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Curriculum > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Phonological awareness

A

breaking speech into smaller units (words, syllables, sounds)

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2
Q

Phonics

A

decoding and spelling, and phonetic recoding (sound symbol connections)

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3
Q

Phonological processing

A

using phonological information to process oral/written language

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4
Q

Phonemic awareness

A

ability to hear/manipulate PHONEMES; (part of phonological awareness)

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5
Q

According to ‘Simple View of Reading’ table, dyslexia results in what?

A

good oral language comprehension

poor word recognition

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6
Q

According to ‘Simple View of Reading’ table, a typical reader results in what?

A

good oral language comprehension

good word recognition

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7
Q

According to ‘Simple View of Reading’ table, mixed decoding results in what?

A

poor oral language comprehension

poor word recognition

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8
Q

According to ‘Simple View of Reading’ table, specific comprehension deficit results in what?

A

poor oral language comprehension

good word recognition

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9
Q

Adam’s model of reading’s 4 processors

A

phonological
orthographic
meaning
context

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10
Q

Owens 4 areas of deficits that contribute to reading problems

A

comprehension
orthographic awareness
morphological awareness
phonological awareness

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11
Q

3 key components of reading instruction (successful reading fluency and text comp depend upon what?)

A

phonemic awareness
phonics instruction
vocab and language development

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12
Q

Name and briefly describe each “rib” under the phonological processing umbrella

A
  1. phonological awareness- words are made of sounds
  2. word retrieval- linking sounds to labels
  3. phonological coding in memory- serial order of sounds; short term memory
  4. verbal output- coordinating verbal output, multi words, cohesive stories
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13
Q

T/F: dyslexia has trouble with sound-symbol correspondence

A

true

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14
Q

T/F: dyslexia has trouble assigning correct pronunciation quickly to printed words

A

true

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15
Q

T/F: dyslexia has fast decoding of unfamiliar words

A

false- slow decoding

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16
Q

T/F: dyslexia forgets words already read

A

true

17
Q

T/F: dyslexia has a fast reading rate

A

false- slow/erratic rate

18
Q

T/F: dyslexia does not have spelling problems

A

false- they DO have spelling problems

19
Q

T/F: dyslexia has normal listening comprehension

A

true

20
Q

T/F: dyslexia does not rely on context

A

false- they rely too much on context

21
Q

T/F: dyslexia do not reach milestones on time

A

false- they typically do

22
Q

T/F: dyslexia are often gifted in music/graphic art

A

true

23
Q

T/F: dyslexia: listening comprehension is at/above grade level

A

true

24
Q

T/F: dyslexia: reading comprehension is above grade level

A

false- below grade level

25
Q

T/F: dyslexia: oral language skills are average to above average

A

true

26
Q

T/F: dyslexia: word attack (decoding) and spelling to dictation is above average

A

false- poor or below average

27
Q

T/F: dyslexia: nonsense/non real word reading is above real word reading

A

false- nonsense/non real is below real reading

28
Q

T/F: dyslexia: phonological processing has decreased scores

A

true

29
Q

T/F: dyslexia: intelligence is below average

A

false- average to above average

30
Q

Early language problems: 2.5 years

A

shorter, simpler sentences

less accurate word productions

31
Q

Early language problems: 3 years

A

receptive vocab problems
naming problems
may have phonological processing problems

32
Q

Early language problems: 4 years

A

word junction problems

prob. differentiating similar sounding words
prob. distinguishing words with complex sound clusters

33
Q

Early language problems: 5 years

A

poor: naming, rhyming, phonemic awareness, and letter sound knowledge

34
Q

Profile A: dyslexia

A

have decoding problems that effect comprehension

phonological deficits!

35
Q

Profile B: generalized reading problem

A

comprehension and decoding SECONDARY to multiple systems of language deficits

Curriculum (1 decks)

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