue” and began to fund research in the area of reading. (1965)<\/p>\n\n\n\n
“Learning to Read: The Great Debate” Jean Chall
This book caught the attention of professionals and the government that our nation is in a reading crisis. Children are not learning to read since the look and say method came about. (1967)<\/p>\n\n\n\n
Basal Reading Programs
These programs begin to drive reading instruction. 70% of American Schools bought one or more of the best selling programs. (1960s to mid 80s)<\/p>\n\n\n\n
Kenneth Goodman and Frank Smith
Developed the Top-Down approach to reading instruction. Believed that reading should be taught through immersion in children’s literature . Teaches reading without breaking it down into parts. Whole Language based, emphasis is on guessing at words rather than sounding them out. (1980s)<\/p>\n\n\n\n
G. Reid Lyon
Became the coordinator of the research for NICHD. (1985)<\/p>\n\n\n\n
National Reading Panel Report
Produced scientifically based research that demonstrated that approximately 40% of the population “have reading problems severe enough to hinder their enjoyment of reading.” (2000)<\/p>\n\n\n\n
Percentage of students in special ed who can’t read
85% (NICHD)<\/p>\n\n\n\n
Five critical components of reading instruction
phonemic awareness, phonics, fluency (identifying words accurately and fluently); vocabulary and comprehension strategies (constructing meaning once words are identified)<\/p>\n\n\n\n
I M F
initial, medial, final<\/p>\n\n\n\n
Middle
means very center<\/p>\n\n\n\n
Medial
means between initial and final<\/p>\n\n\n\n
V
vowel<\/p>\n\n\n\n
C
consonant<\/p>\n\n\n\n
Paired equivalent sounds
\/ch\/\/j\/ \/f\/\/v\/ \/p\/\/b\/ \/sh\/\/zh\/ \/t\/\/d\/ \/k\/\/g\/ \/s\/\/z\/ \/th\/\/th\/<\/p>\n\n\n\n
How are our decks aligned and why?***
Alignment of multiple responses – according to frequency and reliability of sounds<\/p>\n\n\n\n
Digraph
two letters that come together to make one sound<\/p>\n\n\n\n
Trigraph
three letters that come together to make one sound<\/p>\n\n\n\n
Quadrigraph
four letters that come together to make one sound<\/p>\n\n\n\n
Diphthong
two vowels sounds blended togther in the same syllable<\/p>\n\n\n\n
Combinations
two letters than come together to make an unexpected sound<\/p>\n\n\n\n
Code marks
breve, macron, dieresis, circumflex, tilde, cedilla, tittle, schwa: (u) in an unaccented syllable = marks in dictionary<\/p>\n\n\n\n
Digraph
two letters that come together to make one sound<\/p>\n\n\n\n
Trigraph
three letters that come together to make one sound<\/p>\n\n\n\n
Quadrigraph
four letters that come together to make one sound<\/p>\n\n\n\n
Diphthong
two adjacent vowels that blend smoothly together<\/p>\n\n\n\n
Combinations
pattern of letters which occurs frequently together<\/p>\n\n\n\n
closed
a syllable that ends in one or more consonants. The vowel is usually short<\/p>\n\n\n\n
open
a syllable that ends in a vowel<\/p>\n\n\n\n
Vowel consonant e
syllable witha long vowel sounds that end with a consonant followed by a silent e<\/p>\n\n\n\n
Vowel team
syllable with two adjacent vowels<\/p>\n\n\n\n
R controlled
syllable with a vowel r combination<\/p>\n\n\n\n
F.S.S. final stable syllable***
a non phonetic syllable with occurs frequently in the final position of English words.<\/p>\n\n\n\n
V
vowel in an open unaccented syllable, i is short, a is obscure, e o and u are half long.<\/p>\n\n\n\n
When is Vr not a combination?
Vr r = Vr merry – when followed by two rr’s, except for ur ( hurry), Vr v = Vr fire, very when followed by an e or vowel y<\/p>\n\n\n\n
Base word
plain old English word<\/p>\n\n\n\n
Root
a word without affixes or endings<\/p>\n\n\n\n
Affix
a letter or letters added to the beginning or ending of a baseword or root that creates a derivative with a meaning or grammatical form that is different than the baseword or root<\/p>\n\n\n\n
Suffix
a letter or group of letters added to the end of a base word to change the meaning or usage<\/p>\n\n\n\n
Prefix
letter or group of letters added to the beignning of a base word to change the meaning<\/p>\n\n\n\n
c and g
make a soft sound when followed by i ,e or y<\/p>\n\n\n\n
age (ij)
French ending<\/p>\n\n\n\n
ate (it) or (at)
French ending<\/p>\n\n\n\n
ice (is)
French ending<\/p>\n\n\n\n
ine (in) or (en)
French ending<\/p>\n\n\n\n
ise (is)
French ending<\/p>\n\n\n\n
ive (iv)
French ending<\/p>\n\n\n\n
ain (in)
French ending<\/p>\n\n\n\n
esque (esk)
French ending<\/p>\n\n\n\n
ile (il)
French ending<\/p>\n\n\n\n
ique (ik)
French ending<\/p>\n\n\n\n
ite (it)
French ending<\/p>\n\n\n\n
current research regarding the brain and developmental dyslexia concludes that
a “glitch” may have taken place during fetal development<\/p>\n\n\n\n
an individual with dyslexia might experience delays in social development as demonstrated by
lack of good judgment, inability to stick with a game, erratic emotional behavior<\/p>\n\n\n\n
a student who learns better from a lecture\/class discussion rather that the printed page is
a poor visual learner<\/p>\n\n\n\n
Multisensory strategies (VAKT)
most students will learn and retain info better if instruction is given in this manner<\/p>\n\n\n\n
intelligence test
identifies intelligence and cognitive strengths and weaknesses. Includes measures of verbal comprehension, perceptual reasoning, working memory and processing speed (WISC-IV); verbal reasoning, quantitative reasoning, abstract\/visual reasoning and short-term memory (Stanford-Binet). Examples: Wechsler Intelligence Scale for Children (WISC-IV), Stanford-Binet<\/p>\n\n\n\n
achievement test
designed to measure students’ specific knowledge and skills (basic academic skills – are they performing at level?). Woodcock Johnson, WRAT)<\/p>\n\n\n\n
norm-referenced test
assessment that (provides a detailed analysis of a student’s strengths and weaknesses.) Compares a person’s score against the scores of people who have already taken the test, the “norming group,” a national sample of similar students (any test with research on). (WISC-IV, DIBELS)<\/p>\n\n\n\n
criterion-referenced test
assessment that (measures knowledge attained and knowledge yet to be acquired in a domain.) tells how well students are performing on specific goals or standards (do they meet the criteria?).<\/p>\n\n\n\n
standardized tests
any tests that are administered and scored in a pre-specified, standard manner; each test-taker is asked the same questions and\/or given the same tasks, provided the same information before and during the test, has the same amount of time to take the test. All tests are also scored in the same manner. These tests can be either norm-referenced or criterion-referenced, and either an achievement or an aptitude test.<\/p>\n\n\n\n
curriculum-based measurement
assessment that measures (knowledge that has been taught.) a student’s performance in a local curriculum. The CBM is a quick probe into student achievement that provides current, week-by-week information on the progress a child is making.<\/p>\n\n\n\n
behavior rating scales
completed by parents and sometimes teachers and used to check for symptoms of ADHD; measure and compare a child’s behavior to that of other children the same age. Examples: Connor’s Rating Scale, Child Behavior Checklist, Behavior Evaluation Scale, Burk’s Behavior Rating Scale<\/p>\n\n\n\n
screening
brief assessment that identifies students who may need additional or alternate forms of instruction (benchmark).<\/p>\n\n\n\n
progress monitoring
periodic assessment that measures progress in response to specific instruction and\/or intervention.<\/p>\n\n\n\n
diagnostic measure
assessment that provides a detailed analysis of a student’s strengths and weaknesses<\/p>\n\n\n\n
outcome measure
assessment that classifies a student in terms of achievement or improvement or grade-level performance based on targeted outcomes<\/p>\n\n\n\n
formal assessment
standardized assessment that must be administered and scored according to prescribed procedures. Used to compare overall achievement to that of others of the same age and grade, or to identify comparable strengths and weaknesses (state assessments).<\/p>\n\n\n\n
informal assessment
(assessments that are not standardized) a process for gathering information used to make educational decisions using means other than assessments; can include projects, presentations, experiments, demonstrations, performances, portfolios, observations, etc. (spelling tests, etc.).<\/p>\n\n\n\n
pseudowords
nonsense words that are phonetically regular<\/p>\n\n\n\n
formative data
data that provide information about knowledge to be applied to short-term goals. Collected during instruction through instructional activities, homework; used to adjust instructional practices in an effort to maximize student learning.<\/p>\n\n\n\n
summative data
data that provide information about knowledge to be applied to long-term, comprehensive goals. Data collected at the end of a chapter, unit, or course, after instruction has taken place; used to make curriculum decisions, direct future instruction, and improve instructional practices.<\/p>\n\n\n\n
DIBELS
Dynamic Indicators of Basic Literacy Skills<\/p>\n\n\n\n
TPRI
Texas Primary Reading Inventory: a screening tool for early literacy skills<\/p>\n\n\n\n
PALS
Phonological Awareness Literacy Screening: comprehensive assessment of a child’s early literacy fundamentals that are predictive of future reading success<\/p>\n\n\n\n
WRAT
Wide Range Achievement Test: brief achievement test measuring reading recognition, spelling, arithmetic computation<\/p>\n\n\n\n
If a student is making A’s and B’s in the classroom but is a slow reader, the teacher should give what type of assessment
informal<\/p>\n\n\n\n
The Woodcock-Johnson Psycho-Education Battery
an academic achievement and norm-referenced test<\/p>\n\n\n\n
Grade equivalent scores
not a dependable representation of progress<\/p>\n\n\n\n
An individual Education Plan (IEP) for a student identified with a learning disability does not include
a prescription for a specific intervention (correct)<\/p>\n\n\n\n
A brief assessment that identifies students who may need additional testing or alternative instruction is known as
informal screening<\/p>\n\n\n\n
The Conner’s Rating Scales
used to measure Attention Deficit Hyperactivity Disorder<\/p>\n\n\n\n
acuity
keenness of thought or vision (zero in on it and see what’s going on)<\/p>\n\n\n\n
active listening
giving one’s full attention to the speaker and making eye contact with him or her<\/p>\n\n\n\n
structured instruction
instruction that follows ordered procedures<\/p>\n\n\n\n
direct instruction
instruction in which concepts are explicitly taught<\/p>\n\n\n\n
diagnostic teaching
teaching that is informed by a continual assessment of student needs<\/p>\n\n\n\n
prescriptive teaching
individualized teaching based on needs<\/p>\n\n\n\n
systematic and cumulative instruction
teaching with a logical order of introduction of concepts that progress from easiest to more difficult<\/p>\n\n\n\n
explicit instruction
direct, purposeful instruction<\/p>\n\n\n\n
VAKT
Visual , Auditory, Kinesthetic\/ Tactile (Grace Fernald)<\/p>\n\n\n\n
Top-Down Theory
led by Kenneth Goodman and Frank Smith
**strong meaning-based position
**Goodman calls reading a “psycholinguistic guessing game”
**rather than read every word, good readers select out on the essential textual information
**only focus on individual words\/sounds when text does not make sense, and the reader needs to go back and reread
**this is Whole Language characteristic<\/p>\n\n\n\n
Bottom-Up Theory
emphasis on the subprocesses of the reading act and its contention that many of these subprocesses, such as letter and word identification, must become automatic in order for readers to be fluent. (Alphabetic Phonics)<\/p>\n\n\n\n
Interactive Theory
readers simultaneously initiate word identification and predict meaning—-these are reciprocal events<\/p>\n\n\n\n
analytical approach
whole to part (Top-Down) put the whole word on the board\/discover what’s the same, how it can be broken down into component parts<\/p>\n\n\n\n
synthetic approach
part (letters) to whole words (bottom up)<\/p>\n\n\n\n
Socratic technique
Using carefully planned questions, the student is led to discover the new concept<\/p>\n\n\n\n
linguistics-based beginning reading approach
Learning to recognize word families (bat, cat, hat, )<\/p>\n\n\n\n
To teach syllable division, Mr. Smart first taught his students to recognize closed or (VC) syllables. He then showed the class words such as napkin, impact, and mascot and discussed accent. Later, he demonstrated how the words could be divided into two syllables. Finally he gave the students syllables and asked them to construct words.
synthetic and analytic instruction<\/p>\n\n\n\n
Controlled reading and spelling vocabulary are characteristics of
decodable text, linguistic programs, an MSL program<\/p>\n\n\n\n
Repeating prior information in a multisensory structured language program is essential to ensure what
automaticity<\/p>\n\n\n\n
ALTA
Academic Language Therapy Association<\/p>\n\n\n\n
IMSLEC
International Multisensory Structured Education Council<\/p>\n\n\n\n
MSL
Multisensory Structured Language<\/p>\n\n\n\n
MSLE
Multisensory Structured Language Education<\/p>\n\n\n\n
NICHD
National Institute of Child Health and Human Development<\/p>\n\n\n\n
Which prominent names are closely associated with research on phonological awareness (Montessori\/Clay\/Liberman***
Isabelle Liberman<\/p>\n\n\n\n
Scientifically based research
is replicated and longitudinal<\/p>\n\n\n\n
Research by NICHD indicates that of the students with specific learning disabilities receiving special education services
70 – 80% have deficit in reading<\/p>\n\n\n\n
According to the National Reading Panel Report (2000), what represents the strongest indication of a reading disability
a deficit in phonology<\/p>\n\n\n\n
D. Berlin (1887)
Coined the term “dys” — meaning difficult, “lexia” — meaning pertaining to words.<\/p>\n\n\n\n
James Hinshelwood (1917)
“word blindness” — ophthalmologist from Scotland that discovered that the left hemisphere of the brain affected word storage<\/p>\n\n\n\n
Samuel Orton (1920-1950)
Neuropsychiatrist from Columbia University in New York who first recognized dyslexia students in America. He discovered that approximately 10% of students will not learn using the whole words method. Also coined the term “strephosymbolia” (twisted words), which replaced the former term word blindness.<\/p>\n\n\n\n
Dr. Madonald Critchley (1964)
Established term “developmental dyslexia” at the World Federation of Neurology meeting at the Scottish Rite Hospital.<\/p>\n\n\n\n
Marianne Frosig (1960)
Did visual tracking research. Findings show there is no relationship between dyslexia and vision acuity.<\/p>\n\n\n\n
Isabelle Liberman (1973-1984)
Did research on phonological awareness that linguistic information is stored in its phonological form (all word recognition requires letter-sound access). Also studied phonological processing deficits affecting the ability to make use of letter-sound associations as an effect of rapid retrieval problems. Discovered tapping exercises.<\/p>\n\n\n\n
Hugh Catts (1986)
Speech language pathologist working at the University of Kansas. Did remedial work for programs to improve phonological awareness.<\/p>\n\n\n\n
Keith Stanovich (1980)
Researched the process of phonics and the need to attach sound to symbol. Readers with poor word recognition are more reliant on context than good readers (comprehension work).<\/p>\n\n\n\n
Bonita Blachman
professor at Syracuse University. Has done much research in the field of phonology and reading.Created Elkonian cards (kids who couldn’t read couldn’t segment sounds as well).<\/p>\n\n\n\n
Free morpheme
can stand alone as words and do not have to be combined with other morphemes.<\/p>\n\n\n\n
Free morpheme: function words
prepositions, conjunctions, pronouns, auxiliary verbs, articles<\/p>\n\n\n\n
Free morpheme: content words
nouns, verbs, adjectives, adverbs<\/p>\n\n\n\n
Free morpheme: compounds
generally composed of Anglo-Saxon words, combinations of two free morphemes<\/p>\n\n\n\n
Bound morphemes
work as meaningful units only in combination with other morphemes (suffixes, bound roots [Latin], and prefixes).<\/p>\n\n\n\n
Inflections
bound morphemes that show possession, gender, or number (noun – s, a, es); tense, voice, or mood (verb – ed, en, could have been); and comparison (adjective – er, est).<\/p>\n\n\n\n
Derivational suffixes
morphemes, added to roots or bases to form new words that usually change the grammatical category of a word.<\/p>\n\n\n\n
Greek-derived morphemes
not necessarily assigned specific roles as prefixes, suffixes, or roots and may combine with other bound morphemes of equal importance in flexible order.<\/p>\n\n\n\n
Derivational complexity
characterizes the number and type of changes that have been made int he base word or root when it is combined with other morphemes. Types of phonological change are: syllable regrouping, vowel alternation, consonant alternation, and stress alternation.<\/p>\n\n\n\n
Principals of ALTA Code of Ethics
standards of personal conduct, standards of professional conduct, conflict of interest, confidentiality<\/p>\n\n\n\n
Developmental auditory imperception
disorder related to dyslexia<\/p>\n\n\n\n
dysphasia
disorder related to dyslexia<\/p>\n\n\n\n
Specific developmental dyslexia
disorder related to dyslexia<\/p>\n\n\n\n
developmental dysgraphia
disorder related to dyslexia<\/p>\n\n\n\n
developmental spelling disability
disorder related to dyslexia<\/p>\n\n\n\n
Ability
test designed to measure either general intelligence or mental apptitude in a particular area.<\/p>\n\n\n\n
Academic Achievement Test
standardized test designed to efficiently measure the amount of knowledge and or skill a person has acquired, usually as a result of classroom instruction. Such testing produces a statistical profile used as a measurement to evaluate student learning in comparison with a standard or norm.<\/p>\n\n\n\n
Accent
stress on one syllable in a word or on one or more words in a phrase or sentence. It is spoken louder, longer, and\/or in a higher tone. The mouth opens wider while saying it.<\/p>\n\n\n\n
Accommodation
provide different ways for kids to take in information or communicate their knowledge. Changes do not alter or lower the standards or expectations of a subject or test.<\/p>\n\n\n\n
Accuracy
The number of words a student can read correctly in a given period of time.<\/p>\n\n\n\n
ADHD
Attention Deficit Hyperactivity Disorder<\/p>\n\n\n\n
Adolf Kusmaul
1877 – first used the term “word-blindness”.<\/p>\n\n\n\n
Age equivalent
a type of test score that is calculated based on the age that an average person earns a given score within the tested population.<\/p>\n\n\n\n
Alvin and Isabel Liberman
Alphabetic principle and its relationship to phonemic awareness and phonological awareness in reading.<\/p>\n\n\n\n
Anglo Saxon
Also Old English – spoken and written between at least the mid 5th century and the mid 12th century<\/p>\n\n\n\n
Anglo Saxon Layer of Language
Vocabulary stressed the events of daily life. Common, every day, down to earth words. Most are one syllable words.<\/p>\n\n\n\n
Anna Gillingham
1930 – Psychologist and teacher in New York; along with Samuel T Orton at Columbia University, developed a non-traditional approach to teaching written language skills. Trained one teacher at a time, began working with Sally Childs and trained 50 teachers.<\/p>\n\n\n\n
Attention
selctive focus on what is important while screening out distractions<\/p>\n\n\n\n
Auditory Learners
participate in classroom discussions, make speeches\/presentations, use tape recordings for lectures, read text out loud, create musical jingles, create mnemonics to aid memorization, discuss ideas verbally<\/p>\n\n\n\n
Auditory Processing
Given normal hearing, the ability to understand spoken language in a meaningful way<\/p>\n\n\n\n
Battery
a group of several tests standardized on the same sample population so that results on the several tests are comparable<\/p>\n\n\n\n
Chall’s Six Stages of Reading
Students proceed through predictable stages of learning to read<\/p>\n\n\n\n
Stage 0
Pre-reading – Oral Language Development<\/p>\n\n\n\n
Stage 1
Initial Reading – Letters represent sounds, sound-spelling relationships<\/p>\n\n\n\n
Stage 2
Confirmation and Fluency – Decoding Skills, fluency, additional strategies<\/p>\n\n\n\n
Stage 3
Reading for learning the new – expand vocabularies, build background adn world knowledge, develop strategic habits<\/p>\n\n\n\n
Stage 4
Multiple viewpoints – analyze text critically, understand multiple points of view<\/p>\n\n\n\n
Stage 5
Constrution and Reconstruction – construct understanding based on analysis and synthesis.<\/p>\n\n\n\n
Cognition
Ability to think, reason, and solve problems. Skills are usually measured by an individual test of intelligence. Requires being able to generalize from past experience and use that knowledge to respond to new situations.<\/p>\n\n\n\n
Cognitive Assessment
The process of systematically gathering test scores and related data in order to make a judgment about an individual’s ability to perform various mental activities involved in the processing, acquisition, retention, conceptualization, and organization of sensory, perceptual, verbal, spatial and psychomotor information.<\/p>\n\n\n\n
Components of Reading Instruction
Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency including oral reading skills, and reading comprehension strategies<\/p>\n\n\n\n
Composite Score
A score that combines several scores according to a speficied formula.<\/p>\n\n\n\n
Comprehension
Making sense of what we read. It is dependent on good word recognition, fluency, vocabulary, wordly knowledge,and language ability<\/p>\n\n\n\n
Consonant
One of a class of speech sounds in which sounds moving through the vocal tract is constricted or pbstructed by the lips, tongue or teeth during articulation<\/p>\n\n\n\n
Criterion referenced test
results can be used to determine student’s progress toward mastry of content area.<\/p>\n\n\n\n
CTOPP
Screening test includes phonological awareness, phonological memory, rapid naming. Norms given in percentiles, standard scores, age and grade equivalents<\/p>\n\n\n\n
Curriculum referenced test
comprehensive end-of-year exams, reflecting the specific subject matter outlined in the curriculum.<\/p>\n\n\n\n
Derivative
A word made from a base word by the addition of one or more affixes<\/p>\n\n\n\n
Derived score
a score to which raw scroes are converted by numerical transformation (percentile ranks or standard scores)<\/p>\n\n\n\n
Diagnostic teaching
individualized teaching based on continual assessment of student’s needs. Content should be mastered to the level of automaticity<\/p>\n\n\n\n
Diagnostic test
test used to identify the nature and source of an individual’s educational, psychological, or medical difficulties or disabilities in order to facilitate correction or remediation.<\/p>\n\n\n\n
Dr. Rudolf Berlin
1887 – ophthalmologist – introduced the term dyslexia<\/p>\n\n\n\n
Dr. W. Pringle Morgan
1896 – wrote first article in medical literature on “word blindness” in children<\/p>\n\n\n\n
Dyslexia
a specific learning disability that is neurological in origin, characterized by difficulties with accurate and\/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision or effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary.<\/p>\n\n\n\n
Expressive language
the ability to organize thoughts and express them verbally to convey meaning to others<\/p>\n\n\n\n
Fluency
the ability to translate print to speech with rapidity and automaticity that allows the reader to focus on meaning<\/p>\n\n\n\n
Frank Smith
Whole language. Founder of Whole language concept<\/p>\n\n\n\n
Funding
a district’s dyslexia program is considered past of the basic, required curriculum. State compensatory funds can only be used to provide programs, projects, activities, and materials that supplement the regular dyslexia program.<\/p>\n\n\n\n
GORT = Gray Oral Reading Test
provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties<\/p>\n\n\n\n
Great Vowel Shift
major change in pronunciation of the English language that took place between 1350 and 1500. Spelling was becoming standardized in the 15th and 16th centuries – this is responsible for many of the peculiarities of English spelling<\/p>\n\n\n\n
Greek layer of language
scientific terminology – roots often combine forms and compound to form new words<\/p>\n\n\n\n
James Hinshelwood
1904 – reported 2 cases of “congenital word blindness”, called for schools to establish procedures for screening as well as appropriate teaching of those that were identified with congenital word-blindness<\/p>\n\n\n\n
Joe Torgesen
nationally known for research on both the prevention and remediation of reading difficulties in young children as well as work on assessment of phonological awareness and reading<\/p>\n\n\n\n
Keith Stanovich
His research in the field of reading was fundamental to the emergence of today’s scientific consensus about what reading is, how it works and what it does for the mind. The Matthew Effect<\/p>\n\n\n\n
Kenneth and Yetta Goodman
Whole language, Drop Everythng and read, evaluation through miscues, founds of whole language<\/p>\n\n\n\n
Alexia
The loss of the ability to read, as the result of a brain injury.<\/p>\n\n\n\n
Apasia
Impairs the ability to speak and understand others.<\/p>\n\n\n\n
Articulation
The act or manner of producing sounds.<\/p>\n\n\n\n
Echolalia
Imitation of the mother’s sounds, rhythm and tone.<\/p>\n\n\n\n
Hyperlexia
The superior ability to reads words without comprehension.<\/p>\n\n\n\n
Lexicon
An inventory of word knowledge, either spoken or written. EX: dictionary, encyclopedia<\/p>\n\n\n\n
Otitis Media
Inflammation of the middle ear that can lead to temporary conductive hearing loss or permanent hearing loss.<\/p>\n\n\n\n
Receptive Language Disorder
The inability to understand or comprehend language heard or read.<\/p>\n\n\n\n
Expressive Language Disorder
The inability to put thoughts into words or sentences in ways that make sense and is grammatically correct.<\/p>\n\n\n\n
Phonology
Smallest unit of sound. The sounds of letters. Ex: Cat=3 phonemes (c) (a) (t).<\/p>\n\n\n\n
Syntax
The grammar system of language. The way words are strung together. Ex: words and punctuation to form sentences, clauses or phrases.<\/p>\n\n\n\n
Semantics
Word meaning in language. Ex: final destination = last stop<\/p>\n\n\n\n
Discourse
Written or spoken communication or debate. Ex: Formal writing, a speech.<\/p>\n\n\n\n
Morphology
The smallest unit of language that convey meaning. Ex: Root words<\/p>\n\n\n\n
Pragmatics
Incapable of understanding the speakers intent (requests and tones) Ex: Can’t you turn down the T.V.? = means no; not yes.<\/p>\n\n\n\n
Alphabetic Language
A language in which letters are used systematically to represent speech sounds.<\/p>\n\n\n\n
Alphabetic Principle
The use of letters and letter clusters to represent phonemes in an orthography. (spelling)<\/p>\n\n\n\n
Anglo Saxon
The language of the Germanic peoples (Angles, Saxons and Jutes) who settles in Britain in the 5th and 6th centuries. It was the dominant language in Britain until the Norman Conquest in 1066.<\/p>\n\n\n\n
Analytic Instruction
Instruction that separates the whole into its parts to reveal its relationships. (Whole to Part) (Top Down) (Concept driven)<\/p>\n\n\n\n
Analytic Phonics
Students hear the whole word and segment into phonemes or sounds in order to spell. (whole to part) Ex: Pit = (p) (i) (t)<\/p>\n\n\n\n
Antonyms
Words that are opposite in meaning. (semantics)<\/p>\n\n\n\n
Arbitrary Learning
New learning that has no logical connection to already acquired knowledge or practical relationships.<\/p>\n\n\n\n
Auditory
relating to or experienced through hearing.<\/p>\n\n\n\n
Visual Acuity
Sharpness of vision, measured by the ability to discern letters or numbers at a given distance according to a fixed standard. EX: 20\/20 vision<\/p>\n\n\n\n
Bottom-up Process
Theoretical view of reading as a process that consists of accurate sequential reading of every word. Comprehension is viewed as text driven rather than concept driven. (Part to whole) (Start from the bottom)<\/p>\n\n\n\n
Concept Driven Process
Theoretical view of reading as a process that consists of using one’s experiences and expectations to react to text. Also called top-down process. (Whole to part)<\/p>\n\n\n\n
Cooperative Learning
Instructional approach in which students work together rather than compete to solve a problem or complete a task.Ex: group work or PBL<\/p>\n\n\n\n
Corrective Feedback
Teacher responses during and following practice of a skill that is sensitive to a student’s level and that guides him or her closer to mastery.<\/p>\n\n\n\n
Cumulative
Having a new learning that is based upon previously learned elements. Ex: Building knowledge as we go.<\/p>\n\n\n\n
Diagnostic Teaching
Teaching that uses observation and formal and informal assessments to measure student progress against expected performance standards. Systematic, guided diagnoses of academic barriers. (Prescriptive teaching)<\/p>\n\n\n\n
Direct Instruction
Instruction that is delivered without vagueness or ambiguity, leaving no question as to the meaning. (Explicit Instruction)<\/p>\n\n\n\n
Domains of Language
Language systems. Phonology, syntax, morphology and orthography are language systems that deal with the form of language. Semantics deals with content of lang. and pragmatics deals with the use of lang.<\/p>\n\n\n\n
Embedded Phonics
Phonological awareness and phonics taught implicitly through the reading of real words in text. (whole language)<\/p>\n\n\n\n
Etymology
The history of word origins and development.<\/p>\n\n\n\n
Euphony
Pleasing to the ear. Having a pleasing sound. Ex: illogical; not inlogical. (Chameleon Prefix)<\/p>\n\n\n\n
Explicit Instruction
Instruction delivered without vagueness or ambiguity, leaving no questions as to the meaning. (Direct Instruction)<\/p>\n\n\n\n
Fernald Method
Technique for learning words that involves the visual, auditory, kinesthetic, and tactile (VAKT) modalities. EX: The student looks at the word while saying and tracing it.<\/p>\n\n\n\n
Figurative Language
Language that avoids the use of the exact meaning of words and uses exaggeration, metaphors and embellishments.<\/p>\n\n\n\n
Greek
The language of the ancient Greeks whose morphemes form scientific terms.<\/p>\n\n\n\n
Guided Discovery
Manner of presenting new material or concepts so that they can be deduced or guided by the students. EX: self discovery, What do you notice? in pass, sass, tass<\/p>\n\n\n\n
Homographs
Words that have different meanings but share the same spelling. Pronunciations may be same or different. (duck, duck) (bow, bow)<\/p>\n\n\n\n
Homonyms
Words that have different meanings but share the same pronunciation. Spellings may be same or different. Ex: (lead, lead) (beet,beat)(sale, sail)<\/p>\n\n\n\n
Homophones
Words that have different meanings and spellings but share the same pronunciation. EX: (for, four) (to, two, too)<\/p>\n\n\n\n
Idioms
an expression having a meaning that cannot be derived from the meanings of the elements. EX: Take the bull by the horns does not mean what the words say.<\/p>\n\n\n\n
Implicit Instruction
Instruction that implies understanding without being expressed. Also known as inferential instruction.<\/p>\n\n\n\n
Latin
The language of the ancient Romans from which 60% of English words are derived.<\/p>\n\n\n\n
Linguistic
Denoting language processing and language structure.<\/p>\n\n\n\n
Linguistics
Study of the production, properties, structure, meaning and or use of language.<\/p>\n\n\n\n
Logographic Writing System
A system in which pictures represent the words of language (Chinese). If English were treated as a logographic writing system, it would contain over 600,000 pictures. EX: Pictures rather than sound.<\/p>\n\n\n\n
Metaphor
A figure of speech in which a word or phrase that means on thing is used, through implication, to mean something else. Ex: The ship plows the sea.<\/p>\n\n\n\n
Multiple Meanings
Different meanings for the same word. EX: homographs<\/p>\n\n\n\n
Polygot
A language that is derived from several languages. English is a polygot language, derived from Anglo Saxon, Latin and Greek languages.<\/p>\n\n\n\n
Prefix
A letter or group of letters added to the beginning of a base word to change its meaning.<\/p>\n\n\n\n
Rapid Automatized Naming
The rapid naming of a series of printed objects, colors, number or letters repeated over and over in random order. (RAN)<\/p>\n\n\n\n
Simile
An explicit comparison of two unlike things, usually with the word like or as. Ex: (as busy as a bee)<\/p>\n\n\n\n
Suffix
A letter or group of letters added to the end of a base word to change its meaning.<\/p>\n\n\n\n
Synonyms
Words with similar meanings. (semantics)<\/p>\n\n\n\n
Syntax
The system by which words may be ordered in phrases and sentences; sentence structure;grammar.<\/p>\n\n\n\n
Synthetic Instruction
Instruction or a process that begins with the parts and builds to the whole. (part to whole) (bottom-up) (text driven)<\/p>\n\n\n\n
Synthetic Phonics
Instruction that starts with individual letter sounds that are blended together to form a word. Ex: i=(i);t=(t);p=(p);n=(n) use the parts to form a word. (tip) (nip) (tin) (it)<\/p>\n\n\n\n
Encoding
Spelling<\/p>\n\n\n\n
Decoding
Reading<\/p>\n\n\n\n
Orthography
Correct spelling, correct writing for sound<\/p>\n\n\n\n
VAK
Visual, Auditory, Knesthetic<\/p>\n\n\n\n
Initial
First or beginning<\/p>\n\n\n\n
Medial
Everything between first and last.<\/p>\n\n\n\n
Final
Last or end<\/p>\n\n\n\n
Grapheme
Visual shape or representation of a single letter or letter cluster which represents a speech sound.<\/p>\n\n\n\n
Phoneme
Speech sound, separate sound units of spoken words. c=(c) a=(a) t=(t)<\/p>\n\n\n\n
Equivocal
Ambiguous, uncertain, a letter that represents more than one sound or a sound that is spelled more than one way. Ex: (k) k, c \/\/ ck, k, ke, c<\/p>\n\n\n\n
Unequivocal
Clear, not doubtful, a letter that represents only one sound or is spelled only one way. Ex: (h) only one sound<\/p>\n\n\n\n
Discovery Method of Teaching
Socratic teaching method of asking questions through guided discovery.<\/p>\n\n\n\n
Multisensory Learning
Using all learning modalities. (VAKT)<\/p>\n\n\n\n
Vowel
Open, voiced sound<\/p>\n\n\n\n
Consonant
Blocked or partially blocked sound that is either voiced or unvoiced.<\/p>\n\n\n\n
Base Word
Simplest form of an English word.<\/p>\n\n\n\n
Affix
Letter or group of letters added to the beginning or end of a base word to change its meaning or its use in the sentence.<\/p>\n\n\n\n
Auditory Memory
Ability to remember sounds in sequence.<\/p>\n\n\n\n
Cognitive
Pertaining to the act or fact of knowing<\/p>\n\n\n\n
Digraph
Two letter that come together to make one sound<\/p>\n\n\n\n
Combination
A pattern of letters that occur frequently together, the pronunciation of at least one of the letters is unexpected.<\/p>\n\n\n\n
Trigraph
Three adjacent letters that make one sound<\/p>\n\n\n\n
Diphthong
Two vowels standing adjacent in the same syllable whose sounds blend together in one syllable.<\/p>\n\n\n\n
Quadrigraph
Four letters that make one sound<\/p>\n\n\n\n
Dieresis
Two dots placed over the letter (a) to indicate its pronunciation, when the (a) stands before an (r) in the accented combination (star), after (w) (watch) and (qu) (squash), and to indicate the continental pronuciation (father)<\/p>\n\n\n\n
Derivative
A word made from another by adding a suffix or prefix<\/p>\n\n\n\n
Visual Memory
Ability to retain the visual image of a two-dimensional symbol<\/p>\n\n\n\n
Co-morbidity
The coexistence of related disorders<\/p>\n\n\n\n
Congential
Existing at or dating from birth<\/p>\n\n\n\n
Content Processor
One of four interactive processors that serve as a model for how the reading system works. Processes the construction of the content with input from the phonological, orthographic and meaning processors.<\/p>\n\n\n\n
Double Deficit
Deficit in phonological awareness and rapid automatized naming.<\/p>\n\n\n\n
Dyslexia
A specific learning disability that is neurobiological in origin and is characterized by difficulties with accurate and\/or fluent word recognition, poor spelling and decoding abilities. Deficit in the phonological component of language.<\/p>\n\n\n\n
Learning Disabilities
A generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning and mathematical abilities or social skills. Due to central nervous system dysfunction.<\/p>\n\n\n\n
Meaning Processor
Processes knowledge of word meanings.<\/p>\n\n\n\n
Neuroimaging
Diagnostic method of viewing brain structures and activity through the use of nuclear technology, such as magnetic resonance imaging (MRI).<\/p>\n\n\n\n
Neuropsychology
A science that integrates psychological observations of behavior and mind with the observations of the brain<\/p>\n\n\n\n
Orthographic Processor
Processes the perception of letter sequences<\/p>\n\n\n\n
Phonological Processing
Perception, interpretation, recall and production of language at the level of the speech sound system.<\/p>\n\n\n\n
Phonological Processor
Processes the mapping of letters to their spoken equivalents.<\/p>\n\n\n\n
Word Blindness
Term used in the late 19th and early 20th century for dyslexia. Hinchelwood coined the term.<\/p>\n\n\n\n
ADHD
Short attention span, hyperactive motor behavior, impulsive or poor impulse control, inattentive, does not finish things, fails to heed instructions, low frustration tolerance, difficulty completing tasks, restless, talks excessively, immature social behavior, fidget, etc.<\/p>\n\n\n\n
Dyscalculia
Failure to learn quantity concepts, number symbols and manipulation of number symbols.<\/p>\n\n\n\n
Dysgraphia
Difficulty in learning handwriting despite conventional instruction, adequate intelligence, etc. and difficulty in putting thoughts on paper.<\/p>\n\n\n\n
Dysnomia
Difficulty in word finding. Ex: Can’t find the word quick enough, whats that thing, that thing over there, that<\/p>\n\n\n\n
Dysphasia
Loss of ability to use or understand language due to a brain injury or disease.<\/p>\n\n\n\n
Motor System Disorder
Incoordination and clumsiness.<\/p>\n\n\n\n
Oral Language Disorder
Expressive language delay-expressing spoken language. Receptive language delay- delay in understanding spoken language.<\/p>\n\n\n\n
Accommodations
Changes within the general classroom to enable students to keep up with the education program, such as intensive instruction, reduced assignments, adapted test procedures, use of computers, calculators and tape recorders.<\/p>\n\n\n\n
Achievement Tests
A test of the student’s academic achievement.<\/p>\n\n\n\n
Anecdotal Information
Information gathered related to observation of behavior or characteristics. Ex: scratching eyes, shaking hands<\/p>\n\n\n\n
Curriculum Referenced Tests
Test in which items are taken from the curriculum used in the child’s classroom so that he or she is not tested on material that have not been taught. May be standardized or informal.<\/p>\n\n\n\n
Diagnosis
The act, process, or result of identifying the nature of a disorder or disability through observation and examination.<\/p>\n\n\n\n
Formal Testing
Tests that are standardized using a carefully selected sample of people representative of a larger group of people for whom the test was created. Must be administered and scored by measures prescribed in a manual<\/p>\n\n\n\n
Informal Testing
Tests that are structured but not standardized. Ex: classroom tests. They can be modified.<\/p>\n\n\n\n
Interdisciplinary Evaluation
A thorough evaluation conducted by a team of specialists to determine the exact learning needs of a student and to propose an appropriate educational plan.<\/p>\n\n\n\n
Modifications
A term used to refer to changes in how an alternate assessment is administered. Ex: 10 spelling words instead of 20.<\/p>\n\n\n\n
Norm Referenced Tests
Assessment of performance in relation to that of the norm group used in the standardization of the test. A standardized test that compares scores between a student and other children of the same age or grade level.<\/p>\n\n\n\n
Percentile Rank
How a student is achieving in comparison to the normative sample. Ex: Same for a child in CA as a child in NJ.<\/p>\n\n\n\n
Performance Assessment
an assessment that is used to demonstrate competency.<\/p>\n\n\n\n
Reliability
Consistency with which an assessment instrument measures information.<\/p>\n\n\n\n
Rubric
Details the criteria used for scoring.<\/p>\n\n\n\n
Running Record
Part of an informal reading assessment that identifies a student’s error patterns and fluency<\/p>\n\n\n\n
Screening\/Indicator
An assessment that is giving to identify students at risk for reading difficulties. EX: QPS<\/p>\n\n\n\n
Standard Deviation
The average variability of scores around the group mean. (bell curve)<\/p>\n\n\n\n
Standardized Tests
Tests that carefully selected samples of people representative of a larger group of people for whom the test was created. EX: STAAR (same words, same room, same time, same season,etc)<\/p>\n\n\n\n
Summative Assessment
An assessment that measures knowledge that has been gained. (Progress over the whole year or semester)<\/p>\n\n\n\n
Validity
A statistical accuracy of an assessment instrument when compared to another assessment instrument.<\/p>\n\n\n\n
Criterion Referenced Tests
Teacher made or assess a particular curriculum.<\/p>\n\n\n\n
Stanines
Provide a single-digit scoring system with a mean of 5 and a standard deviation of 2. The scores are expressed as whole numbers from 1 to 9.<\/p>\n\n\n\n
Accent
Stress or emphasis on one syllable in a word or on one or more words in a phrase or sentence.<\/p>\n\n\n\n
Accuracy
Freedom from mistake or error<\/p>\n\n\n\n
Bound Morpheme
A morpheme that must be attached to other morphemes. Ex: ed in landed, s in pits, pre in preview<\/p>\n\n\n\n
Breve
A diacritical mark above a vowel in a sound picture that indicates a short sound in a closed syllable, in which at least one consonant comes after the vowel in the same syllable.<\/p>\n\n\n\n
Chameleon Prefix
A prefix whose final consonant changes based on the initial letter of the root. (in changes to ir before regular; irregular)<\/p>\n\n\n\n
Closed Syllable
A syllable that ends in at least one consonant after one vowel. The vowel is short (pet, list, cusp)<\/p>\n\n\n\n
Combining Forms
A root with which other roots and\/or affixes may be combined to for compound words or derivatives (Usually Greek in origin (auto, bio, hemi))<\/p>\n\n\n\n
Consonant le syllable
A syllable in a final position of a word that ends in a consonant and le. Also known as final stable syllables.<\/p>\n\n\n\n
Fluency
Translation of print to speech with accuracy, speed, prosody and comprehension.<\/p>\n\n\n\n
Free Morpheme
A morpheme that can stand alone as a whole word. Also called unbound morphemes. (pit, hand, shine)<\/p>\n\n\n\n
Heterogeneous Practice
A spelling or reading practice session with more than one focus.<\/p>\n\n\n\n
Homogeneous Practice
A spelling or reading practice in which every word contains the same pattern or rule that is the single focus of practice.<\/p>\n\n\n\n
Macron
A diacritical mark above a vowel in a sound picture that indicates a long sound.<\/p>\n\n\n\n
Monosyllable
A word of one syllable containing one vowel sound<\/p>\n\n\n\n
Onset
The initial written or spoken single consonant or consonant cluster in a word. C= onset for cat. AT= rime<\/p>\n\n\n\n
Open Syllable
A syllable ending with a vowel. (He, she, so)<\/p>\n\n\n\n
Phoneme Deletion
A phonemic awareness task in which the student is presented with a word and is asked to say all of the sounds except one. (say cat without (c)<\/p>\n\n\n\n
Phonemic Awareness
Awareness of the smallest unit of speech. (individual letters in a word).<\/p>\n\n\n\n
Prosody
The musical quality of language, including intonation, expression, stress, pitch, juncture, and rhythm. (Reading with expression)<\/p>\n\n\n\n
Rime
The written or spoken vowel and the final consonant in a syllable. (at in cat)<\/p>\n\n\n\n
Schwa
A vowel sound in many lightly produced unaccented syllables in words of more than one syllable signified by “uh” and by an upside down e. Can be represented by any vowel.<\/p>\n\n\n\n
Strephosymbolia
Learning disorder in which symbols and especially phrases, words, or letters appear to be reversed or transposed in reading.<\/p>\n\n\n\n
Who coined word “Strephosymbolia” to differentiate between itself and “word-blindness”?
Samuel Orton<\/p>\n\n\n\n
What is synthetic teaching
Part to whole (teaching letter sounds, building up to blending to make words)<\/p>\n\n\n\n
What is analytic teaching
Whole to part<\/p>\n\n\n\n
What researcher has the most current finding of phonemic awareness?
Reid Lyons<\/p>\n\n\n\n
What is quantitative research?
Research in which numerical data are collected and statistically analyzed using a large sample.<\/p>\n\n\n\n
What is qualitative research?
Research that collects data through various observations.<\/p>\n\n\n\n
What is experimental research?
Research in which subjects are randomly assigned to experimental and control groups.<\/p>\n\n\n\n
What is quasi-experimental research?
Research in which subjects are NOT randomly assigned to experimental and control groups.<\/p>\n\n\n\n
Which activity uses both analytic and synthetic teaching?
Syllable division<\/p>\n\n\n\n
Forms of language (3)
Phonology, morphology, and syntax<\/p>\n\n\n\n
What is dyspraxia?
Speech problems caused by sensorimotor disruption.<\/p>\n\n\n\n
What is dysarthria?
Speech problems caused by musculature weakness.<\/p>\n\n\n\n
Affixes
Prefixes and suffixes<\/p>\n\n\n\n
Pragmatics
Set of rules that dictate communicative behavior and use of language.<\/p>\n\n\n\n
Metalinguistics
The ability to think about, analyze, and reflect on language as an object. (Awareness of language)<\/p>\n\n\n\n
Aspiration
Puff of air<\/p>\n\n\n\n
The sound \/u\/ in unaccented syllable (such as the ‘a’ in ‘final’
Schwa sound<\/p>\n\n\n\n
Suprasegmentals
The melody of speech, stress, pitch, loudness<\/p>\n\n\n\n
Discovery learning involves what pathways?
3 pathways – Visual, auditory, tactile-kinesthetic<\/p>\n\n\n\n
Socratic questions are what kind of questions
Guided questions<\/p>\n\n\n\n
Socratic questions (guided questions) are what type of learning?
Auditory discovery<\/p>\n\n\n\n
Semantics
Meaning of words and sentences, study of meaning, content of language.<\/p>\n\n\n\n
Diagnostic teaching
Teaching that is informed by a continual assessment of student needs.<\/p>\n\n\n\n
Outcome measure
An assessment that classifies a student in terms of achievement or improvement of a grade-level performance.<\/p>\n\n\n\n
Summative data
Data that provides information about knowledge to be applied to long term comprehensive goals.<\/p>\n\n\n\n
Formative data
Data taken that provides information during learning process.<\/p>\n\n\n\n
Final stable syllables come from what language?
Latin<\/p>\n\n\n\n
Affixes come from what language?
Anglo-Saxon<\/p>\n\n\n\n
Combining forms come from what language
Greek<\/p>\n\n\n\n
‘CH’ pronounced \/k\/ is what language? (As in ‘school’)
Greek<\/p>\n\n\n\n
Consonant cluster ‘ph’ is from what language?
Greek<\/p>\n\n\n\n
ine, ice, ile
Latin (endings or final stable syllables)<\/p>\n\n\n\n
Cedilla ‘c’ \/s\/
Latin<\/p>\n\n\n\n
Common every day words are from
Anglo-Saxon<\/p>\n\n\n\n
‘R’ controlled vowels are from which language?
Latin<\/p>\n\n\n\n
Initial consonant clusters – rh, pt, pn, ps, – are from which language?
Greek<\/p>\n\n\n\n
Consonant pairs – gn, kn, and wr – are from what language?
Anglo-Saxon<\/p>\n\n\n\n
Roots ending in – ct and pt- are from what language? (edict, adept)
Latin<\/p>\n\n\n\n
Chameleon prefixes (changes spelling to match first letter of root word) are from what language?
Latin<\/p>\n\n\n\n
Consonant digraphs – ch, sh, th, wh – come from what language?
Anglo- Saxon<\/p>\n\n\n\n
Vowel teams (also called vowel digraphs such as ai, oa, oo, ay, etc.)
Anglo-Saxon<\/p>\n\n\n\n
Compound words are from what language?
Anglo-Saxon<\/p>\n\n\n\n
Medial ‘y’ comes from what language? (gym)
Greek<\/p>\n\n\n\n
The letters – c, s, t – pronounced \/sh\/ come from what language? (special, sugar, partial)
Latin<\/p>\n\n\n\n
Schwa sound \/u\/ comes from what language?
Latin<\/p>\n\n\n\n
What language is the word ‘lexia’ from?
Greek<\/p>\n\n\n\n
Systematic and cumulative instruction
Teaching with a logical order of introduction of concepts that progress from easiest to the most difficult.<\/p>\n\n\n\n
Instruction that follows ordered procedures?
Structured instruction<\/p>\n\n\n\n
Instruction in which concepts are explicitly taught?
Direct instruction..<\/p>\n\n\n\n
Teaching with a logical order of introduction of concepts that progress from easiest to the most difficult.
Systematic and cumulative instruction.<\/p>\n\n\n\n
Prescriptive teaching
Individual instruction based on need.<\/p>\n\n\n\n
Individual instruction based on need
Prescriptive teaching<\/p>\n\n\n\n
An analysis that measures a student’s strengths and weaknesses
Diagnostic measure<\/p>\n\n\n\n
Formative data
Data that provides information about knowledge applied to short term goals.<\/p>\n\n\n\n
Data that provides information about knowledge applied to short term goals.
Formative data<\/p>\n\n\n\n
An assessment that measures knowledge attained and expected to know at a specific stage of education.
Criterion referenced test<\/p>\n\n\n\n
Criterion referenced test
An assessment that measures knowledge attained and expected to know at a specific stage of education. A driving test is considered a criterion referenced test because goal is to see whether the test taker is skilled enough to be granted a driver’s license, not to see whether one test taker is more skilled than another test taker.<\/p>\n\n\n\n
A brief assessment that identifies students that may need additional or an alternate form of instruction.
Screening<\/p>\n\n\n\n
Screening
A brief assessment that identifies students that may need additional or an alternate form of instruction.<\/p>\n\n\n\n
Periodic assessment that measures progress in response to specific instruction.
Progress monitoring<\/p>\n\n\n\n
Progress monitoring
An assessment that measures knowledge attained and expected to know at a specific stage of their education.<\/p>\n\n\n\n
What are the four components of language?
1) phonology
2) syntax
3) semantics
4) pragmatics<\/p>\n\n\n\n
A specific sensory pathway is called?
A modality<\/p>\n\n\n\n
Modality
A specific sensory pathway.<\/p>\n\n\n\n
Angular gyrus
The area of the brain used for visual-verbal associations.<\/p>\n\n\n\n
The area of the brain used for visual-verbal associations
Angular gyrus<\/p>\n\n\n\n
Area of the brain used for step-by-step word analysis
Parietal-temporal region<\/p>\n\n\n\n
Parietal-temporal region of brain is used for
Step-by-step word analysis<\/p>\n\n\n\n
Metacognition
The conscious choice of evaluation of the strategies to accomplish a task (thinking about thinking).<\/p>\n\n\n\n
The conscious choice of evaluation of the strategies to accomplish a task (thinking about thinking)
Metacognition<\/p>\n\n\n\n
The left frontal inferior region of brain is used for
Articulation and slower word analysis<\/p>\n\n\n\n
The area of the brain used for articulation and slower word analysis
The left front inferior region<\/p>\n\n\n\n
The area of the brain used for skilled reading
The occipital temporal region<\/p>\n\n\n\n
The occipital temporal region of the brain is used for
Skilled reading<\/p>\n\n\n\n
The ability that connects sounds and letters is
Phonemic awareness<\/p>\n\n\n\n
What is phonemic awareness
The ability to connect sounds with their letters<\/p>\n\n\n\n
The RULES that determine how sounds are used in spoken language
Phonology<\/p>\n\n\n\n
Phonology is
The rules that determine how sounds are used in spoken language<\/p>\n\n\n\n
A variation of a speech sound (not a separate phoneme) is
Allophone<\/p>\n\n\n\n
An allophone is
A variation of a speech sound (not a separate phoneme)<\/p>\n\n\n\n
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme level is
Phonemic awareness<\/p>\n\n\n\n
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme level is
Phonemic awareness<\/p>\n\n\n\n
The understanding that spoken sounds are represented in print by written letters is
Alphabetic principle<\/p>\n\n\n\n
Alphabetic principle
The understanding that spoken sounds are represented in print by written letters is<\/p>\n\n\n\n
A letter or letter cluster that represent a single speech sound is
Grapheme<\/p>\n\n\n\n
A grapheme is
A letter or letter cluster that represents a single speech sound<\/p>\n\n\n\n
A cognate is
Phonemes with the same visual display and mouth position (i.e. \/ch\/ and \/j\/)<\/p>\n\n\n\n
Phonemes with the same visual display and mouth position (i.e. \/ch\/ and \/j\/) is
A cognate<\/p>\n\n\n\n
Who developed ‘Alpha Phonics’?
Sally Childs, Lucius Waites, Aylett Cox<\/p>\n\n\n\n
Who is known as “the father of dyslexia”?
Samuel Orton (neurologist)<\/p>\n\n\n\n
Samuel Orton’s assistant was
Anna Gillingham (psychologist)<\/p>\n\n\n\n
Recognizing word families is a
Linguistic reading approach<\/p>\n\n\n\n
What did the amendment to 504 in 1997 accomplish?
It provided an educational setting and placement for juvenile delinquents.<\/p>\n\n\n\n
Samuel Orton is known as
The father of dyslexia (he was a neurologist)<\/p>\n\n\n\n
Where do you find a ‘schwa’ sound in a word?
In the unaccented syllable<\/p>\n\n\n\n
What determines whether the doubling rule applies?
The accent<\/p>\n\n\n\n
Students under Section 504 would benefit from what services?
1) Education in the regular classroom
2) Regular ed with supplementary services
3) Special ed and related services<\/p>\n\n\n\n
A person having an impairment that limits one or more life functions is entitled to benefits under\u2026
Both 504 and IDEA<\/p>\n\n\n\n
According to the NRP what is the strongest indicator of a reading disability?
A deficit in phonology<\/p>\n\n\n\n
NICHD reports what percentage of students students with specific learning difficulties that are receiving special ed have a deficit in reading
70 – 80%<\/p>\n\n\n\n
The Woodcock-Johnson is which type of test?
Norm and academic achievement<\/p>\n\n\n\n
Grade equivalent scores are or are not considered a dependable representation of progress?
Not<\/p>\n\n\n\n
Who coined the term “word-blindness”
Adolph Kusmaul, a German physician<\/p>\n\n\n\n
The number of words a student can read correctly in a given period of time
Accuracy<\/p>\n\n\n\n
Who became the coordinator of the research for NICHD?
Reid Lyon<\/p>\n\n\n\n
NICHD stands for?
Eunice Kennedy Shriver National Institute of Child Health and Human Development<\/p>\n\n\n\n
Means to discover by demonstration
Heuristic<\/p>\n\n\n\n
The spelling of written language
Orthography<\/p>\n\n\n\n
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme levels.
Phonological awareness<\/p>\n\n\n\n
Study of how base words, roots, and affixes are formed into words.
Morphology<\/p>\n\n\n\n
Who wrote the first article published in medical literature on “word-blindness”
Dr. W. Pringle Morgan<\/p>\n\n\n\n
Rhyming
One of the first phonological awareness skills to develop<\/p>\n\n\n\n
Blending & segmenting at syllable level
Develops at 3-4 years<\/p>\n\n\n\n
Segmenting phonemes
Develops at 4-5 years<\/p>\n\n\n\n
Isolating beginning sound in words, segmenting phonemes in CVC words
Develops in kindergarten<\/p>\n\n\n\n
Segmenting words with consonant blends
Develops in first grade<\/p>\n\n\n\n
Receptive oral language
Listening<\/p>\n\n\n\n
Expressive oral language
Speaking<\/p>\n\n\n\n
Receptive written language
Reading<\/p>\n\n\n\n
Expressive written language
Writing<\/p>\n\n\n\n
_ letters representing _<\/em> phonemes 5 vowel letters, __ vowel sounds Long vowels Short vowels Fricatives Affricates Glides Liquids Alphabetic principle Six syllable types Semantics Pragmatics Phonology Morphology Syntax Teutonic Invasion Norman Conquest Renaissance The Great Vowel Shift Dyslexia Inferior frontal gyrus Parieto-temporal area Occipito-temporal region Angular gyrus Wernicke’s area Decode Encode Child pretends to read, can name letters of alphabet (6 mos-6 yrs) Child learns relation btwn letters and sounds, printed and spoken words; can read simple text (grades 1-2.5) Child reads simple stories with increasing fluency (grades 2.5-3) Reading is a tool for acquiring new knowledge (grades 4-8) Child reads critically from a broad range of complex materials (high school) Reading is used for one’s own needs and purposes and is rapid and efficient (college and beyond) Prephonetic Stage of spelling development Semiphonetic Stage of Spelling Development phonetic stage of spelling development Writing Stage 1 Writing Stage 3 Writing Stage 2 Writing Stage 4 Writing Stage 5 Writing Stage 6 Phonological processing Phonological memory Phonological awareness Naming speed Dysarthria Dyspraxia Apraxia Echolalia Dysphasia otitis media Alexia Alveolar Palatal Velar Glottal Major syllable division patterns Root Stem Base word Morpheme Free morpheme Inflectional endings Derivational endings Old English Middle English Word blindness Professor Berlin Congenital word blindness strephosymbolia Specific language disability Samuel T. Orton Simple View of Reading 85% 15-20% Norm-referenced tests Criterion-referenced tests What should be included in a dyslexia evaluation Orton-Gillingham approach Isabelle Liberman Keith Stanovich Maryanne Wolf and Patricia Bowers Reid Lyon Section 504 IDEA law Fernald Sibilant sounds Was first to advocate for multisensory instruction for “congenital word blindness” Anna Gillingham and Bessie Stillman Luke Waites Aylett Cox 1968 decoding Pre-Reading Stage Greek elements Current Research on the brain and developmental dyslexia Dyslexia and Social Development Grade equivalent scores Woodcock Johnson Psycho-Education Battery synthetic instruction analytic instruction linguistics % of students with specific learning disabilities receiving special education services that have a deficit in reading According to the National Reading Panel (2000) this represents the strongest indication of a reading disability Section 504 and IDEA Appropriate education under Section 504 may include ALTA Code of Ethics and IMSLEC Recommendations for private students Professional Communication ADHD ALTA ESL IDEA IEP IMSLEC MSL MSLE NICHD VAKT WRAT swing up, stop push up and over curve under, over, stop curve way up, loop left grapheme Closed syllable Open syllable Vowel- consonant e Vowel pair Vowel-r Final Stable Inflectional suffixes Derivational suffixes are Doubling rule Silent e situations norm-referenced test criterion referenced test curriculum-referenced test screening progress monitoring diagnostic measure outcome measure formal assessment informal assessment pseudowords formative data summative data DIBELS TPRI PALS qualitative research quantitative research experimental research quasi-experimental research metacognition Parieto-temporal region Broca’s region of the brain occipito-temporal region auditory visual modality kinesthetic multisensory tactile word blindness angular gyrus dyslexia metalinguistics aspiration suprasegmentals pragmatics affixes dyspraxia phonology, morphology, syntax dysarthria schwa semantics emergent literacy literacy socialization Reading and writing Oral language suprasegmentals Articulation dysathria Dyspraxia Morphology syntax Semantics pragmatics metalinguistics Alphabetic Principle characteristics of letters sound syllable correspondence Letter names reversals Letter identification letter writing Norm Referenced Test Criterion Referenced Tests curriculum based assessment Four Principles of the ALTA Code of Ethics accent Purpose of RTI progress monitoring in a multisensory reading program probes interventions DRA-2 Aimsweb and FAIR SPED evaluation may include IEP Spelling Complexity Reading Fluency as an aspect of the Reading Growth Continuum Spelling Prephonetic Spelling Semiphonetic spelling phonetic spelling phonology Teaching order of spelling “normalize” spelling morphological rules Multisensory spelling Dictation Irregular words Spelling with homophones Spelling lists in the regular curriculum: Grading in spelling Cacography Writing system Kindergarten writing 1st grade writing Letter formation Keyboarding vs. handwriting Importance of handwriting Kinesthetic memory Dysgraphia Specific agraphia Motor memory dysfunction Graphomotor production Motor feedback problems Cursive handwriting Instruction Order of instruction Dyslexia was originally thought to be Word Blindness and Word Deafness History of Dyslexia Dr. James Hinshelwood Dr. Samuel Orton Dr. Norman Geschwind and Dr. Albert Galaburda Dr. Marion Monroe Dr. Grace Fernald Dr. Samuel A. Kirk Dr. Doris Johnson and Dr. Helmer Myklebust SLD Dyslexia in the US DSM-5 3 types of poor readers dyslexia and IQ Dyslexia around the world Subtypes of Dyslexia % of school population that is dyslexic Procession of Phonological Awareness activities Two most important skills for reading Blending Segmentation Elkonin method Read Alouds ELLS Cueing systems Phase theory of reading Automaticity Phases of Spelling Development Strategy theory Informal Orthographic awareness assessments Morphology assessments Spelling errors and assessments Dual Route Theory Fluency assessment Decoding Analogy Phonics Analytic phonics Embedded Phonics through spelling Synthetic phonics Phonics instruction must be Decodable texts Syllable Type instruction Onset Rime High frequency words spelling flow list Standardized Phonological Awareness Assessments Informal Phonological Awareness Assessments RAN Standardized Measures of RAN Informal Measures of RAN Processing Speed Standardized Measures of Processing Speed Syptoms of Individuals with Poor Orthographic Awareness Memory Span Working memory Standardized measures of memory Informal Measures of Memory Preschool Phonological Awareness PreK Phonological Awareness Kindergarten Phonological Awareness 1st Grade Phonological Awareness 2nd Grade Phonological Awareness Symptoms of poor Phonological Awarness LaBerge and Samuels fluency 5 pillars of reading prosody Hyperlexics NAEP National Reading Panel Interventions linguistic complexities age and grade equivalent scores phrase work Repeated Reading Neurological Impress Method (Plus) Steps in NIM Great Leaps Written language depends on Writing problems Writing\/Reading Connection Sentences Sentence Combining coordinating conjunction correlative conjunction subordinating conjunction Types of paragraphs Steps of Writing Process Planning and Outlining Revise and Edit Final copy Orton-Gillingham approach Common Features of MSLE curriculum Direct, Explicit, Sequenced Systematic, Cumulative, Intensive diagnostic and prescriptive How students benefit from MSLE executive function disorder executive functions SKORE SQ3R SKORE procedures for mastering content subjects Semantic Mapping Concept Mapping anecdotal information Non-literal language study ELL Statistics promote biliteracy Differences in phonological awareness Early intervention with ELL’s Spanish phonology and orthology Syllable Pattern Difficulties for Spanish ELL’s Spanish morphology Spanish syntax differences Commonalities between Spanish and English MSLE in Spanish Adolescent ELL’s Which researcher does not agree with Alphabet Phonics? What do you look at first when trying to read an unfamiliar word? G makes the sound \/j\/ \u2026 What is strephosymbolia? What is the Rehab Act of 1973? What part of speech has -ly? What do intra-cognitive skills measure? What is dyscalculia? Homonyms, synonyms and antonyms are used to teach\u2026 If a parent wants to know how their child will progress in the dyslexia program, you respond\u2026 How do you spell \/equipt\/? What happens when you change the accent on a word? Name prefixes that both mean against\u2026 Why change in- to im- and con- to com-? Teacher reads a trade book and gives a test. What kind of test is it? What does the Conner’s Rating Scale determine? Students gain knowledge of a subject through an auditory, visual and kinesthetic experience. The teacher guides learning with systematic exposure and direct questioning. This is an example of \u2026 Name 4 diphthongs Name a word that silent e is not used What is the best way to teach short vowel sound to long vowel sound? What syllables are in the word turpentine? When a teacher observes an issue in the classroom, what type of assessment did she use? Why is “gymnasium” a greek word? Name a word that is not r-controlled Why do you double ‘n’ in the word beginning and not in opening ? What is receptive language? What is expressive language? A teacher teaches short vowel i, then makes sure the students understand before continuing with the next vowel. What type of teaching is this? What is ADD? What are the 5 components of reading as defined by the National Panel of Reading? What is a specific learning disability according to IDEA? Is skate regular or irregular for spelling? An education law that requires schools to provide special education and related services to students with disabilities who need them A civil rights law that prohibits discrimination on the basis of disability at schools that receive federal funding Dyscalculia What is the origin of ‘lexia’? Dysphasia Does syllable division provide synthetic, analytic or both types of instruction? What should you use to provide a student with fluency practice with long vowel sounds? Example of synthetic activity In the word ‘permit’, if the accent is changed, what happens to the word? Chalk Talk acuity echolalia Handedness, pattern, laterally and heredity are all What 3 areas of learning can support and improve ADHD? language processing difficulties are often misidentified as __<\/em><\/strong> What syllable contains the schwa sound? Alphabetic Principle Lindamood-Bell, CTOPP and PAT all test _<\/em><\/strong> asphasia Who is the most recent advocate of decoding? Orton was what kind of doctor? linguistics pragmatics of language the meaning of words and grammar used semantically, except within context (inferred meanings); taking turns speaking<\/p>\n\n\n\n –>idioms<\/p>\n\n\n\n Semantics syntax Analytic Phonics Synthetic Phonics double deficit Onset and Rime orthography encoding etymology norm-referenced tests C makes the \/s\/ sound \u2026 How many CEUs must a therapist have in a year? implicit Acute Otitis Media (AOM) phonological awareness phonology 5 areas to be assessed for dyslexia Name a word that is regular for reading and spelling reading, writing and spelling are all forms of _<\/strong> When asking a student to read nonsense words, you are evaluating their __<\/strong> skills Recognition of the visual symbol, symbol\/sound correspondence and blending sounds into words are all part of __<\/em><\/strong> Eu and chloro are __<\/strong> elements Grade equivalent score 3 core subtypes of executive function A linguistics-based beginning reading approach Research by NICHD indicates that of the students with specific learning disabilities receiving special education services— _<\/strong>% have a deficit in reading According to the National Reading Panel Report of 2000, a deficit in what represents the strongest indication of a reading disability? A person who has a history of having, or is regarded as having an impairment that significantly limits one or more of life’s major functions is entitled to benefits under __<\/strong> According to the IMSLEC & ALTA Codes of Ethics, as an MSL teacher\/therapist you should*** Which on the following is a feature in Chall’s pre-reading stage, ages 6 months to 6 years? Trigraphs Graphemes “g” usually has a (g) sound before which “ed” is pronounced (t)? the number of new letters presented weekly to a student depends on a student that learns better from a lecture rather than from a printed page is Structural Analysis Strephosymboliameans twisted symbols. The first term Orton used for dyslexia. phoneticsthe study of speech sounds in spoken language phonological awarenessthe ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels phonemic awarenessawareness of speech sounds or phonemes in spoken words phonicsinstruction that connects sounds and letters synthetic […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[],"tags":[],"class_list":["post-110244","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/110244","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=110244"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/110244\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=110244"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=110244"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=110244"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
26, 44<\/p>\n\n\n\n
15<\/p>\n\n\n\n
Tense Vowels. (Beet, bait, boat, boot, bite, boy, bout) (a, e, i, o, u, oy, ou, oo)<\/p>\n\n\n\n
Lax vowels – pat, pet, pit, pot, put, putt (a, e, i ,o, u, oo)<\/p>\n\n\n\n
produced by a constant flow of air through the vocal tract (f and v)<\/p>\n\n\n\n
ch\/j<\/p>\n\n\n\n
W, y<\/p>\n\n\n\n
l, r<\/p>\n\n\n\n
an understanding that letters and letter patterns represent the sounds of spoken language<\/p>\n\n\n\n
closed, open, VCe, C+le, R controlled, vowel pairs<\/p>\n\n\n\n
Language content\u2014 meaning of words and the relationship between and among words<\/p>\n\n\n\n
Language use\u2014 reasons, codes\/styles, conversation rules<\/p>\n\n\n\n
the study of speech sounds in language<\/p>\n\n\n\n
units of meaning involved in word formation<\/p>\n\n\n\n
the rules for combining words into grammatically sensible sentences in a given language<\/p>\n\n\n\n
Shifted the balance of power in Central Europe leading up to the Christianizing of Britain<\/p>\n\n\n\n
Began in 1066. Led by William the Conquerer. His military victory at the Battle of Hastings led to Norman control of England. This control would influence England more with continental Europe than Scandinavian culture. Would also lead to rivalry between England and France for the next millenium.<\/p>\n\n\n\n
“rebirth”; following the Middle Ages, a movement that centered on the revival of interest in the classical learning of Greece and Rome<\/p>\n\n\n\n
a phonetic shift in the way that long vowels were pronounced in English<\/p>\n\n\n\n
A specific learning disability that is neurological in origin. It is a deficit in the phonological component of language and is characterized by poor spelling and decoding abilities.<\/p>\n\n\n\n
Broca’s area \u2014 articulation and word analysis<\/p>\n\n\n\n
Brain part responsible for word analysis<\/p>\n\n\n\n
The vision center \u2014 word form<\/p>\n\n\n\n
transforms visual representations into an auditory code<\/p>\n\n\n\n
controls language reception – a brain area involved in language comprehension and expression; in the parieto-temporal lobe<\/p>\n\n\n\n
Determine pronunciation of a word by breaking it down into sounds<\/p>\n\n\n\n
To spell<\/p>\n\n\n\n
Jean Chall’s stages of reading development, Stage 0-pre-reading<\/p>\n\n\n\n
Jean Chall’s Stages of Reading Development, stage 1-initial reading and decoding<\/p>\n\n\n\n
Jean Chall’s Stages of Reading Development, stage 2-confirmation and fluency<\/p>\n\n\n\n
Jean Chall’s stage 3 – Reading for New Learning<\/p>\n\n\n\n
Jean Chall’s stage 4- Reading from Multiple Viewpoints<\/p>\n\n\n\n
Jean Chall’s stage 5- Construction and Reconstruction<\/p>\n\n\n\n
Not all sounds of the words are represented by letters (example: js for dress)<\/p>\n\n\n\n
Child strings together consonants to represent speech sounds (example: ntr for enter)<\/p>\n\n\n\n
Every sound is represented but lacking the complete knowledge of conventional orthography (example: sede for seed)<\/p>\n\n\n\n
Imitation (preschool-first grade)\u2014 pretending to write, can organize letters and shapes in a line<\/p>\n\n\n\n
Progressive Incorporation (late second to fourth grade)\u2014students gradually incorporate standards of mechanics; little advanced planning<\/p>\n\n\n\n
Graphic presentation (first and second grade)\u2014Students are adept at printing letters, preoccupied with appearance of letters, likely to make reversals, invented spellers<\/p>\n\n\n\n
Automatization (fourth-seventh grade)\u2014 students apply rules of mechanics automatically, sentences become more sophisticated, begin to assess their own writing<\/p>\n\n\n\n
Elaboration (seventh-ninth grade)\u2014writing to express a viewpoint, synthesizing, writing level exceeds their own speech<\/p>\n\n\n\n
Personalization-Diversification (ninth grade and beyond)\u2014use of different writing styles, creative, complex, sophisticated vocabulary<\/p>\n\n\n\n
Umbrella term for broad category of oral language processing abilities related to sounds in words and associated with the ability to read well<\/p>\n\n\n\n
ability to remember speech sounds briefly<\/p>\n\n\n\n
the ability to reflect on and manipulate the sound segments in words; phonemic awareness is one component<\/p>\n\n\n\n
The rate at which a child can recite “overlearned” stimuli such as letters and single-digit numbers.<\/p>\n\n\n\n
the inability to use speech that is distinct and connected because of a loss of muscle control after damage to the peripheral or central nervous system<\/p>\n\n\n\n
Sensorimotor disruption in which the motor signals to the muscles, such as those necessary for speech production, are not consistently or efficiently received (a person is born with dyspraxia)<\/p>\n\n\n\n
A disorder that prevents certain complex muscular movements, caused by damage to the brain<\/p>\n\n\n\n
The uncontrollable and immediate repetition of words spoken by another person<\/p>\n\n\n\n
Difficulty in learning both listening and speaking skills despite adequate hearing, intelligence, and opportunity<\/p>\n\n\n\n
inflammation of the middle ear that can lead to hearing loss<\/p>\n\n\n\n
the loss of the ability to read, usually the result of brain injury<\/p>\n\n\n\n
Articulation made with the ridge behind the teeth<\/p>\n\n\n\n
Articulation made with the roof of the mouth<\/p>\n\n\n\n
Articulation made at the back of the mouth<\/p>\n\n\n\n
Articulation made from the throat<\/p>\n\n\n\n
VCCV, VCV, VCCCV, VV<\/p>\n\n\n\n
A word part that carries meaning and provides the base for an affix<\/p>\n\n\n\n
A bound morpheme\/word part that must have an affix<\/p>\n\n\n\n
The simplest form of an English word<\/p>\n\n\n\n
The smallest meaningful linguistic unit<\/p>\n\n\n\n
Unbound word part, can stand alone as a word<\/p>\n\n\n\n
suffixes that express plurality or possession when added to a noun (e.g. girls, girl’s), tense when added to a verb (e.g. walked, walking), or comparison when added to an adjective (e.g. happier, happiest).<\/p>\n\n\n\n
Endings that change the meaning and part of speech of a word. Example: er, ism, its, ful, able, ation, ness, ment, ify, ly (teach, teacher)<\/p>\n\n\n\n
The Anglo-Saxon language spoken from approximately 450 to 1066 A.D. in what is now Great Britain.<\/p>\n\n\n\n
The language spoken in England roughly between 1066 and 1500 A.D.<\/p>\n\n\n\n
1877- Kussmaul used this early term for people who couldn’t read despite having normal vision; then Samuel T. Orton coined the term in the 1920s.<\/p>\n\n\n\n
A Stuttgart professor who first used the term dyslexia in 1887<\/p>\n\n\n\n
Dr. W. Pringle Morgan and Dr. James Hinshelwood used this term to describe an inability to learn to read despite no injury or illness \u2014 1896<\/p>\n\n\n\n
term meaning “twisted symbols” coined by Dr. Samuel T. Orton to describe specific dyslexia<\/p>\n\n\n\n
Anna Gillingham used this term in 1955 and June Orton used it in 1962<\/p>\n\n\n\n
Father of Dyslexia, used the term strephosymbolia, determined that dyslexia was not a visual problem but a language problem<\/p>\n\n\n\n
Philip Gough’s idea that reading is comprised of two components: decoding and listening comprehension<\/p>\n\n\n\n
The percentage of LD students who have a primary learning disability in reading and language processing<\/p>\n\n\n\n
Percentage of people who have symptoms of dyslexia<\/p>\n\n\n\n
standardized tests that compare an individual child’s score to the average score of others her age (Woodcock-Johnson)<\/p>\n\n\n\n
Tests where the student’s performance is compared to a standard or criterion. The student’s score is not based on how he\/she compared with other students, but rather on how the student did as measured by the criteria or standards. (Dibels, TPRI, STAAR, SAT)<\/p>\n\n\n\n
Background\/family information, intelligence, reading words in isolation\/decoding, phonological awareness, letter knowledge, rapid naming, fluency\/rate and accuracy, reading and listening comprehension, spelling<\/p>\n\n\n\n
The structured, sequential, multisensory techniques established by Dr. Orton and Ms. Gillingham and colleagues in the 1930s<\/p>\n\n\n\n
Presented evidence that most cases of reading disability result from deficits in phonological processing and weaknesses with the language system in the brain.<\/p>\n\n\n\n
His research in the field of reading was fundamental to the emergence of today’s scientific consensus about what reading is, how it works and what it does for the mind. The Matthew Effect<\/p>\n\n\n\n
Coined the term “double deficit” to describe students who had difficulty with both phonological processing and rapid naming (1986)<\/p>\n\n\n\n
Neuropsychologist in charge of NIH reading research. Confirmed importance of phonological awareness. He’s at Southern Methodist U in Dallas.<\/p>\n\n\n\n
Falls under the Rehabilitation Act of 1973 and prohibits discrimination and ensures FAPE<\/p>\n\n\n\n
Individuals with Disabilities Education Act, a federal Sped law that ensures FAPE in the least restrictive environment<\/p>\n\n\n\n
Developed a kinesthetic system for teaching the deaf; Orton was influenced by her work<\/p>\n\n\n\n
Subset of fricative sounds, using hissing sounds (s) (ks) (z) (ch) (sh) (zh)<\/p>\n\n\n\n
James Hinshelwood<\/p>\n\n\n\n
Developed a phonics approach following Orrin’s theories using V-A-K instruction<\/p>\n\n\n\n
A pioneer in the treatment of dyslexia<\/p>\n\n\n\n
Developed Alphabetic Phonics curriculum with Dr. Waites and the staff at Scottish Rite. She built off of Gillingham, adding key words and discovery learning.<\/p>\n\n\n\n
World Federation of Neurology approves dyslexia definition<\/p>\n\n\n\n
recognition of the visual symbol, symbol\/sound correspondence, and blending sounds into a word are all part of-<\/p>\n\n\n\n
language appreciation, awareness of printed words, mastery of alphabet and simple words<\/p>\n\n\n\n
eu, chloro<\/p>\n\n\n\n
A “glitch” may have taken place during fetal development<\/p>\n\n\n\n
May see: a lack of good judgement, the inability to stick with a game, erratic emotional behavior<\/p>\n\n\n\n
Not a dependable representation of progress<\/p>\n\n\n\n
a cognitive\/ norm referenced test<\/p>\n\n\n\n
Teaching phonics by taking sounds and blending them together into words.<\/p>\n\n\n\n
Teaching phonics by taking words and breaking them into parts. Whole to part approach.<\/p>\n\n\n\n
Study of production, properties, structure, meaning and or use of language.<\/p>\n\n\n\n
70-80%<\/p>\n\n\n\n
a deficit in phonology<\/p>\n\n\n\n
A person who has, has a history of having, or is regarded as having an impairment that significantly limits one or more of life’s major functions receives benefits under<\/p>\n\n\n\n
regular classroom, regular classroom with accommodations, or special education and related services<\/p>\n\n\n\n
provide reasonable expectations of student outcomes to parents and students<\/p>\n\n\n\n
give parents documentation of the services received from you and discuss gradual transition into the classroom<\/p>\n\n\n\n
Personal pronouns are unprofessional<\/p>\n\n\n\n
Attention Deficit Hyperactivity Disorder<\/p>\n\n\n\n
Academic Language Therapy Association<\/p>\n\n\n\n
English as a Second Language<\/p>\n\n\n\n
Individuals with Disabilities Education Act<\/p>\n\n\n\n
Individualized Education Plan<\/p>\n\n\n\n
International Multi-sensory Structured Education Council<\/p>\n\n\n\n
Multisensory Structured Language<\/p>\n\n\n\n
Multisensory Structured Language Education<\/p>\n\n\n\n
National Institute of Child Health and Human Development<\/p>\n\n\n\n
Visual-Auditory-Kinesthetic\/Tactile<\/p>\n\n\n\n
Wide Range Achievement Test<\/p>\n\n\n\n
i,t,p,u,w,j,r,s<\/p>\n\n\n\n
m,n,v,x,y,z<\/p>\n\n\n\n
a, ca, d,g,o,q<\/p>\n\n\n\n
b,f,h,k,l,e<\/p>\n\n\n\n
single letters or groups of letter groups that represent specific phonemes or speech sounds<\/p>\n\n\n\n
napkin, button<\/p>\n\n\n\n
lilac, tulip<\/p>\n\n\n\n
shake, shine<\/p>\n\n\n\n
bread, nail<\/p>\n\n\n\n
doctor, dollar<\/p>\n\n\n\n
cable, sandle,stle<\/p>\n\n\n\n
when added to a base word change the number, tense, voice, mood, or comparison.
-s, -er (more than), -ed, -est -ing<\/p>\n\n\n\n
added to a base word or root and change the part of speech or the function of the base word.
-less, -ful, -ness, – cian<\/p>\n\n\n\n
one vowel, one consonant, one accent, and a vowel suffix is being added<\/p>\n\n\n\n
to make a vowel long, to make a c or g soft, part of consonant le, added when the word ends in a final v<\/p>\n\n\n\n
assessment that measures performance in relation to a norm cohort or group<\/p>\n\n\n\n
assessment that measures knowledge attained and knowledge yet to be acquired in a domain<\/p>\n\n\n\n
assessment that measures knowledge that has been taught<\/p>\n\n\n\n
brief assessment that identifies students who may need additional or alternate forms of instruction<\/p>\n\n\n\n
periodic assessment that measures progress in response to specific intstruction<\/p>\n\n\n\n
assessment that provides a detailed analysis of a student’s strengths and weakenesses<\/p>\n\n\n\n
assessment that classifies a student in terms of achievement or improvement of grade-level performance<\/p>\n\n\n\n
standardized assessment that must be administered and scored according to prescribed procedures<\/p>\n\n\n\n
assessments that are not standardized<\/p>\n\n\n\n
nonsense words that are phonetically regular<\/p>\n\n\n\n
data collected that provides information about knowledge to be applied to short-term goals<\/p>\n\n\n\n
data collected that provides information about knowledge to be applied for long-term comprehensive goals<\/p>\n\n\n\n
Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills<\/p>\n\n\n\n
Texas Primary Reading Inventory, starts in K and includes inventories through 3rd grade. focuses on age appropriate skills.<\/p>\n\n\n\n
Phonological Awareness Literacy Screening, for PK-3rd, allows teachers to find weaknesses<\/p>\n\n\n\n
research that collects data through various kinds of observations<\/p>\n\n\n\n
research in which results are based on a large sample that is representative of the population<\/p>\n\n\n\n
research in which the subjects are randomly assigned to experimental and control groups<\/p>\n\n\n\n
Research that determines cause and effect, conducted without randomized assignment of subjects to experimental and control groups<\/p>\n\n\n\n
deliberate rearrangement of information; strategies used to accomplish and process feedback for learning<\/p>\n\n\n\n
area of the brain for language development (word analysis)<\/p>\n\n\n\n
area of the brain for speech production (articulation and word analysis)<\/p>\n\n\n\n
interractive neural area of the brain where phonological, orthographic and semantic are integrated and synthesized (word form)<\/p>\n\n\n\n
related to hearing<\/p>\n\n\n\n
related to seeing<\/p>\n\n\n\n
a specific sensory pathway<\/p>\n\n\n\n
related to muscle movement and memory<\/p>\n\n\n\n
pertaining to the simultaneous use of multiple senses<\/p>\n\n\n\n
related to touch (kinsesthetic)<\/p>\n\n\n\n
early term for dyslexia<\/p>\n\n\n\n
area of the brain for visual-verbal associations (Significance is in transferring visual information to Wernicke’s area; visually perceived words, spatial cognition, number processing, memory retrieval and attention.<\/p>\n\n\n\n
a specific language-based disorder characterized by difficulty with single word reading; neurobiological in origin and affects encoding and decoding<\/p>\n\n\n\n
awareness of language as an entity<\/p>\n\n\n\n
puff of air<\/p>\n\n\n\n
the melody of speech- stress, pitch, loudness, and so forth (prosody)<\/p>\n\n\n\n
use of language (studies how context contributes to meaning)<\/p>\n\n\n\n
prefixes and suffixes<\/p>\n\n\n\n
speech problems caused by sensorimotor disruption<\/p>\n\n\n\n
domains of language<\/p>\n\n\n\n
speech problems caused by musculature weakness<\/p>\n\n\n\n
the sound \/u\/<\/p>\n\n\n\n
content of language<\/p>\n\n\n\n
child’s ideas about print, how it works, and what it can do<\/p>\n\n\n\n
what happens when books are read to kids, they begin to understand how books are used and how they are designed<\/p>\n\n\n\n
not natural, permanent, meaning markers provided by author through language as typography, and punctuation. not personal, counts on lexicon of reader for intonation, stress, pause, and juncture<\/p>\n\n\n\n
Language that is spoken and heard rather than written and read, natural and easier but not permanent, physical meaning markers, personal<\/p>\n\n\n\n
intonation, stress<\/p>\n\n\n\n
rapid alternating movements of the jaw, tongue, lips, teeth, and soft palate<\/p>\n\n\n\n
disorder which includes weakness of musculature necessary for making the movements to produce sound<\/p>\n\n\n\n
the disorder in which the signals to the muscles necessary for speech are not consistently or efficiently received<\/p>\n\n\n\n
Combining morphemes and free morphemes to make meaningful language., rules are important for spelling<\/p>\n\n\n\n
The arrangement of words and phrases to create well-formed sentences in a language.<\/p>\n\n\n\n
Meaning of words and sentences<\/p>\n\n\n\n
the appropriate use of language in different contexts<\/p>\n\n\n\n
The ability to think about, analyze, and reflect on language as an object.<\/p>\n\n\n\n
Ability to connect letters with sounds, and to create words based on these associations.<\/p>\n\n\n\n
name, shape, feel, sound, name is the only stable characteristic<\/p>\n\n\n\n
writing each syllable with a letter or group of letters<\/p>\n\n\n\n
letter reading, important because not all letters have stable sounds, leads to comprehension
dyslexic students needs significantly more practice<\/p>\n\n\n\n
can be caused by gaps in letter naming or by increased cognitive load<\/p>\n\n\n\n
starts with distinguishing letters and non letters, then uppercase, lowercase is last<\/p>\n\n\n\n
connects the name to the shape<\/p>\n\n\n\n
A student is referred for a complete evaluation. What formal standardized evaluation would be used?<\/p>\n\n\n\n
Assessment instrument that assess if student reached the point mastery.<\/p>\n\n\n\n
test items are unique to curriculum, key component of RTI as they allow teachers to break down mastery of skills<\/p>\n\n\n\n
Principles: Maintain the highest standards of integrity, clinical competence, and professional communication with: 1)students, 2)parents\/legal guardians, 3)administrators\/ allied professionals, and 4)maintain highest standards of commitment to the profession and ALTA.<\/p>\n\n\n\n
putting stress on a word or word part or on a phrase by opening one’s mouth wider, making the sound louder, longer and the voicer goes higher<\/p>\n\n\n\n
to separate those with SLD with those who are victims of poor instruction<\/p>\n\n\n\n
for all students regardless of tier, track progress in phoneme segmentation, letter identification, grapho-phonemic knowledge, word recognition, fluency, spelling, oral vocabulary, comprehension, and composition<\/p>\n\n\n\n
used for progress monitoring and can guide instruction<\/p>\n\n\n\n
must be research based, early intervention is important<\/p>\n\n\n\n
informal reading inventory, measures accuracy, fluency, and comprehension. word analysis component measures phonological awareness and phonics.<\/p>\n\n\n\n
online progress monitoring programs<\/p>\n\n\n\n
family, health, developmental, and educational history;
formal test of cognitive abilities (WJ IV);
diagnostic of reading, spelling, and writing skills GORT;
and language development CTOPP-2;
social emotional status and Attention BASC-II<\/p>\n\n\n\n
bases on assessment results<\/p>\n\n\n\n
caused by multiple spellings of the same sound<\/p>\n\n\n\n
Wolf and Katzir-Cohen, fluency is a Developmental linguistic process that begins before learning to read and extends well past the read to learn phase, fluency can begin with letter names, sounds, etc. fluency should continue in later grades.<\/p>\n\n\n\n
requires syntactic, phonological, morphological, semantic, and orthographic knowledge<\/p>\n\n\n\n
made up of pictures and letter like figures<\/p>\n\n\n\n
involves connecting speech to print at a syllable level<\/p>\n\n\n\n
every sound represented in spelling, but not conventional spellings<\/p>\n\n\n\n
the system of rules that determines how sounds are used in language, teachers should know in order to correct students and diagnose problems<\/p>\n\n\n\n
teach the most common patterns first, trying to teach them all at once is confusing for poor spellers, frequency of use and situational rules should guide instruction<\/p>\n\n\n\n
attempts have been made, but were unsuccessful<\/p>\n\n\n\n
can help spelling<\/p>\n\n\n\n
must be taught in order to go beyond phonological spelling, should not be memorized, teachers should guide learning, should be taught through auditory\/ visual\/ kinesthetic discovery<\/p>\n\n\n\n
Can dictate sounds, words, or sentences for daily practice<\/p>\n\n\n\n
don’t match pronunciations or are infrequent spellings, tracing and copying can help students learn these words.<\/p>\n\n\n\n
should not be taught in pairs. The most common spelling or most frequently used should be taught first. After the spelling and usage of the first one is mastered, the second can be introduced.<\/p>\n\n\n\n
Built:
Monday: introduce pattern and pattern words
Tuesday: Add content area words and sort according to regular spelling, spelling rule, or irregular
Wednesday-Thursday: Work with all words especially irregular spellings
Friday: Assess<\/p>\n\n\n\n
Grade using a rubric in order to give credit to what is correct<\/p>\n\n\n\n
bad handwriting and spelling and can cause numerous problems in life<\/p>\n\n\n\n
handwriting, spelling, composition<\/p>\n\n\n\n
first and last name, the names of friends<\/p>\n\n\n\n
reading 1st drafts and a variety of composition<\/p>\n\n\n\n
needs to be taught directly and explicitly, inability to form a letter cause more handwriting than fine motor skills do<\/p>\n\n\n\n
computers are not as readily available as pencil and paper and don’t provide kinesthetic reinforcement<\/p>\n\n\n\n
legible and automatic handwriting increases the quality and quantity of compositions, beginning readers reinforce letter shape through handwriting, instruction allows students to complete assignments faster. spelling improves because students spend less brain power concerned with letter formation. Errors are easier to find<\/p>\n\n\n\n
earliest, strongest, and most reliable form of memory<\/p>\n\n\n\n
unusual difficulty with spelling and\/or handwriting that may or may not occur with dyslexia<\/p>\n\n\n\n
when students know how to spell words, but letter shapes, sequences, and motor patterns are impaired<\/p>\n\n\n\n
when students have trouble integrating motor input and output. They have trouble remembering the muscle movements needed to form letters<\/p>\n\n\n\n
the muscles of the finger are weak and the students use the muscles of the wrist and forearm<\/p>\n\n\n\n
when the writer is not receiving information form the hand so may not know the position of the pencil<\/p>\n\n\n\n
usually taught after manuscript, but may be easier for some<\/p>\n\n\n\n
posture, grip, placement for successful handwriting<\/p>\n\n\n\n
ease of production, common strokes, and similarity of those already taught before deciding letter sequence<\/p>\n\n\n\n
a type of aphasia<\/p>\n\n\n\n
first seen in adults who had undergone some sort of trauma that caused them to lose the ability to read. it became known that this word blindness could also be congenital. Patients were able to communicate their thoughts but had difficulty reading or hearing words.<\/p>\n\n\n\n
first identified in the brain in autopsies done in the 19th century<\/p>\n\n\n\n
an ophthalmologist who believed that word blindness was a problem with visual memory system of the brain. He believed that word blind students show be taught using multisensory techniques.<\/p>\n\n\n\n
a psychologist and neuropathologist who believed that dyslexia was caused by a difference in the brain as opposed to damage in the brain. he believed that dyslexic students did not use the left hemisphere of their brain in the same way that readers did. He established a method of teaching these students, along with Gillingham, that was phonetic and multisensory. It is still the basis for many reading systems<\/p>\n\n\n\n
Began the research for anatomical causes of dyslexia and found that dyslexic people tend to use both hemispheres of the brain in reading tasks, but other readers use primarily the left hemisphere.<\/p>\n\n\n\n
developed a synthetic phonics program. She aslo determined that it was important to identify a child’s oral reading errors before choosing an intervention and that all children needed appropriate reading materials and not just grade level materials<\/p>\n\n\n\n
Developed the Fernald method which deemphasized phonics and instead emphasized the whole word learning ; word is written by the teacher and then traced by the student as many times as necessary until the student can write their own.<\/p>\n\n\n\n
He believed that children should be diagnosed to receive intervention and remediation not to label or categorize them. Developed the Illinois Test of Psycho-linguistic Abilities<\/p>\n\n\n\n
Described two types of dyslexia: visual and auditory. Thsoe with visual dyslexia make progress with Orton’s method, but those with auditory dyslexia make progress with Fernald’s method. They believed that clinical teaching was important.<\/p>\n\n\n\n
Specific Learning Disability; a broad category of disorders that includes dyslexia<\/p>\n\n\n\n
Many states do not use the word dyslexia, but Texas is one of 12 that has a specific set of laws that deal with educating Dyslexic students<\/p>\n\n\n\n
It was proposed that “reading disability” be changed to “dyslexia” which would allow a focus on fluency and accuracy instead of comprehension and would eliminate the need for grade discrepancy for diagnosis.<\/p>\n\n\n\n
Dyslexic: good listening comprehension, poor word reading
Poor Comprehenders: poor listening comprehension, good word reading
Mixed disability: poor LC and WR<\/p>\n\n\n\n
Reading ability does not predict intelligence level of dyslexic students<\/p>\n\n\n\n
definitions contain many of the same elements<\/p>\n\n\n\n
degrees of dyslexia may be explained by subtypes: phonological dyslexia and surface dyslexia are two possible subtypes<\/p>\n\n\n\n
5-8% and divided equally between boys and girls<\/p>\n\n\n\n
simple activities such as rhyming to more advanced activities such as blending, segmenting, and manipulating sounds<\/p>\n\n\n\n
Blending and segmenting<\/p>\n\n\n\n
begins with compound words, syllables, onset rime, and then phonemes<\/p>\n\n\n\n
important for spelling; you can use manipulatives<\/p>\n\n\n\n
uses boxes that are drawn on paper to represent sounds in words. You can start with simple manipulatives to represent sounds and then use letter tiles to assist in spelling<\/p>\n\n\n\n
help oral language sills and develop background knowledge<\/p>\n\n\n\n
start with letters and sounds similar to those in their first language. The more they know about their first language the better they will do in English<\/p>\n\n\n\n
blending sounds, pronouncing and blending patterns, retrieving sight words from memory, making analogies to other words, and using context clues to predict the word<\/p>\n\n\n\n
pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases..Ehri<\/p>\n\n\n\n
recognizing the pronunciations and meanings of words instantly<\/p>\n\n\n\n
prephonetic\/prephonemic stage; semiphonetic\/partial alphabetic; phonetic\/full alphabetic; traditional<\/p>\n\n\n\n
children use a variety of spelling strategies, instruction should be geared toward the child’s level<\/p>\n\n\n\n
write their name, write the alphabet, identify upper or lower case similar letters, circle a word in a sentence, identify correct spelling or correct homophone, find the embedded word, and read or spell irregular words<\/p>\n\n\n\n
usually given by SLP, but there are informal ways to assess such as dividing compound words into parts, adding affixes and describing new words, finding similarities in words with the same base word, and using pictures to illustrate words<\/p>\n\n\n\n
can be assessed on tests, but should be assessed over more than one test; spelling tests are ineffective for dyslexic students<\/p>\n\n\n\n
There are two processes for reading words: lexical path for real words and irregular words and a nonlexical path which involves turning graphemes into phonemes, provides support for more than one type of dyslexia<\/p>\n\n\n\n
should include accuracy, rate, and prosody. Those above and below may be at risk. Those above may lack comprehension. Use probes to determine rate and accuracy and a rubric to score prosody.<\/p>\n\n\n\n
the ability to use the relationships between sounds and spellings to acquire a collection of words that can be recognized by sight. It includes phonics, word analysis, and sight words.<\/p>\n\n\n\n
word families<\/p>\n\n\n\n
whole to part approach, starts with whole word and is broken down<\/p>\n\n\n\n
within reading instruction, implicit<\/p>\n\n\n\n
segment words into phonemes and then choose letters to represent<\/p>\n\n\n\n
part to whole approach, relationships between sounds and letters. This is the best early instruction for dyslexic students.<\/p>\n\n\n\n
systematic which includes teaching relationships between letters and sounds, preplanned sequence, and practice in text as well as in isolation<\/p>\n\n\n\n
should be utilized to practice reading phonics patterns, this should not be the only component of the reading program. Students should be exposed to high quality literature.<\/p>\n\n\n\n
helps student to better determine the sound of the vowel in the word. Knowing the generalizations about the types of spellings will help students read and spell words.<\/p>\n\n\n\n
the first part of the syllable which contains consonants, not all words have one<\/p>\n\n\n\n
begins with the vowel<\/p>\n\n\n\n
the most common words in the English language<\/p>\n\n\n\n
a small number of words is chosen from a list or from the child’s writing. The teacher tests every day. After the child spells the word right 3 days in a row a new word is added and the other is put in a word bank. A week later the teacher checks the words in the word bank. Any spelled incorrectly are added back to the list. The list should be appropriate fro their ability level.<\/p>\n\n\n\n
CTOPP, KTEA-II, Lindamood Auditory Conceptualization Test, 3rd Ed., Phonemic Awareness Skills Screening, PALS, Pre-Reading Inventory of Phonological Awareness, Test of Phonological Awareness, Test of Phonological Awareness Skills, WJ-III<\/p>\n\n\n\n
Word Discrimination, Rhyme Recognition, Rhyme Production, Syllable Blending, Syllable Segmentation, Syllable Deletion, Phoneme Recognition, Phoneme Blending, Phoneme Segmentation, Phoneme Deletion<\/p>\n\n\n\n
Rapid Automatized Naming, with phonological awareness represents the two core deficits in double-deficit theory of dyslexia, researchers are unsure about the underlying processes, these deficits extend into adolescence and adulthood<\/p>\n\n\n\n
CTOPP; Dyslexia Early Screening Test, Kaufman Test of Educational Achievement, Process Assessment of the Learner: Test Battery for Reading and Writing; Rapid Automatized Naming and Rapid Alternating Stimulus Tests; WJ-III<\/p>\n\n\n\n
Color Naming, Object Naming, Letter Naming<\/p>\n\n\n\n
common characteristic of individuals with different disabilities including dyslexia and ADHD, 80% of infants that later develop dyslexia show a delayed brain response to speech sounds<\/p>\n\n\n\n
Differential Ability Scales, WISC, WJ-III<\/p>\n\n\n\n
difficulty learning how to form symbols
confusion of symbols that are similar
trouble with near and far point copying tasks
tendency to reverse or transpose letters or numbers
trouble remembering how words look
trouble reading exception or irregular words
trouble with accurate and rapid word recognition
tendency to use different spellings for the same word
tendency to omit word endings
over-reliance on the phonological rather than the visual
trouble learning and retaining basic math facts
difficulty counting in a sequence
difficulty with multistep math problems<\/p>\n\n\n\n
the ability to remember information in the order it was given<\/p>\n\n\n\n
manipulating or transforming information given in some way<\/p>\n\n\n\n
Differential Ability Scales
Stanford Binet
Test of Memory and Learning
WISC, WAIS
Wide Range Assessment of Memory and Learning
WJ-IV
Working Memory Test Battery for Children<\/p>\n\n\n\n
Span Tasks; Working Memory Tasks<\/p>\n\n\n\n
produces spontaneous rhyme without knowing they rhyme<\/p>\n\n\n\n
identify the number of syllables
blend syllables
delete a syllable
recognize rhyme<\/p>\n\n\n\n
produce rhyme
identify initial sounds
blend two phonemes<\/p>\n\n\n\n
identify words that rhyme and those that don’t
group words by rhyming characteristics
break apart and identify all of the sounds in words with 4 to 5 phonemes
put together 4 to 5 phonemes to produce a word<\/p>\n\n\n\n
all phonemic awareness and manipulation tasks<\/p>\n\n\n\n
articulation errors
mispronunciations of multisyllabic words
trouble remembering sound-symbol relationships
overreliance on whole-word and context clues when reading
trouble pronouncing and spelling phonically regular nonsense words
difficulty sequencing sounds in words when spelling
confusions between similar-sounding sounds
tendency to rely on the visual appearance of words when spelling rather than on the phoneme-grapheme relationships<\/p>\n\n\n\n
1974- proposed that slow, labored, word by word reading is symptomatic of reader’s lack of word automaticity. Students needed to practice beyond accuracy and become automatic.<\/p>\n\n\n\n
comes from SLP, the flow of sounds, syllables, words, or phrases; the bridge between low level learning to read to higher level reading to learn; characterized by phrasing, natural flow of speech, with intonation, stress, and pauses related to the author’s syntax, meaningful expressiveness; not faster, but to be able to recall more of the text<\/p>\n\n\n\n
phonemic awareness, decoding, vocabulary, comprehension, fluency<\/p>\n\n\n\n
expressiveness, some debate over whether it helps comprehension or is a result of comprehension<\/p>\n\n\n\n
read at a very young age with great accuracy and flow, but without comprehension<\/p>\n\n\n\n
found that many 4th grade students across the country had not developed fluent reading on easy, grade level material, 10 years later 40% of 4th graders continued to show a lack of fluent reading<\/p>\n\n\n\n
named fluency as one of the top 5 facets of reading, bringing it to the forefront<\/p>\n\n\n\n
Students with learning disabilities who receive interventions after 3rd grade may catch up with accuracy, But fluency continues to remain behind that of their peers.. Early intervention can allow them to lesson the gap that usually grows.<\/p>\n\n\n\n
begin to pop in 4th grade, cause all students to fumble and learning disabled students to fall ex. transition words, mulisyllabic words, idioms, complex sentences, discourse signals, within sentence signal words. these are rarely taught explicitly.<\/p>\n\n\n\n
are not dependable representations of progress; indicate grade level at which other readers reading the same material achieve<\/p>\n\n\n\n
allows those who are accurate but robotic to practice reading with a flow<\/p>\n\n\n\n
The act of reading a passage over and over to gain fluency and speed.<\/p>\n\n\n\n
originally developed by Heckleman and two studies showed improvement in fluency and comprehension scores. 10 minutes a day, 4 days a week with instructional level text for 5 or more weeks. A variation on choral reading<\/p>\n\n\n\n
Sit next to and slightly behind student and read into the ear (side of handedness)
slide finger along text as you read with student finger resting on your finger
read text together with teacher setting pace and modeling expression
gradually release to student by lowering volume and letting the student’s pace take over
gradually have student take over tracking
After have student retell text<\/p>\n\n\n\n
reading program that consists of 1 minute timing that make us of phonics, sight words, and reading short stories. Daily 5-10 minute interventions that can be done by anyone. Elementary to high school level and has shown growth in overall reading.<\/p>\n\n\n\n
graphomotor skills, cognitive and linguistic abilities, and awareness of text and social conventions; a high level of abstraction, elaboration, and reflection<\/p>\n\n\n\n
remain a persistent learning disability personally, vocationally, and academically for many adults who are not taught specific strategies<\/p>\n\n\n\n
evidence demonstrates that explicitly writing instruction can help student’s reading skills<\/p>\n\n\n\n
activities at this level are important to developing reading and writing skills. Most activities can be performed orally and in writing. Ex. Sentence and Fragment, Scrambled Sentences, Types of Sentences, Conjunctions, Sentence Combining, Sentence Expansion, grammar and usage, and topic sentences<\/p>\n\n\n\n
an effective way to teach grammar according to studies<\/p>\n\n\n\n
joins to or more independent clauses (FANBOYS)<\/p>\n\n\n\n
a pair of words that joins independent clauses (either,or)<\/p>\n\n\n\n
introduces an adverb clause and signals the relationship between the clause and the main idea<\/p>\n\n\n\n
narrative (sequence of events usually personal or class experience)
expository (define, discuss, criticize, list, compare, contrast, explain, justify, and summarize)+ most common type of writing
persuasive writing (point of view with an audience)
descriptive (5 senses to transmit experiences)
compare and contrast (how things are alike and different)<\/p>\n\n\n\n
planning and outlining
drafting
revising and editing
writing a final copy<\/p>\n\n\n\n
needs more instructional time than is generally given. stage when students are distinguishing relevant and irrelevant information and determining main ideas and supporting details, can use an outline in this stage<\/p>\n\n\n\n
Add words
Delete words
Substitute words, phrases, or clauses
Rearrange words, phrases, clauses, and sentences
Proofread for errors<\/p>\n\n\n\n
be selective as to how many activities are developed to this stage. If they are completed, they should be displayed or published<\/p>\n\n\n\n
begin in the 1930’s when Anna Gillingham and Bessie Stillman developed techniques for remediation based upon Orton’s research. they developed a system that incorporated letter sounds, syllables, words, sentences, and writing in direct, explicit, sequenced, systematic, cumulative, and intensive instruction. Uses VAK methods<\/p>\n\n\n\n
alphabet sequence and letter recognition and naming
phonemic awareness activities
reviewing sound\/symbol associations previously learned using decks
spelling previously learned sounds
introducing new sounds and concepts in reading and spelling
reading phonetically regular words in lists and sentences
vocabulary study
reading connected text
spelling and writing words and sentences from dictation
handwriting practice
comprehension and listening strategies
oral language practice with written composition<\/p>\n\n\n\n
say or define what students are going to learn and why, stating concepts clearly and leaving no room for confusion or doubt, teaching concepts in a logical order from the most simple to the most complex then taking each concept from reading to spelling and then into comprehension and writing<\/p>\n\n\n\n
lessons adhere to a fixed plan or method and are easily depended on by the student, each new piece is added over time and reinforced by practice and review, occurs daily for an extended period of time and focuses on specific components of reading proficiency<\/p>\n\n\n\n
teachers observe and not difficulties during instruction and make changed based on these observations<\/p>\n\n\n\n
provides structure, promotes participation\/repetition, uses visual reminders, integrates all systems<\/p>\n\n\n\n
impaired performance coming from presumed frontal lobe deficits. Have been identified in students with ADHD\/ADD as well as those who are learning disabled.<\/p>\n\n\n\n
begin to develop as early as 9 months, accelerate in adolescence and continue throughout adulthood. Many definitions as to what they involve from metacognitive skills to a group of interconnected cognitive skills. Includes time management, organization, structure, prioritizing, self monitoring, changing strategies<\/p>\n\n\n\n
skills for organizing and reading efficiently system designed to help students achieve the goals of self-awareness, self management, and self advocacy. Good for middle-high school students who have executive dysfunction.<\/p>\n\n\n\n
survey, question, read, recite, review. Ineffective for dyslexic students<\/p>\n\n\n\n
Preparing the text (Survey and Scan Set up a mind map, prepare cue cards), Selecting and Organizing Information (abstracting the text, taking notes on the mind map, consult with instructor, color coding and creating graphics, creating mnemonics, working with the mind map), Summarizing, Writing Pieces, Outlining, and Note taking (summarizing, writing pieces, outlining, note taking)<\/p>\n\n\n\n
mapping vocabulary by identifying synonyms and antonyms or multiple meanings<\/p>\n\n\n\n
making or using related features<\/p>\n\n\n\n
information gathered, related to observation of behavior or characteristics<\/p>\n\n\n\n
idioms, metaphors, proverbs, puns, and jargon
needs to be explicitly taught<\/p>\n\n\n\n
10.9 million school aged children who speak a language other than English in the home, with 80% of those being Spanish speakers<\/p>\n\n\n\n
the similarities between Spanish and English and highlighting those in instruction<\/p>\n\n\n\n
Studies have shown that all children develop in a similar way regardless of language. In Spanish phonemic awareness tends to be a better indicator of literacy than rhyming or syllable identification<\/p>\n\n\n\n
the earlier the intervention the less likely they will be to drop out in high school<\/p>\n\n\n\n
23 phonemes, 5 vowel sounds and 18 consonant sounds; similar syllable patterns to English with exceptions, some orthographic spellings of similar sounds differ ( (h) spelled h or j)<\/p>\n\n\n\n
VCe, Vr, Open, Closed, Vowel Team, FSS (vowel sounds don’t change in Spanish)<\/p>\n\n\n\n
shares latin roots, prefixes, suffixes, and base words with English<\/p>\n\n\n\n
adjectives follow the noun, nouns are either masculine or feminine, 3 classes of verbs depending on who is being spoken to,<\/p>\n\n\n\n
alphabets, diphthongs<\/p>\n\n\n\n
similar to English in components, can use sounds, symbols and words that transfer to English first<\/p>\n\n\n\n
need intensive language instruction along with content instruction<\/p>\n\n\n\n
Goodman<\/p>\n\n\n\n
suffixes and prefixes<\/p>\n\n\n\n
before e, i or y<\/p>\n\n\n\n
term suggested by Orton to replace “congenital word blindness” (twisted symbols)<\/p>\n\n\n\n
prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment and in the employment practices of federal contractors.<\/p>\n\n\n\n
adverb<\/p>\n\n\n\n
self; using information independently<\/p>\n\n\n\n
difficulty with math<\/p>\n\n\n\n
semantics<\/p>\n\n\n\n
your child will progress at his\/her own rate<\/p>\n\n\n\n
equipped<\/p>\n\n\n\n
it changes the meaning of the word<\/p>\n\n\n\n
contra- and anti-<\/p>\n\n\n\n
euphony; sounds better; easier to say<\/p>\n\n\n\n
curriculum based<\/p>\n\n\n\n
Assesses behavior of children 6-18 who might have characteristics of ADHD<\/p>\n\n\n\n
multi-sensory instruction<\/p>\n\n\n\n
oi, oy, ou, ow<\/p>\n\n\n\n
awe<\/p>\n\n\n\n
discovery method– add the final vowel e and give the words, then go through to explain what happened<\/p>\n\n\n\n
tur- r controlled;
pen- closed syllable,
tine- VCe<\/p>\n\n\n\n
informal assessment<\/p>\n\n\n\n
due to the medial vowel y<\/p>\n\n\n\n
merry or berry<\/p>\n\n\n\n
you double the final consonant in the accented short vowel-consonant syllable<\/p>\n\n\n\n
It involves understanding the words, sentences and meaning of what others say or what is read<\/p>\n\n\n\n
being able to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate.<\/p>\n\n\n\n
sequential (information that must be presented in a sequence that builds logically on previously taught information) and cumulative (child acquires one competency before proceeding to another)<\/p>\n\n\n\n
a developmental disorder that is marked especially by persistent symptoms of inattention (such as distractibility, forgetfulness, or disorganization) or by symptoms of hyperactivity and impulsivity (such as fidgeting, speaking out of turn, or restlessness) or by symptoms of all three and that is not caused by any serious underlying physical or mental disorder<\/p>\n\n\n\n
Phonemic Awareness, Systematic Phonics, Fluency, Vocabulary and Comprehension<\/p>\n\n\n\n
“a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).<\/p>\n\n\n\n
irregular; (k) a, o, u = c<\/p>\n\n\n\n
IDEA<\/p>\n\n\n\n
Section 504 of the Rehabilitation Act<\/p>\n\n\n\n
difficulty with math<\/p>\n\n\n\n
Greek orgin<\/p>\n\n\n\n
loss of ability to use or understand language due to brain injury or disease; less severe form of aphasia<\/p>\n\n\n\n
Both analytic and synthetic<\/p>\n\n\n\n
a practice page reading with long vowels sounds (RAP) repeated accurate practice<\/p>\n\n\n\n
decoding<\/p>\n\n\n\n
the meaning of the word changes<\/p>\n\n\n\n
technique used in visual discovery<\/p>\n\n\n\n
keenness of vision; visual performance<\/p>\n\n\n\n
repetition of speech by a child learning to talk; a common symptom of receptive language disorders is echolalia, which refers to the parroting of words or phrases; automatic<\/p>\n\n\n\n
neurological<\/p>\n\n\n\n
oral language, literacy, and academic learning<\/p>\n\n\n\n
ADHD<\/p>\n\n\n\n
unaccented syllable<\/p>\n\n\n\n
an understanding that letters and letter patterns represent the sounds of spoken words.<\/p>\n\n\n\n
phonemic awareness<\/p>\n\n\n\n
loss of ability to understand or express speech, caused by brain damage<\/p>\n\n\n\n
Lyon<\/p>\n\n\n\n
Neuropsychiatrist<\/p>\n\n\n\n
the scientific study of the structure, sounds, and meaning of language<\/p>\n\n\n\n
“practical” rules of using language; an understanding between people to obey certain rules of interaction<\/p>\n\n\n\n
the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning<\/p>\n\n\n\n
Sentence structure<\/p>\n\n\n\n
In this approach, instruction begins with the identification of a familiar word. The teacher then introduces a particular sound\/spelling relationship within that familiar word<\/p>\n\n\n\n
In this systematic and explicit approach, students learn to transform letters and letter combinations into sounds and then the sounds together to form recognizable words. “sounding it out”<\/p>\n\n\n\n
deficit in Phonological Awareness and Rapid Naming<\/p>\n\n\n\n
In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is “s” and the rime is “at”. In the word flip, the onset is “fl” and the rime is “ip”).<\/p>\n\n\n\n
a method of representing the sounds of a language by written or printed symbols<\/p>\n\n\n\n
spelling<\/p>\n\n\n\n
the study of the origin of words and the way in which their meanings have changed throughout history<\/p>\n\n\n\n
Tests where a student’s performance is compared with a norm group, or a representative sampling students similar to the student. A person’s score on a norm-referenced test describes how the student did in relation to the norm group. Tests results are reported in such formats as standard scores or percentiles.<\/p>\n\n\n\n
before e, i, or y<\/p>\n\n\n\n
10 CEUs in one year or 30 in 3 years<\/p>\n\n\n\n
To say or write something that suggests and implies but never says it directly or clearly.<\/p>\n\n\n\n
middle ear infection<\/p>\n\n\n\n
the ability to reflect on and manipulate the sound structure of spoken language<\/p>\n\n\n\n
the study of speech sounds in language<\/p>\n\n\n\n
phonological awareness
decoding
word recognition
rate
spelling<\/p>\n\n\n\n
book<\/p>\n\n\n\n
expressive language<\/p>\n\n\n\n
word attack<\/p>\n\n\n\n
decoding<\/p>\n\n\n\n
Greek<\/p>\n\n\n\n
Test score indicating the grade level of students to whom a test taker performed most similarly.; not dependable representation of progress<\/p>\n\n\n\n
cognitive flexibility, inhibitory control, and working memory<\/p>\n\n\n\n
Learning to recognize word families (bat, cat, hat, )<\/p>\n\n\n\n
70-80%<\/p>\n\n\n\n
deficit in phonology<\/p>\n\n\n\n
both Section 504 and IDEA<\/p>\n\n\n\n
provide reasonable expectations of student outcomes to students & parents<\/p>\n\n\n\n
language appreciation
awareness of printed words
mastery of the alphabet and simple words
pseudoreading<\/p>\n\n\n\n\n
Three-letter that make one consonant sound.<\/p>\n\n\n\n
printed letters<\/p>\n\n\n\n
a, o, u, or any consonant<\/p>\n\n\n\n
fluffed<\/p>\n\n\n\n
the systematic curriculum; student’s age, degree of disability, student motivation, and student’s rate of absorption<\/p>\n\n\n\n
Is an auditory learner<\/p>\n\n\n\n
the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words.<\/p>\n","protected":false},"excerpt":{"rendered":"