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ECU Language + Learning Disabilities > Lecture 8 - Spelling Assessment and Intervention > Flashcards

Lecture 8 - Spelling Assessment and Intervention Flashcards

1
Q

What percentage of English words are irregular or nonsensical?

A

4%

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2
Q

Do most teachers know or teach the linguistic nature of spelling?

A

No

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3
Q

Traditional spelling instruction does not teach children the __________ that is needed for accurate spelling.

A

Underlying language knowledge

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4
Q

What does poor spelling instruction negatively impact

A

Decoding/reading words

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5
Q

What are the 4 blocks of spelling?

A

Phonology

Orthography

Morphology

Semantics

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6
Q

What happens when the 4 blocks are used?

2

A

Children can spell and read new words

Children can develop mental images of the words

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7
Q

What are Mental Graphemic Representations (MGR)?

2

A

The stored mental images of written words in memory

Word parts (affixes) stored in the mental orthographic lexicon

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8
Q

Word-specific mental representations can be applied to ______ and ______ words

A

Spelling

Reading

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9
Q

What can word-specific images (Mental Graphemic Representations) include?

(3)

A

Complete and accurate images of written words (e.g., cat),

Less clear or incomplete images that contain only a few letters (e.g., prsnl for personnel),

Word parts such as prefixes and suffixes (e.g., re-, -ing for recycling).

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10
Q

Well-established and complete MGRs are necessary for fluent _____ and _____.

A

Reading and writing

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11
Q

When individuals can match printed words to previously stored MGRs, words are ___________ and ___________.

A

Read effortlessly and fluently

Comprehension is aided

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12
Q

What are Phonological Processes important factors in?

A

Learning sound-symbol correspondence

What has been unconscious, becomes important in learning to spell and read

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13
Q

How do we use phonological knowledge in spelling?

3

A

Use phonological processes

Blend constituent phonemes into syllables and words

Analyze the spoken syllables into phonemic units

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14
Q

What is used when spelling unknown words?

A

Phonological knowledge is used

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15
Q

What is used when spelling sight words?

2

A

Orthographic knowledge

Morphological knowledge

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16
Q

What is Orthographic Pattern Knowledge of spelling?

4

A

The knowledge required to represent spoken language in writing

What letter combinations are not acceptable (e.g., “jr” in a word is not acceptable)

Principles governing root words (e.g., long vs short)

Positional constraints (“ck” is only in postvocalic)

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17
Q

What are the two components of Orthographic Pattern Knowledge of spelling?

A

Word-specific knowledge (MGRs)

Orthographic pattern knowledge-set of patterns are applied when writing spoken words (/k/ is spelled with k, c, ck, ch)

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18
Q

What is Morphological Knowledge of spelling?

4

A

Ability to consider the morphemic structure of words

How spelling changes when morphemes are added to a base word (“admit” vs. “admission”)

The relationship between morphologically related words

Overt knowledge of spelling prefixes (e.g., un-, pro-) and suffixes (e.g., -ing, -est)

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19
Q

What are two common ways of modifying base words?

A

Dropping the “e” before adding “-ing”

Doubling “p” when adding “-ed” to “hop”

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20
Q

What is Semantic Knowledge of spelling?

2

A

Understanding how meaning affects spelling

Knowing the difference between Homophones (Their–There–They’re)

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21
Q

What are Mental Graphemic Representations (MGR) the basis of?

(2)

A

Sight word recognition

Processing used when decoding words

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22
Q

What is “fast mapping”?

2

A

Learning orthographic representations via exposure

Even unusual words can become sight words and can be written without additional processing

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23
Q

What happens when a MGR is “fuzzy”?

A

It takes more time to read and spell that/those words

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24
Q

What is Spelling Growth highly correlated with?

2

A

Increased reading comprehension skills

Increased writing comprehension skills

25
Q

Spelling is an ______ task.

What does this mean? (2)

A

Encoding

//

Converting phonemes to graphemes

Using phonological, orthographic, and morphological knowledge

26
Q

Spelling is associated with ___________.

A

Reading comprehension

27
Q

Reading comprehension shares reliance on ______.

Why?

A

MGRs

You will have to spend more time to use mental energy comprehending instead of decoding (Chall, 1996)

28
Q

Better decoders are ___________.

A

Better spellers

29
Q

What two things is good spelling dependent on?

A

Orthographic type (phonemic vs. nonphonemic)

Word length (better 1-3 syllables)

30
Q

What is Chall’s Stage 1 of Reading?

When does it occur?

What is it?

A

Precommunicative spelling

1-7 yrs

Random letters are used. Meaning is assigned by writer

31
Q

What is Chall’s Stage 2 of Reading?

When does it occur?

What is it?

A

Semi-phonetic spelling

4-9 yrs

Use letters to represent speech sounds

32
Q

What is Chall’s Stage 3 of Reading?

When does it occur?

What is it?

A

Phonetic spelling

6-12 yrs

Phonological judgment and inventive spelling are used

33
Q

What is Chall’s Stage 4 of Reading?

When does it occur?

What is it? (4)

A

Morphemic spelling

8-18 yrs

//

Affixes (Prefixes and suffixes)

Schwa

High frequency word families

C-V-(e) – e.g., cube

34
Q

What is Chall’s Stage 5 of Reading?

When does it occur?

What is it? (2)

A

Derivational Constancy

10 to adulthood

//

Use different forms of multisyllabic and professional words

Proof-read

35
Q

What assessment can be used to test Spelling?

2

A

Test of Written Spelling-5

Spelling Evaluation for Language and Literacy -2 (SPELL-2)

36
Q

How is the Test of Written Spelling-5 performed?

2

A

Children are asked to write words spoken by the examiner

Examiner gives word – word in sentence – word

37
Q

How do we determine Spelling Goals?

3

A

Need to elicit a large sample of words

Identify orthographic patterns that are misspelled

Describe the nature of the spelling errors

38
Q

How is the Spelling Evaluation for Language and Literacy -2 (SPELL-2) performed? (2)

What does it give us?

A

Administer gives 4 levels of words based on the student’s preassessment results

Errors occurring more than 40% of time need more analysis

//

Gives results and level of spelling accuracy

39
Q

How do we measure Spelling Progress?

5

A

Document a baseline performance and monitor progress

Response to Intervention

Construct a list of words with elements across a given grade

Collect samples of work

Look at Percent words correct (PWC)

40
Q

What is a Spelling Sensitivity Score of 3?

A

Correct spelling

41
Q

What is a Spelling Sensitivity Score of 2?

A

Legal misspellings

42
Q

What is a Spelling Sensitivity Score of 1?

A

Illegal misspellings

43
Q

What is a Spelling Sensitivity Score of 0?

A

Omitted elements

44
Q

How do we tailor Multilinguistic Intervention spelling intervention?

A

Cater goals and objectives to needs of students

45
Q

What is Ellis’ Scaffolding Approach to Spelling?

A

Four levels for teaching spelling

46
Q

What is Ellis’ Scaffolding level “I do”?

A

New strategy is modeled by instructor

47
Q

What is Ellis’ Scaffolding level “We do”?

A

Student imitates strategy with instructor

48
Q

What is Ellis’ Scaffolding level “Y’all do”?

A

Multiple students and instructor imitate strategy

49
Q

What is Ellis’ Scaffolding level “You do”?

A

Student does strategy alone

50
Q

How can we help improvement Orthographic Pattern Knowledge?

6

A

Omission of letters

Segmenting and blending words

Sound Strings (Wasowicz et al., 2004)

Magnetic Letters

Classes of phonemes

Clusters – use clusters (e.g., str + VC)

51
Q

How can we model and scaffold spelling strategies?

3

A

Have word family cards

Sort cards by end/ rime pattern

Have child verbalize the orthographic principle and words

52
Q

How can we teach Morphological Knowledge?

3

A

Word sorts –by word ending

Rhyming

Word Relatives Strategy

53
Q

What is the Word Relatives Strategy?

A

Child learns to recognize relationship between words by word family

(elicit–elicitation; assume-assumption)

54
Q

Are there free Spelling Tests by grade online?

A

Yes at http://gradespelling.com/

55
Q

What kind of spelling patterns are being learned in 1st grade?

A

End patterns (fat, cat, bat, pat, mat, sat, hat)

56
Q

What kind of spelling are being learned in older grades?

2

A

Science vocabulary

Math vocabulary

57
Q

What spelling questions should we ask during assessments?

2

A

Have parents noticed any problems

Ask the child where they have difficulty

58
Q

How should spelling activities be designed?

A

To be functional, not DRILL!

59
Q

Where can many rhyming and phonological and orthographic examples be found?

A

In Dr. Seuss–type books

ECU Language + Learning Disabilities (11 decks)

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