LETRS Unit 1 Sessions 1-8 Assessment/Quizzes., Exams of Nursing

Download LETRS Unit 1 Sessions 1-8 Assessment/Quizzes. and more Exams Nursing in PDF only on Docsity! LETRS Unit 1 - Sessions) LETRS Unit 1 Sessions 1-8 Assessment/Quizzes. LETRS Unit 1 Session 1 phonics the study of the relationships between letters and the sounds they represent; also used as a descriptor for code-based instruction phonemic awareness the conscious awareness of the individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Five Essential Components of Reading Instruction Phonemic awareness, phonics, fluency, vocabulary, and comprehension. pictographs primitive writing system that directly represented or made pictures of the intended meaning (hieroglyphics) logographs writing system where symbols were used to represent meanings rather than sound (Chinese radicals and Mayan gylphs) syllabic symbols writing system that directly represented whole syllables (cherokee) alphabetic writing a system in which graphic signs represent individual consonants and vowels, or phenomes syllable a unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel morphemes The smallest units of meaning in a language; meaningful parts of words; it may be a word or part of a word; it may be a single sound (plural /s/); one syllable (suffix -ful) or multiple syllables (prefix inter-) orthography A writing system for representing language. shallow orthography the sound-symbol correspondences in the alphabetic writing system are regular and predicable, with one sound represented by one symbol or letter (Spanish) deep orthography the sound-symbol correspondences in the alphabetic writing system represent both morphemes (meaningful parts) and speech sound (English) morphophonemic a deep alphabetic writing system organized by both "sound-symbol" correspondences and morphology (English orthography falls under this category) Consider examples that share a consistently spelled root or meaningful part (morpheme) but have different pronunciations of the root: compress, compression (s, or sh) rite or ritual (t or ch) cognate a word in one language that shares a common ancestor and meanings with a word from another language; promblema or diagrama metalinguistic awareness the ability to think about and reflect on the structure of language itself The invention of the alphabet was an achievement in metalinguistic awareness. Simple View of Reading (SVR) word recognition x language comprehension = reading comprehension word recognition the accurate and fast retrieval of decoded word forms; essential for the development of reading (SVR) language comprehension listening comprehension or the linguistic processes involved in the comprehension of oral language (SVR) decoding The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. LETRS Unit 1, Session 2 b. It does not use paragraphs and tends to be disorganized. Which is a characteristic of discourse in spoken language? a. It generally uses complete, well-formed sentences. b. It does not use paragraphs and tends to be disorganized. c. It may use unusual or topic-specific vocabulary. d. Its sounds are coarticulated in words. a. As children get older, verbal comprehension becomes more important than oral reading fluency. Which statement best describes the relative importance of oral reading fluency and verbal comprehension as factors in reading comprehension? a. As children get older, verbal comprehension becomes more important than oral reading fluency. b. Oral reading fluency and verbal comprehension are equally important throughout childhood and adolescence. c. As children get older, verbal comprehension matters less, and oral reading fluency becomes more important. d. Although oral reading fluency and verbal comprehension are both important, a child with problems in one domain can usually use the other domain to compensate. b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for it to be highly structured. How does the language system of <i>pragmatics</i> help us to understand why written language is more structured than spoken language? a. Written language is highly structured because we expect certain types of writing, such as stories, to follow established organizational conventions. b. Social context and nonverbal gestures help the listener understand spoken language, The four region of the brain involved in reading frontal, temporal, occipital, and parietal lobes The frontal lobe is responsible for the phonological processing system - pronunciation and articulation The temporal lobe is responsible for phoneme analysis and phoneme-grapheme association and language comprehension (connected spoken words and their meaning) The occipital lobe is responsible for the visual word form area or the "brain's letterbox" Planum temporale the junction of the parietal, occipital, and temporal lobe where the phonological and orthographic processing systems connect within 250 milliseconds. This area maps phenomes to graphemes or associating speech with printed text. Brains letterbox located in the temporal lobe; specialized for processing printed words ONLY; specialized for memory, storage, recognition, and recall of printed words as reading skills is acquired. It also helps to recognize other aspects of print such as punctuation marks, diacritical marks, and spaces thin in turn represent aspects of linguistic meaning The four part processing model for word recognition phonological - orthographic meaning context phonological processing center several areas in the brain which enable us to perceive, remember, interpret, and produce the speech-sound system of our own language and learn the sounds of other languages lexicon the name for the mental dictionary in every person's phonological processing system difficulty in the phonological processing system can result in difficulty remembering sounds for letters or blending them together, difficulty recognizing the subtle differences between similar sounds and words, and trouble spelling all the speech sounds in a word orthographic processing system encompasses several functions related to recognition and recall of written language symbols. This system is wired into the the left hemisphere and the language-processing side of the brain. It does not perform other visual functions, such as object or face recognition grapheme A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). orthographic process difficulty will result in struggle to acquire basic reading skills, spelling difficulties, trouble forming sight words, trouble with automatic word-recognition habits, misspell common words, read slowly because they continue to sound out words even after they should be prosody the stress patterns in speech including the rise and fall of the voice / pitch during phrasing phonological lexicon recognizing, pronouncing, and retrieving spoken words from the mental dictionary meaning processor involves many regions of the brain and is also called the semantic processing system because it interprets the meaning of words in and out of context semantic lexicon the brain's mental dictionary of word meanings including synonyms and related mental concepts lexical quality hypothesis states that the better a reader knows all aspects of a word's form and meaning the more quickly he or she can recognize that word in both speech and print. High quality mental images of words in our mental dictionaries facilitate fast word recognition , passage reading fluency, comprehension, and recall of word during writing context processing system processing system whose primary job is to interact with and provide support for the meaning processor; centered in the language processor part of the brain, but uses other areas as well context the word's use in a sentence as well as to the concepts or events being discussed in a text LETRS Unit 1 Session 4 A significant shortcoming of the Three Cueing Systems model, compared to the Four-Part Processing Model, is that it obscures the role of in word recognition. orthographic processing Which best describes the activity of the reading brain in proficient readers, compared to beginning readers? It is more automatic. Which of these does the language-comprehension component of the Reading Rope emphasize? the importance of vocabulary development and of understanding language structures The word-recognition component of the Reading Rope includes which subskills? Select all that apply. Decoding, phonological awareness, sight recognition. Good readers do not require a large storehouse of sight words in their memory if they have highly developed phonographic skills. False LETRS Unit 1 Session 5 What skill is most important for a student just learning to read? accurate decoding A child sees the word savanna and sounds it out accurately. Which of Ehri's phases is she in? later alphabetic stage A child who responds "Bow-wow!" when asked, "What is the first sound in dog?" is in the: prealphabetic stage. A child who sees the word inactive, and figures out that it means "not active," is in the: consolidated alphabetic stage. A child who comes across the new word house, but reads it as horse, is in the: early alphabetic stage. LETRS Unit 1 Session 6 three kinds of developmental reading difficulties Phonological deficit, processing speed / orthographic processing deficit, and comprehension deficit; can overlap or be separate and distinct phonological deficit A core problem in the phonological processing system of oral language - 70- 80% of weak readers have trouble with accurate and fluid word recognition; trouble learning sound-symbol correspondences, sounding out words, and spelling - dyslexia applies to this group processing speed / orthographic processing deficit up to 25% of poor readers do have have good phonological skills, but are not fluent readers - affecting speed and accuracy of printed word recognition (naming speed problem or fluency problem) ability to develop sight vocabulary and recall word spelling is impaired but may do well with phonemic awareness and other phonological skill testing; sounds out words even after having seen them many times Comprehension deficit This reading disability subgroup includes vocabulary weaknesses, generalized language learning disorders, and learning difficulties that affect abstract reasoning and logical thinking; often found in students with social- linguistic disabilities (autism spectrum) double deficit This is a theory that dyslexics both have a weak phonological awareness (of the sounds in words) and also a poor naming speed rate, when asked to recall words Children below the 30th percentile are considered poor readers Before students w/dyslexia can make progress, they need practice in these skills: * identifying, blending, and segmenting speech sounds *connecting graphemes to phonemes using multisensory instruction *decoding and blending from left to right *recognizing sight words with irregular spellings *understanding inflectional morphology ( how we distinguish the forms of words in specific grammatical categories, such as number, tense, agreement or case) *practice with words or phases for automaticity as well as with text slow readers may need instruction that automatize word recognition *word structure * high frequency words including writing, tracing, and saying stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual is doing relative to norms and help in comparing groups. Screening measures Screening measures help predict which students are at risk for reading failure and how they are likely to perform on outcome assessments by measuring their performance against established benchmarks. Screening measures, such as Acadience® Reading K–6 or AIMSweb®, focus on foundational skills and are administered several times a year in the early grades. Because they are brief, low- cost measures that provide extremely useful information, they are highly efficient. Diagnostic surveys Diagnostic surveys inform teachers' work with at-risk readers. This category includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum). Progress-monitoring tests Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach. Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. true or false If a student needs work on phonics and decoding, what kind of informal diagnostic assessment would provide the most useful information on how to help this student with these skills? a. a spelling inventory to show which features of English spelling the student has mastered b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice c. a vocabulary test to show student understanding of word meanings in context d. a test of reading comprehension to show how well the student can answer questions about a grade-level text Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder? a. spelling b. handwriting c. single-word decoding d. social interactions Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply. a. advanced phonemic awareness b. Greek-derived morphemes c. inflectional morphology d. fluent recognition of word families (rime patterns) Cody is in first grade. He almost never raises his hand to participate in class discussions. When called on, he replies very briefly. He tends to use vague words like stuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone. Which assessment would be most likely to yield valuable information about Cody? a. administering a phonics survey b. reading a story to him and having him orally retell it c. examining samples of his writing d. administering a timed oral reading fluency assessment We offer online tutoring, help with assignments and essay writing for all Majors with a guaranteed pass. 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