Phonological Awareness and Processing, Exams of English Literature

Download Phonological Awareness and Processing and more Exams English Literature in PDF only on Docsity! LETRS Unit 2 latest 2024 with verified answered questions assured pass. 1. Phonological processor - answers Which works with speech sounds 2. Phonological awareness - answers Awareness of all levels of the speech sound system is the foundation for reading and spelling. 3. the ability to reflect on and manipulate the sound structure of spoken language 4. Phonological awareness - answers The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols. 5. Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words. 6. Four-Part processing model for Word Recognition 7. Number 1: Phonological processor - answers Helps you understand and produce oral language 8. Four-Part processing model for Word Recognition 9. Number 2: Orthographic processor - answers Helps you connect words with your visual forms 10.Four-Part processing model for Word Recognition 11.Number 3: Meaning processor - answers Is your internal dictionary of word definition 12.Four-Part processing model for Word Recognition 13.Number 4: Context processor - answers Helps you use context to understand what a word means 14.So the four processors from the Four-Part processing model work in isolation. 15.True or False - answers False 16. they don't work in isolation they interact 17. If you've heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How? - answers This requires coordination between the phonological and orthographic processors. 18. If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How? - answers In this instance, the meaning processor, orthographic processor, and phonological processor work together. 19. If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory. - answers This activate the phonological processor and meaning processor. 20. If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How? - answers This activate the final logical in orthographic processors. 21.Phonological awareness - answers conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes. 22.Phonological processing - answers Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language. 23.Phoneme - answers In any language, the smallest unit of sound used to build words. 24.Phonemic awareness - answers Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography. 25.Phonology - answers The rule system in the language by which phones can be sequenced, combined, and pronounce to make words. 26.Phonetics - answers The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track. 27.Phon - answers The Greek root meaning vocal sound 28.voice, sound 61.How many phonemes does the word shop have? - answers 3 phonemes- 3 different sounds 62. /sh/ /o/ /p/ 63.How many phonies does the word cloud have? - answers 4 phonemes- 4 sounds 64. /k/ /l/ /ou/ /d/ 65.Without chronological order and the students don't....? - answers Students don't know to read and spell 66.Difficulty with phonological task it's often associated with..? - answers Difficulty in reading and spelling 67.Phonology - answers Serves as a foundation for all literacy 68.Do all students need instruction at multiple levels of phonological and phonemic Awareness ? - answers Yes our students need this instruction 69.Early Phonological awareness - answers Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables 70.Basic Phonemic awareness - answers Usually for kindergarten and first grade they can segment words into sounds and blend them back together 71.Advance phonemic awareness - answers Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic 72.Teachers can strengthen preschool a children's early Awareness by - answers Drawing attention to rhyme and alliteration during read aloud's of stories and nursery rhymes 73.Alphabetic principal - answers Is the concept that a grapheme represents a phoneme. 74.What happens when students understand the alphabetic principle? - answers Their spelling becomes more phonetic and their decoding improves. 75.Phonics can refer to? - answers 1. The system that tells us which graphemes spell which phonemes 76.2. The instruction or use of print patterns, syllable patterns, and meaningful word parts. 77.Screening measures that's assess phonemic awareness? - answers Are crucial for predicting which students will need extra help. 78.Will a students native language have the exact same phonemes as English? - answers No they are not exact 79.Alphabetic Principle - answers The concept that phonemes are represented by letters and graphemes. 80.How many phonemes are in through 81.2 3 4 5 - answers 3 phonemes- 3 sounds 82. /th/ /r/ /u/ 83.How many phonemes are in fox? 84.2 3 4 5 - answers 4 phonemes- 4 different sounds 85. /f/ /o/ /k/ /s/ 86.because the letter x represents two sounds 87.How many phonemes does the word stripe have? 88.2 3 4 5 - answers 5 phonemes- 5 sounds 89. /s/ /t/ /r/ /i/ /p/ 90.Allophonic variations - answers Distortions by the sounds before of after the sound we want to hear 91.What are consonants phonemes? - answers Speech sounds produced by obstructing the flow of air out of the speaker's mouth. 92.Phonemes is also called - answers Speech sounds 93.Phonology - answers The study of speech sounds in language. 94.An example of phonology is the study of different sounds and the way they come together to form speech and words 95.Consonant Phonemes: Fricatives - answers Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow. 96.Fricatives are: - answers Teeth on lip: 97. -Unvoiced; /f/ as in fish. 98. -Voiced; /v/ as in Valentine 99.Tongue between teeth: 100. -Unvoiced; /th/ as in thumb 101. -Voiced; /th ( with a little line on the bottom __) as in feather 102. Tongue on Ridge behind teeth: 103. -Unvoiced; /s/ as in son 104. -Voiced; /z/ as in zebra 105. Tongue pulled back on roof of mouth: 106. -Unvoiced; /sh/ as in shoes 107. -Voiced; /zh/ as in genre (gandra) 108. Glottis: Unvoiced; /h/ as in hat 109. Consonant phonemes - answers Are speech sounds produced by obstructing the flow of air out of the speakers mouth. 110. Fank you instead of thank you - answers Student confused the /th/ with /f/ because they have the same hissy sound and same position in mouth. 111. Mat instead of Mad - answers Student confused /d/ with /t/ because they are similar in articulation ( in the way it's said in mouth) 112. Chop instead of shop - answers Student confused /sh/ for /ch/ because both sounds have the same position of tongue, teeth, and lips. 113. Consonant Phonemes (sounds): Stops - answers Stops-made with one burst of air differ from continuants, such as the /s/ sound which can be held until you run out of breath. 114. Consonant Phonemes (sounds): Stops - answers The Stop sounds in English are 115. /p/ as in pig, /b/ as in bat, /t/ as in tack 116. /d/ as in dog, / k/as in cup, /g/ as in goat 117. They can be difficult to say without adding an /uh/ sound at the end because they don't have a lot of airflow. 118. Consonant Phonemes (sounds): Stops - answers UNVOICED: 119. Lips together- /p/ as in pig, 160. /y/ as in yo-yo 161. Consonant Phonemes (sounds): Glides - answers Note that for /wh/ and /w/ some linguistics focus on the tongue retraction to the back of the throat. 162. However the more obvious future is the rounding of the lips when articulating these sounds. 163. Consonant Phonemes (sounds): Liquids - answers They impact the sounds that are around them in the word often, distorting the vowels that come before them. 164. The two liquids are: 165. /l/ as in leaf and /r/ as in rabbit 166. Consonant Phonemes (sounds): Liquids - answers /l/ as in leaf: tongue on Ridge behind teeth 167. /r/ as in rabbit: tongue pulled back on roof of mouth 168. The student writes "bark" instead of brag - answers A student who makes this error substitutes the unvoiced consonant /k/ for the voiced /g/. 169. Both /k/ and /g/ have an identical place of articulation. They are both articulated at the back of the throat and they're both stop sounds. 170. The students writes "smake" instead of snake - answers This confusion suggests that the student is confused about the position of the /n/ sound. 171. In this example the student has substituted a sound articulated in the front of the mouth, /m/, with a sound articulated with the tongue in the middle of the mouth, /n/. 172. The student writes "md" instead of "bed" - answers The error here is a little harder to understand. The student confused the nasal sound /m/ with the stop sound /b/ because both are articulated in the same place with the lips together. 173. The student writes "md" instead of "bed" - answers However the students need to distinguish the nasal /m/ from the stop /b/. 174. Student writes "van" instead of fan - answers The student substituting voice fricative /v/ for unvoiced fricative /f/, 175. Student writes "gad" instead of glad - answers This student likely does not quite here the /l/ in glad. 176. Suppose a student writes "charp" instead of "sharp". What phonological error is the likely cause? A. Confusing the two affricate sounds B. Substituting an affricate sound for a fricative sound C. Confusing two different unvoiced fricatives D. Substituting an unvoiced fricative for a voiced fricative - answers B. Substituting an affricate sound for a fricative sound 177. Because the /sh/ sound at the beginning of "sharp" is an unvoiced fricative, sometimes confused with the affricate sound /ch/. 178. "This" begins with a voiced fricative, /th/, which can be confused with other voiced fricatives, such as /v/. "Mop" ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/. 179. Suppose a student writes "vis" instead of "this". What phonological error is the likely cause? A. Substituting a Nasal sound for a fricative sound B. Substituting a glide sound for a fricative sound C. Confusing two different voiced fricatives D. Substituting an unvoiced fricative for a voiced fricative - answers C. Confusing two different voiced fricatives 180. This begins with the voice fricative, /th/, which can be confused with other voiced fricatives, such as /v/. 181. Suppose a student writes "mob" instead of "mop". What phonological error is the likely cause? A. Substituting a nasal sound for a stop B. Substituting a voice stop for an unvoiced stop C. Confusing two different voiced stops D. Misunderstanding where the sound is articulated in the mouth - answers B. Substituting a voice stop for an unvoiced stop 182. Mob ends with an unvoiced stop, /p/, which can be confused with its voiced counterpart, /b/.