3

Question 1

Concepts of print involves:

4

Answer 1

Knowledge of letters (AaBbCc..)

Alphabetic principle (letter to sound correspondence: Cc = /k/)

Printed text carries linguistic meaning.

Where to start reading a text (English: left-right, top-bottom)

Question 2

Define Alphabetic principle (2)

Answer 2

letter to sound correspondence: Cc = /k/ as a systemic relationship.

Requires phonological awareness

Question 3

Phonological awareness define

Answer 3

Ability to reflect on and manipulate the structure of an utterance as distinct from its meaning” (Stackhouse & Wells, 1997, p. 53)

Question 4

2 dimensions of Phonological awareness

Answer 4

1) Size of linguistic unit:

2) Explicitness of Operations:

Question 5

Sizes of linguistic unit (5) +examples

Answer 5

1) Size of linguistic unit:

Phonemes:	    /s/  /t/  /e/  /p/  /s/
Onset-Peak-Coda:   st    e    ps
Onset Rime: 	     st    eps
Syllables:	     steps 
Word: 		     Steps (Noun)

Question 6

2) Explicitness of Operations (4)

Answer 6

Identification

Segmentation

Blending

Manipulation

Question 7

Explicitness of Operations:

Define Identification, give example

Answer 7

Identification: Recognise linguistic units.
CAT, MAT, HAT: Share rime unit.
PIG, PIN: Share same initial phoneme.

Question 8

Explicitness of Operations:

Define Segmentation, give example, what important for

Answer 8

Segmentation (Spelling): Recognise and break up LU:
TOMATO = 3 syllables
PEN – 3 phonemes

Question 9

Explicitness of Operations:

Define Blending, give example, what important for

Answer 9

Blending (Reading): Recognise and put together LU:
Blend onset-rime: SH– OP = Shop
Blend phonemes: M – OU – SE = Mouse

Question 10

Explicitness of Operations:

Define Manipulation, give example.

Answer 10

Manipulation: Recognise, breakup, delete/add/exchange LU:
Say COLD without /k/.
Swap 1st sounds of FISH and TABLE (tish and fable)

Question 11

Define ‘letter knowledge’

Answer 11

Letters represent phonemes of spoken language.

Several characteristics of each letter: Upper/lower case, name/sound.

Question 12

latter name/sound knowledge as predictor of literary success

Answer 12

Letter name knowledge: Preschool predictor of later literacy success.
Letter sound knowledge: 5+ overtakes as predictor of later literacy success.

Question 13

Ehri’s Model of becoming a skilled reader (4)

Answer 13

Pre-alphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic

Question 14

Pre-alphabetic (5)

Answer 14

Pre-reader.
Little or no knowledge of letters
Cannot read new words.

Some reading ability:
Environmental print Eg: McDonalds sign
Visual cues Eg: ‘Two eyes’ in LOOK

Question 15

Partial alphabetic (3)

Answer 15

Some letter-sound knowledge.

Use of more salient alphabetic cues

Eg: Initial and final letters, Differentiation of vowel sounds particularly difficult.

Question 16

Full alphabetic (5)

Answer 16

Full knowledge of alphabet and letter-sound correspondence.

Decoding: Words are sounded out.

Initial acquisition of sight word vocabulary.

Words frequently encountered can be read without sounding out.

Prediction from context and analogy.

Question 17

Consolidated alphabetic (5)

Answer 17

Increased knowledge of orthography and reading experience.

Frequent exposure to common spelling pattens: -at, -eat, -est

Memory of pronunciation of common letter strings: bat, cat, hat

Letter strings become consolidated units: Unfamiliar words can be read faster and more accurately.

Predication from context, decoding analogy and sight.

Question 18

Reading a passage (5)

Answer 18

Decoding and comprehension.

Eye movement: Fixation on individual words.

Combine words into meaningful clauses and sentences (idiomatic and figurative meaning).

Integrate ideas presented in successive sentences. Eg: “She”

Make sense of the text as a whole using general knowledge.

Question 19

Reading comp =

Answer 19

word decoding x language comp