Exam 1 Flashcards
Phonological awareness
breaking speech into smaller units (words, syllables, sounds)
Phonics
decoding and spelling, and phonetic recoding (sound symbol connections)
Phonological processing
using phonological information to process oral/written language
Phonemic awareness
ability to hear/manipulate PHONEMES; (part of phonological awareness)
According to ‘Simple View of Reading’ table, dyslexia results in what?
good oral language comprehension
poor word recognition
According to ‘Simple View of Reading’ table, a typical reader results in what?
good oral language comprehension
good word recognition
According to ‘Simple View of Reading’ table, mixed decoding results in what?
poor oral language comprehension
poor word recognition
According to ‘Simple View of Reading’ table, specific comprehension deficit results in what?
poor oral language comprehension
good word recognition
Adam’s model of reading’s 4 processors
phonological
orthographic
meaning
context
Owens 4 areas of deficits that contribute to reading problems
comprehension
orthographic awareness
morphological awareness
phonological awareness
3 key components of reading instruction (successful reading fluency and text comp depend upon what?)
phonemic awareness
phonics instruction
vocab and language development
Name and briefly describe each “rib” under the phonological processing umbrella
- phonological awareness- words are made of sounds
- word retrieval- linking sounds to labels
- phonological coding in memory- serial order of sounds; short term memory
- verbal output- coordinating verbal output, multi words, cohesive stories
T/F: dyslexia has trouble with sound-symbol correspondence
true
T/F: dyslexia has trouble assigning correct pronunciation quickly to printed words
true
T/F: dyslexia has fast decoding of unfamiliar words
false- slow decoding
T/F: dyslexia forgets words already read
true
T/F: dyslexia has a fast reading rate
false- slow/erratic rate
T/F: dyslexia does not have spelling problems
false- they DO have spelling problems
T/F: dyslexia has normal listening comprehension
true
T/F: dyslexia does not rely on context
false- they rely too much on context
T/F: dyslexia do not reach milestones on time
false- they typically do
T/F: dyslexia are often gifted in music/graphic art
true
T/F: dyslexia: listening comprehension is at/above grade level
true
T/F: dyslexia: reading comprehension is above grade level
false- below grade level
T/F: dyslexia: oral language skills are average to above average
true
T/F: dyslexia: word attack (decoding) and spelling to dictation is above average
false- poor or below average
T/F: dyslexia: nonsense/non real word reading is above real word reading
false- nonsense/non real is below real reading
T/F: dyslexia: phonological processing has decreased scores
true
T/F: dyslexia: intelligence is below average
false- average to above average
Early language problems: 2.5 years
shorter, simpler sentences
less accurate word productions
Early language problems: 3 years
receptive vocab problems
naming problems
may have phonological processing problems
Early language problems: 4 years
word junction problems
prob. differentiating similar sounding words
prob. distinguishing words with complex sound clusters
Early language problems: 5 years
poor: naming, rhyming, phonemic awareness, and letter sound knowledge
Profile A: dyslexia
have decoding problems that effect comprehension
phonological deficits!
Profile B: generalized reading problem
comprehension and decoding SECONDARY to multiple systems of language deficits
