Ch. 4 - Orthographic Mapping & Sight Word Learning

Question 1

Storing words in permanent memory requires (A)-level skills.

Answer 1

Storing words in permanent memory requires PHONEME-level skills.

Question 2

A ‘(A B) vocabulary’ refers to all of the words a students know instantly and automatically.

Answer 2

A ‘SIGHT WORD vocabulary’ refers to all of the words a students know instantly and automatically.

Question 3

Scientific research has demonstrated that we do not remember words based upon (A B).

Answer 3

Scientific research has demonstrated that we do not remember words based upon VISUAL MEMORY.

Question 4

Good readers only need (A) to (B) exposures to new words to learn them. Then, once learned, they don’t forget them.

Answer 4

Good readers only need 1 to 5 exposures to new words to learn them. Then, once learned, they don’t forget them.

Question 5

Until we properly understand how to promote (A) word storage, we will continue to have many weak readers.

Answer 5

Until we properly understand how to promote PERMANENT word storage, we will continue to have many weak readers.

Question 6

We do not remember words based on (A) memory.

Answer 6

We do not remember words based on VISUAL memory.

Question 7

There is only a (A B) statistical correlation between visual memory skills and sight vocabulary. By contrast, there is a (C) statistical correlation between phoneme awareness and sight vocabulary.

Answer 7

There is only a VERY SMALL statistical correlation between visual memory skills and sight vocabulary. By contrast, there is a LARGE statistical correlation between phoneme awareness and sight vocabulary.

Question 8

We do not store words based upon visual memory. However, visual-perceptual skills, including visual memory, play important roles in other aspects of the reading process, including (A B) and (C D).

Answer 8

We do not store words based upon visual memory. However, visual-perceptual skills, including visual memory, play important roles in other aspects of the reading process, including ALPHABET RECOGNITION and READING COMPREHENSION.

Question 9

There is no evidence that (A B) directly contributes to word recognition or reading fluency, once the letters have been learned.

Answer 9

There is no evidence that VISUAL MEMORY directly contributes to word recognition or reading fluency, once the letters have been learned.

Question 10

(A B) is the process we use to permanently store words for immediate, effortless retrieval.

Answer 10

ORTHOGRAPHIC MAPPING is the process we use to permanently store words for immediate, effortless retrieval.

Question 11

Orthographic mapping is the process we use to take an unfamiliar printed word and turn it into an (A B) sight word.

Answer 11

Orthographic mapping is the process we use to take an unfamiliar printed word and turn it into an IMMEDIATELY RECOGNIZABLE sight word.

Question 12

When a student’s orthographic mapping skills improve, his or her (A B) grows This leads to improvements in reading fluency and reading comprehension. So orthographic mapping is critical to reading fluency and comprehension.

Answer 12

When a student’s orthographic mapping skills improve, his or her SIGHT VOCABULARY grows This leads to improvements in reading fluency and reading comprehension. So orthographic mapping is critical to reading fluency and comprehension.

Question 13

We have a highly organized and efficient oral/mental filing system that allows us to instantly access the (A) that we hear.

Answer 13

We have a highly organized and efficient oral/mental filing system that allows us to instantly access the WORDS that we hear.

Question 14

The big discovery regarding orthographic maps is that our oral ‘filing system’ for spoken words is the foundation for the ‘filing system’ we use for (A B).

Answer 14

The big discovery regarding orthographic maps is that our oral ‘filing system’ for spoken words is the foundation for the ‘filing system’ we use for READING WORDS.

Question 15

We have no separate (A) dictionary that runs alongside our oral dictionary.

Answer 15

We have no separate VISUAL dictionary that runs alongside our oral dictionary.

Question 16

The letter sequences in words are meaningful because the letter order is designed to match the order of the (A) in spoken words.

Answer 16

The letter sequences in words are meaningful because the letter order is designed to match the order of the SOUNDS in spoken words.

Question 17

By their vary nature, written words are made up of letter strings in a (A) order.

Answer 17

By their vary nature, written words are made up of letter strings in a MEANINGFUL order.

Question 18

Without phonemic awareness skills, (A B), or words, are just so much alphabet soup - meaningless collections of letters.

Answer 18

Without phonemic awareness skills, LETTER STRINGS, or words, are just so much alphabet soup - meaningless collections of letters.

Question 19

The letter sequence in a word is meaningful to a reader because the reader immediately matches the stored (A) sequence in the spoken word.

Answer 19

The letter sequence in a word is meaningful to a reader because the reader immediately matches the stored PHONEME sequence in the spoken word.

Question 20

Until phonemic proficiency is developed, a student will not have an efficient way to make letter strings (A).

Answer 20

Until phonemic proficiency is developed, a student will not have an efficient way to make letter strings FAMILIAR.

Question 21

Students with good phonemic proficiency naturally (A) the phonemes in spoken pronunciations with the letter strings used to represent those pronunciations in print. As a result, they easily remember the words they read.

Answer 21

Students with good phonemic proficiency naturally ASSOCIATE the phonemes in spoken pronunciations with the letter strings used to represent those pronunciations in print. As a result, they easily remember the words they read.

Question 22

(A B) allows students to make effective use of the lightening-fast oral dictionary we use for spoken language.

Answer 22

PHONEMIC PROFICIENCY allows students to make effective use of the lightening-fast oral dictionary we use for spoken language.

Question 23

While phoneme awareness and letter-sound skills are equally important for mapping, (A B) difficulties are more commonly the cause of poor reading skills.

Answer 23

While phoneme awareness and letter-sound skills are equally important for mapping, PHONEME AWARENESS difficulties are more commonly the cause of poor reading skills.

Question 24

The vast majority of students with word recognition difficulties lack sufficient (A B).

Answer 24

The vast majority of students with word recognition difficulties lack sufficient PHONEMIC AWARENESS.

Question 25

As teachers learn more about the (A) process, it should become clear why both phoneme awareness and basic phonics (i.e., letter-sound skills) are critical for remembering words as sight words.

Answer 25

As teachers learn more about the MAPPING process, it should become clear why both phoneme awareness and basic phonics (i.e., letter-sound skills) are critical for remembering words as sight words.

Question 26

Students with poor phoneme awareness are not aware of the (A) sequences within spoken words and as a result it is difficult for them to see the meaningfulness of the order in the printed words they see.

Answer 26

Students with poor phoneme awareness are not aware of the ORAL sequences within spoken words and as a result it is difficult for them to see the meaningfulness of the order in the printed words they see.

Question 27

The (A) principle is the idea that at some point, it dawns on children that the written letters match up to the phonemes in spoken words.

Answer 27

The ALPHABETIC principle is the idea that at some point, it dawns on children that the written letters match up to the phonemes in spoken words.

Question 28

Without the combination of good phoneme awareness and good letter-sound skills it is very difficult for student to develop the insight we call the (A) principle.

Answer 28

Without the combination of good phoneme awareness and good letter-sound skills it is very difficult for student to develop the insight we call the ALPHABETIC principle.

Question 29

Phonic decoding alone can only help a student (A) words, while orthographic mapping uses letter-sound skills (along with phoneme awareness and word study) to establish a (B) of printed words.

Answer 29

Phonic decoding alone can only help a student IDENTIFY words, while orthographic mapping uses letter-sound skills (along with phoneme awareness and word study) to establish a MEMORY of printed words.

Question 30

Unlike phonic decoding, (A B) involves a connection-forming process that turns unfamiliar printed words into familiar printed words which are immediately recognizable.

Answer 30

Unlike phonic decoding, ORTHOGRAPHIC MAPPING involves a connection-forming process that turns unfamiliar printed words into familiar printed words which are immediately recognizable.

Question 31

“Familiar (A B)” is another way of saying ‘words in our sight vocabulary’.

Answer 31

“Familiar LETTER STRINGS” is another way of saying ‘words in our sight vocabulary’.

Question 32

The first step in making letter strings familiar is automatic (A-B) skills, without which orthographic mapping is inefficient or impossible. (A-B) skills are not optional for for the efficient permanent storage of words - they are essential. So - teach phonics!

Answer 32

The first step in making letter strings familiar is automatic LETTER-SOUND skills, without which orthographic mapping is inefficient or impossible. LETTER-SOUND skills are not optional for for the efficient permanent storage of words - they are essential. So - teach phonics!

Question 33

When a student learns a letter/sound combination to the (A) level, the sight of that letter immediately and effortlessly activates the sound associated with it.

Answer 33

When a student learns a letter/sound combination to the AUTOMATIC level, the sight of that letter immediately and effortlessly activates the sound associated with it.

Question 34

Children typically require hundreds of exposures to letters in preschool, kindergarten and first grade before they are mastered to the point of (A).

Answer 34

Children typically require hundreds of exposures to letters in preschool, kindergarten and first grade before they are mastered to the point of AUTOMATICITY.

Question 35

As letter-sound knowledge and phoneme awareness develop, strings of two or more letters “(A)” to activate the sounds associated with those groups of letters.

Answer 35

As letter-sound knowledge and phoneme awareness develop, strings of two or more letters “UNITIZE” to activate the sounds associated with those groups of letters.

Question 36

Once you instantly recognize a letter string e.g., ‘ip’, this means that it has become a (A) letter string. You no longer decode this string via phonics.

Answer 36

Once you instantly recognize a letter string e.g., ‘ip’, this means that it has become a FAMILIAR letter string. You no longer decode this string via phonics.

Question 37

The second step in making letter strings familiar (and therefore instantly recognizable) is connecting (or mapping) the sounds of the letters to the sounds, or (A), in the word. The precise order of the sounds in the written word matches the order of sounds already in the student’s oral memory bank. With 1 to 5 repetitions, the match is made permanent and available for instant recognition. Without (B) awareness, this mapping cannot take place and the student is doomed to rely only on decoding skills. So, teach phoneme awareness.

Answer 37

The second step in making letter strings familiar (and therefore instantly recognizable) is connecting (or mapping) the sounds of the letters to the sounds, or PHONEMES, in the word. The precise order of the sounds in the written word matches the order of sounds already in the student’s oral memory bank. With 1 to 5 repetitions, the match is made permanent and available for instant recognition. Without PHONEME awareness, this mapping cannot take place and the student is doomed to rely only on decoding skills.

Question 38

When a reader gets a ‘snapshot’ of 11-13 letters on a page, he /she immediately recognizes it as a familiar letter string which in turn (A) the oral word and its meaning.

Answer 38

When a reader gets a ‘snapshot’ of 11-13 letters on a page, he /she immediately recognizes it as a familiar letter string which in turn ACTIVATES the oral word and its meaning.

Question 39

It is not visual memory that activates a word. Activations occurs at the letter-(A) level.

Answer 39

It is not visual memory that activates a word. Activations occurs at the letter-PHONEME level.

Question 40

Once a word is permanently mapped, the word’s pronunciation and meaning are all activated (A) because they are all connected in memory.

Answer 40

Once a word is permanently mapped, the word’s pronunciation and meaning are all activated TOGETHER because they are all connected in memory.

Question 41

Rather than ‘visual memory’, researchers prefer to use the term ‘orthographic memory’ because it is a memory for a (A) sequence of letters rather than a visual-spatial memory for the ‘look’ of a word based on its visual properties.

Answer 41

Rather than ‘visual memory’, researchers prefer to use the term ‘orthographic memory’ because it is a memory for a SPECIFIC sequence of letters rather than a visual-spatial memory for the ‘look’ of a word based on its visual properties.

Question 42

The ‘look’ of a word, e.g., its font, or all caps, is not important as long as the letters are legible. Once the word’s letters enter the visual system, (A) memory takes over - memory for a specific letter string.

Answer 42

The ‘look’ of a word, e.g., its font, or all caps, is not important as long as the letters are legible. Once the word’s letters enter the visual system, ORTHOGRAPHIC memory takes over - memory for a specific letter string.

Question 43

Unlike (A) which processes one letter at a time, (B C) perceives the whole letter string and rapidly accesses a stored word based upon the previous association between that letter string and the phonemes in the word’s pronunciation.

Answer 43

Unlike PHONICS which processes one letter at a time, ORTHOGRAPHIC MEMORY perceives the whole letter string and rapidly accesses a stored word based upon the previous association between that letter string and the phonemes in the word’s pronunciation.

Question 44

Once a letter string becomes familiar, it becomes (A). We treat the letter string as a (B). Thus, we no longer have to consciously focus on the ‘parts’ of the letter string, but recognize the whole letter sequence as a (B).

Answer 44

Once a letter string becomes familiar, it becomes UNITIZED. We treat the letter string as a UNIT. Thus, we no longer have to consciously focus on the ‘parts’ of the letter string, but recognize the whole letter sequence as a UNIT.

Question 45

Once mapped, it is the the (A) of letters that becomes familiar to us, and that (A) is made up of a precise set of individual letters, in a precise order, that is, the word’s (B).

Answer 45

Once mapped, it is the the SEQUENCE of letters that becomes familiar to us, and that SEQUENCE is made up of a precise set of individual letters, in a precise order, that is, the word’s ORTHOGRAPHY.

Question 46

In essence, orthographic mapping has 3 component skills that children must develop: (1) Automatic (A-B) associations; (2) highly proficient (C D); and (3) (E F).

Answer 46

In essence, orthographic mapping has 3 component skills that children must develop: (1) Automatic LETTER-SOUND associations; (2) highly proficient PHONEME AWARENESS; and (3) WORD STUDY.

Question 47

Word study represents the conscious or unconscious process of (A) the phonemes in spoken words to the written form of the word.

Answer 47

Word study represents the conscious or unconscious process CONNECTING the phonemes in spoken words to the written form of the word.

Question 48

Word study is the process of matching the (A) phonemes to the letters to establish secure memory for future retrieval.

Answer 48

Word study is the process of matching the ORAL phonemes to the letters to establish secure memory for future retrieval.

Question 49

Any reading program that does not address the 3 components of (A B) will result in significant numbers of students struggling to learn to read.

Answer 49

Any reading program that does not address the 3 components of ORTHOGRAPHIC MAPPING will result in significant numbers of students struggling to learn to read.

Question 50

If students notice that the (A) in spoken words are represented by (B) in written words, they can make those written sequences familiar.

Answer 50

If students notice that the PHONEMES in spoken words are represented by LETTERS in written words, they can make those written sequences familiar.