Language and Linguistics

Question 1

the stages of reading development

Answer 1

1/ The emergent reader= early childhood to pre-k
(prealphabetic)
2/ The beginning reader=k to 2nd/3rd grade
(alphabetic)
3/ The fluent reader=4th-8th grade
(orthographic)
4/ The remedial reader=3rd-8th grade
(students who do not demonstrate competency)

Question 2

The emergent reader

Answer 2

DEVELOPMENTAL EXPECTATION:
BEGINNING OF AWARENESS that text progresses from left to right. children scribble and recognize distinctive visual clues in environmental print, such as letters in their names.
READING INSTRUCTION:
begin phonemic awarenes, help to recognize print in environment, help to make predictions in stories, observe pretending to read, help to recognize letter shapes.

Question 3

The beginning reader

Answer 3

DEVELOPMENTAL EXPECTATION:
letters are associated with sounds. children begin to read simple CVC words such as mat, sun, pin,. they usually represent such words with a single sound, and later spell with the first and last consonant, for example CT for cat. when writing later, vowels are included in each syllable. children now rhyme and blend words. when reading later, they begin to recognize “chunks” or phonograms.

READING INSTRUCTION:
systematic and explicit instruction including:
phonics, phonemic awareness, blending, decoding
vocab. word attack skills, spelling, test comprehension, listening and writing.

Question 4

the fluent reader

Answer 4

DEVELOPMENTAL EXPECTATION:
students read larger units of print and use analogy to decode larger words. decoding becomes fluent. reading, accuracy, and speed are stressed.
READING INSTRUCTION:
systemic and explicit instruction, including: word attack skills (multisyllabic words), decoding, spelling and vocab., fluency, text comprehension (context skills), utilizing metacognition.

Question 5

The remedial reader

Answer 5

DEVELOPMENTAL EXPECTATION:
the key approach to successful reading programs is preventive rather than remedial while understanding that there is a full range of learners in the classroom. Therefore, the students who are struggling to read are taught from the same systematic framework taught in the early grades of successful readers.
READING INSTRUCTION;
reading instruction includes re-teaching all of the modalities taughts as a “begining reader” listed above and emphasizing on:
the assessment of identified reading weakness, teaching explicit strategies based on diagnosis, linking instruction to prior knowledge, increasing instruction time, dividing skills into smaller steps while providing reinforcement and positive feedback

Question 6

Phoneme

Answer 6

• the smallest part of spoken language that makes a difference in the meaning of words.
• English has about 41 phonemes. a few words such as, a or oh, have only one phoneme.
• most words however, have more than one phoneme: the word if has two phonemes /i/ and /f/. the word check has three phonemes, /ch/ /e/ /k/, and stop has four phonemes /s/ /t/ /o/ /p/ sometimes one phoneme is represented by more than one letter.

Question 7

phoneme manipulation

Answer 7

when children work with phonemes in words, they are manipulating the phonemes. types of phoneme manipulation include blending phonemes to make words, segmenting words into phonemes, deleting phonemes from words, adding phonemes to words, or substituting one phoneme for another to make a new word.

Question 8

Grapheme

Answer 8

A grapheme is the smallest part of written language that represents a phoneme in the spelling of a word. a grapheme may be just one letter (such as b,d, f, p, s,) or several letters (such as ch, sh ,th, ck, ea, igh).

Question 9

Phonics

Answer 9

this is the understanding that there is a predictable relationship between phonemes(the sounds of spoken lang.) and graphemes (the letters and spellings that represent those sounds in written lang.)

Question 10

Phonics

Answer 10

good phonics instruction is systematic and explicit.

Question 11

Systematic

Answer 11

is a plan of instruction which includes a carefully selected set of letter-sound relationships that are organized into a logical sequence.

Question 12

Explicit

Answer 12

programs provide teachers with precise directions for the teaching of these relationships. Phonics instruction is most effective when it begins in Kindergarten or first grade, and approx. two years of phonics instruction is sufficient for most students.

Question 13

Phonemic awareness

Answer 13

is the ability to hear, identify, and manipulate the individual sounds-phonemes-in spoken words. it is the understanding that sounds work together to make words, and it is the most important determinant toward becoming a successful reader.

Question 14

Phonological awareness

Answer 14

is a broad term that includes phonemic awareness. In addition, to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.

Question 15

Syllable

Answer 15

is a word part that contains a vowel or, in spoken lang., a vowel sound (e-vent) (news-pa-per) (ver-y)

Question 16

Decoding

Answer 16

the analysis of spoken or written symbols in order to understand their meaning. this refers to work identification.

Question 17

Segementing

Answer 17

when children break words into their individual phonemes, they are segmenting the words. they are also segementing when they break words into syllables and syllables into onsets and rimes.

Question 18

Onset and Rime

Answer 18

onsets and rimes are parts of spoken lang. that are smaller than syllables but larger than phonemes. An onset is the initial consonant sound of a syllable (the onset of bag = b) (swim=sw)
A rime is the part of a syllable that contains the vowel and all that follws it (the rime of bag=ag) (swim= im)

Question 19

Blending

Answer 19

When children combine individual phonemes to form words, they are blending the phonemes. They also are blending when they combine onsets and rimes to make syllables and combine syllables to make words.

Question 20

Morpheme

Answer 20

a morpheme is a unit of meaning that cannot be divided nto smaller elements, such as the word - book.

Question 21

Semantics

Answer 21

the analysis and study of meanings of words, phrases, and sentances. this is useful as a strategy in decoding to analyze the word that “sounds” correct in a sentance.

Question 22

syntax

Answer 22

the examination of various ways that words combine to create meaning, the study of how sentences are formed, and the pattern or structure of word order in sentances.