Ch. 5 - Teaching Reading in Light of Orthographic Mapping Flashcards
The skills necessary for orthographic mapping are (A-B) proficiency, (C) proficiency, and (D E).
The skills necessary for orthographic mapping are LETTER-SOUND proficiency, PHONEMIC proficiency, and WORD STUDY.
Letter-sound proficiency refers to (A) and (B) recognition of consonants, vowels, blends, and digraphs.
Letter-sound proficiency refers to AUTOMATIC and EFFORTLESS recognition of consonants, vowels, blends, and digraphs.
Word study is the unconscious or conscious mental habit of connecting what is (A) in the mind (phoneme awareness) with what is (B) on the page (letter-sound skill).
Word study is the unconscious or conscious mental habit of connecting what is HEARD in the mind (phoneme awareness) with what is SEEN on the page (letter-sound skill).
Phoneme awareness alone will not help a struggling reader improve; it must be connected to effective word study exercises which map (A) to (B).
Phoneme awareness alone will not help a struggling reader improve; it must be connected to effective word study exercises which map LETTERS to SOUNDS.
Students with delayed phonological awareness development are not ready for phonics-based reading programs; they need extra exposure to a (A) approach (word families) to reading.
Students with delayed phonological awareness development are not ready for phonics-based reading programs; they need extra exposure to a LINGUISTIC approach (word families) to reading.
The whole language/balanced literacy and whole word approaches are developmentally inappropriate because they do not (A) and (B) teach the code of written English and expect beginning readers to figure much of it out on their own.
The whole language/balanced literacy and whole word approaches are developmentally inappropriate because they do not EXPLICITLY and SYSTEMATICALLY teach the code of written English and expect beginning readers to figure much of it out on their own.
For students weak in phoneme awareness, guessing becomes a compensating strategy that (A) the growth of sight vocabulary.
For students weak in phoneme awareness, guessing becomes a compensating strategy that INHIBITS the growth of sight vocabulary.
A reading strategy aligned with the pre-alphabetic phase of of mapping development, or syllable level of phonological awareness, is (A) reading.
A reading strategy aligned with the pre-alphabetic phase of of mapping development, or syllable level of phonological awareness, is REBUS reading.
A reading strategy aligned with the partial alphabetic phase of mapping development, or onset-rime level of phonological awareness, is the (A) approach which uses (B) families.
A reading strategy aligned with the partial alphabetic phase of mapping development, or onset-rime level of phonological awareness, is the LINGUISTIC approach which uses WORD families.
