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Neuropsychology > interventions > Flashcards

interventions Flashcards

1
Q

Phonics is important for _____

A

Reading, decoding- making sound word connections

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2
Q

Analytic/Analogy Based Phonics

A

ompare known to unknown words – taking sounds kids know and relating them to sounds they don’t know. Sort of like vygotsky, build on what they know and add to it

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3
Q

Synthetic Phonics

A

Convert letters to sounds then blend – creating a memory of sounds and letter

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4
Q

Onset-Rime Phonics

A

Onset (consonants) before rime (vowel) – easiest sounds to more difficult

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5
Q

Embedded Phonics

A

Problem-Solving model during reading of text – technique of decoding that relies on morphemes (smallest part of meaning in words ie. Planning = plan =ing).
Good for someone with good right hemisphere but not left*** More problem solving based

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6
Q

Phonics Through Spelling

A

Teaches students to segment words into phonemes and write letters –

  • *getting students to write letters. Hear letter, See letter, write letter, say letter.
  • ***Gets students to connect to the letter better through writing
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7
Q

Explicit phonics instruction: Direct instruction is the best way to go

A

very hierarchical, structured, explicit approach – research shows we do not learn whole words (whole word approach to learning to read is ineffective)

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8
Q

Diphthongs are the ____

A

Hardest to learn

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9
Q

Minimum level of accuracy in students reading before getting frustrated is at least ____%

A

70%

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10
Q

___% is level of independence for a student to read alone. = readability level.***

A

90%

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11
Q

Area of sound symbol, used in decoding…

A

angular gyrus

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12
Q

The _____ hemisphere is used and left ____ area when can not decode

A

right hemi , left brocas

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13
Q

Corrective Reading, Wilson Learning System, Spell Read Phonological Auditory Training, and Failure Free Reading

A

increase white manner connections = kids read more quickly

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14
Q

“Talking Letters” (Berninger, 98)

A

Teaches phonemic awareness and processing through pseudowords. FAKE WORDS

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15
Q

Orthographic/Phonemic/Fluency Instruction (Berninger, 01)

A

Repeated readings, precision teaching, metacognitive instruction (keeping track of your thinking, repeated reading and self corrections more holistic approach good for kids struggling with phonemic awareness*

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16
Q

more holistic approach good for kids struggling with phonemic awareness

A

Orthographic/Phonemic/Fluency Instruction

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17
Q

Fluency Instruction (Breznitz, 97)

A

**Repeated reading and self-monitoring/charting of rate (speed)

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18
Q

Sight Word Instruction (Browder, 91)

A

Increasingly difficult discriminations of sight words through stimulus control and fading. Can be done with flash cards, IMP to balance with decoding

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19
Q

Synthetic Phonics (Carnine, 97)

A

Teaches sound-symbol association and phonological assembly (lettersoundwords).

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20
Q

Good for kids that have problems blending (sequencing problem, putting letters in order)

A

SYNTHETIC Phonics

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21
Q

Corrective Reading (Engelmann, 99)

A

Synthetic phonics, sound-symbol, sequencing, blending, and comprehension through DIRECT INSTRUCTION

22
Q

Glass Analysis (Glass, 78)

A

Read and combine morphemes (meanings in words) (not phonemes)

23
Q

Good for right brain problems

A

Glass Analysis

24
Q

DISSECT (Lenz, 90)

A

Discover Content; Isolate Prefix; Separate Suffix; Examine Stem; Check; Try Dictionary

25
Q

direct instruction

A

very left brain approach

26
Q

similarities

A

left brain

27
Q

how things are different

A

right brain

28
Q

Repeated readings …

A

– gets kids to read faster. Encourage students to read faster

29
Q

Think alouds:

A

Answering questions about the text – prediction is a wonderful way to engage in text

30
Q

Story mapping –

A

Graphic representation -creating map – graphs – connections – map relationships. Draw arrows to make connections.

31
Q

Interactive Learning (Bos, 91)

A

link to prior knowledge

32
Q

right hemi

A

important for understanding context

33
Q

Vocabulary Instruction (Carnine, 85)

A

define, examples, review/rehearse (teaching vocab)

34
Q

Beginning to Read (Adams, 90)

A

Phonics, connected text, repeated readings

35
Q

Metacognitive Training –

A

students generate questions as they read text – trying to find keywords
(self questioning & underlying)

36
Q

RIDER (Clark, 84)

A

Read, Image, Describe, Evaluate, Repeat

37
Q

POSSE (Englert, 91)

A

Reciprocal teaching format - student teaches teacher and teacher teaches student – important for comprehension and metacognition

38
Q

PALS (Fuchs, 97)

A

Peer tutoring for reading, summarizing, prediction

39
Q

SCROLL (Grant, 93)

A

teaches kids how to pick out the key words – – gives the ‘”just” of the text- good for building right hemisphere (BIG IDEAS, whole pictures) .

Surveying, Connecting, Reading, Outlining, Looking for comprehension

40
Q

Story Grammar (Gurney, 90)

A

identify conflict, characters, resolution, theme

41
Q

helps kids that have problem with too many words. helps kids pick out key words. Gives “just”of text

A

SCROLL

42
Q

Restating stories –

A

paraphrasing, writing is key to comprehension

43
Q

Reciprocal Teaching (Palinscar, 88)

A

Comprehension monitoring through prediction, questioning, summarizing, clarifying

44
Q

SQ3R – old technique but still used –

A

form of prediction (asking questions about the task) kids generate questions about the text after they survey the text and then looking for the answers.

45
Q

DRA (directed reading activity) –

A

uses experience to get students engaged – talk about kids experiences to get kids involved and engaged.

46
Q

Multipass (very popular) –

A

getting deeper and deeper into the meaning of the text. multi “passes” over the text

47
Q

QAR –

A

Question and answer relationship.

could be useful in asses kids with right or left hemi issues

48
Q

explicit (straight forward in the text)

A

left hemi

49
Q

Implicit (prediction)

A

right hemi

50
Q

RAVE-O – good technique for kids that are slow readers to build up.

A

INCREASE FLUENCEY and SPEED

51
Q

speed important for ______

A

comprehension

52
Q

good technique for kids that are slow readers to build up.

A

RAVE-O

Neuropsychology (8 decks)

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