Other Vocab

Question 1

systematic phonics program

Answer 1

a successful student approach. The elements that the program includes are structured and consider the learner. These programs feature information connected to actual readings, planned and concise instruction, not too many rules, a good pace for the audience, and review and application.

Question 2

R controlled word program

Answer 2

those in which the ‘r’ sound is the more pronounced sound that is heard. These include: -ar, -er, -ir, -or, -ur, -oor, -ear, -our, -eer.

Question 3

Explicit vs Implicit Instruction

Answer 3

Explicit: teaching where the instructor clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting.

Implicit: teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the information in the way that makes the most sense to them.

Question 4

Phoneme Blending

Answer 4

Phoneme blending is the ability to blend individual sounds into a word.

Question 5

Phoneme Categorization

Answer 5

Phoneme categorization is a way to practice matching sounds or picking out the sound that does not belong when given a sequence of two or more words.

Here’s an example for beginning sounds: The teacher says three words, and students will have to determine which two words have the same beginning sound. The set of words might be “cat, cow, fish”. The students would pick out the words “cat” and “cow”, because they both start with the /c/ sound.

Question 6

Phoneme Deletion

Answer 6

Phoneme deletion involves having students manipulate spoken words by deleting specific phonemes

“What word do we have if we say bat without the /b/ sound?”

Question 7

Phoneme Isolation

Answer 7

Phoneme isolation has to do with the individual sounds that make up a spoken word, namely, breaking down or isolating the different sounds. For example, a child who can perform phoneme isolation should be able to show where the /”g/ sound appears in such words as ”flag” or ”give” – the beginning of the word, the middle of the word, or the end?

Question 8

Grapheme

Answer 8

The name grapheme is given to the letter or combination of letters that represents a phoneme

A way of writing down a phoneme. Graphemes can be made up from 1 letter e.g. p, 2 letters e.g. sh, 3 letters e.g. tch or 4 letters e.g ough.

Question 9

Phonics Manipulation Task

Answer 9

Phoneme Manipulation is “playing” around with the sounds in a word to make a new word. For example, the teacher may say a word “pot” and then ask the students to change the /p/ to /h/ to create a new word.

Question 10

Cue Analysis

Answer 10

Assessing response to this:

Education Cues or prompts are used to help teach, remind and reinforce students’ ability to do a particular task or use set of skills. Cues or prompts can be subtle, but should be easy to recognize and interpret for both staff and students.

Question 11

Reading Inventory

Answer 11

The Reading Inventory is a research-based, adaptive student assessment program that measures reading skills and longitudinal progress from Kindergarten through college readiness.

Question 12

Running Record

Answer 12

A Running Record is an assessment tool which provides an insight into a student’s reading as it is happening

Question 13

Basal Reader

Answer 13

Basal readers are textbooks used to teach reading and associated skills to schoolchildren. Commonly called “reading books” or “readers” they are usually published as anthologies that combine previously published short stories, excerpts of longer narratives, and original works.

Question 14

Predictive Cues

Answer 14

Predictive cues induce large changes in people’s choices by biasing responses towards the expected stimulus category

Question 15

Semantic Cues

Answer 15

A semantic cue is a prompt that contains semantic information, and is given to facilitate word retrieval. Semantic information is knowledge that is related to the meaning of the word. This may include a formal description or definition (e.g., “Something that contains coffee” for cup)

Question 16

Syntactic Cues

Answer 16

Syntactic cues involve word order, rules and patterns of language (grammar), and punctuation. For example, the position a word holds in a sentence will cue the listener or reader as to whether the word is a noun or a verb.

Question 17

Digraphs

Answer 17

A digraph is two letters that combine together to correspond to one sound (phoneme). Examples of consonant digraphs are ‘ch, sh, th, ng’. Examples of vowel digraphs are ‘ea, oa, oe, ie, ue, ar, er, ir, or, ur ‘.

Question 18

Association Method

Answer 18

The Association Method is a phonics-based, multi-sensory and multilevel curriculum designed to teach oral and written communication to people with severe communication disorders. Its goals are fluency and automaticity. The teaching procedures are specifically designed to reduce or alleviate the language-disordered child’s difficulties in decoding, organizing, associating, storing and retrieving information pertinent to the production of clear, articulate speech.

Question 19

Herman Method

Answer 19

The Herman Method™ teaches reading in small groups of up to three students. … The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing.

Question 20

The Orton-Gillingham Approach

Answer 20

The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. The Orton-Gillingham Approach is most often associated with a one-on-one teacher-student instructional model. Its use in small group instruction is not uncommon. A successful adaptation of the Approach has demonstrated its value for classroom instruction. Reading, spelling and writing difficulties have been the dominant focus of the Approach although it has been successfully adapted for use with students who exhibit difficulty with mathematics.

It teaches the basics of word formation before teaching word meanings. The instruction is structured and repetitive. Teachers still use this approach for students with disabilities who need to focus on visual memory, using a multi-sensory system.

Question 21

Sequential English Approach

Answer 21

The Sequential English Education program is a multisensory structured language approach to teaching reading, writing, and spelling to students at risk for or diagnosed as dyslexic or having a related disorder.

Question 22

COPS

Answer 22

The acronym COPS represents an error-monitoring strategy. It stands for C-Capitalization, O-Overall appearance, P-Punctuation, and S-Spelling. Students learn the acronym so they may remember the steps when correcting their errors on written work.

Question 23

Percentage of all students who are special education students in the U.S.

Answer 23

14.4%

Question 24

Disproportionality

Answer 24

over-representation of minority students identified with a learning disability or other type of disability

Question 25

Persons with severe disabilities are:

Answer 25

individuals of all ages who require extensive ongoing support in more than one major life activity in order to participate in integrated community settings and to enjoy a quality of life that is available to citizens with fewer or no disabilities

Question 26

IDEA added requirements especially valuable to students with severe disabilities:

Answer 26

(1) early intervention starting at birth or whenever disability recognized
(2) related services such as physical, occupation, and speech and language therapy, including augmentative and alternative communication (AAC) methods
(3) the requirement for a plan and services to facilitate transition to work and adulthood
(4) a value placed on inclusion in general education with nondisabled peers

Question 27

Institutions

Answer 27

long-stay residential facilities that segregate and confine people with disabilities

Question 28

When did dissatisfaction with institutions grow?

Answer 28

grew as the exposés of the 1960s made it clear that the institutions were failing to meet even the most basic needs of the people they were intended to serve.

Question 29

Education for All Handicapped Children Act

What was it renamed to in 1990?

Answer 29

1975: passed to guarantee equal access to public education for children with disabilities. This act of legislation specified that every child had a right to education, and mandated the full inclusion of children with disabilities in mainstream education classes, unless a satisfactory level of education could not be achieved due to the nature of the child’s disability

renamed in 1990 to the Individuals with Disabilities Education Act (IDEA), which further elaborated on the inclusion of children with disabilities into regular classes, but also focused on the rights of parents to be involved in the educational decisions affecting their children. IDEA required that an Individual Education Plan be designed with parental approval to meet the educational needs of a child with a disability.

Question 30

The Rehabilitation Act of 1973 (Section 504)

Answer 30

provided equal opportunity for employment within the federal government and in federally funded programs, prohibiting discrimination on the basis of either physical or mental disability.

Question 31

Americans with Disabilities Act

Answer 31

1990: ensured the equal treatment and equal access of people with disabilities to employment opportunities and to public accommodations.

Question 32

free appropriate public education (FAPE)

Answer 32

The “appropriate” component means that this education must be designed to meet the individual educational needs of the student as determined through appropriate evaluation and placement procedures. However, students with disabilities must be educated with students without disabilities to the maximum extent appropriate.

Question 33

Family Educational Rights and Privacy Act (FERPA)

Answer 33

Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Question 34

Included in the reauthorization of IDEA in 1997:

Answer 34

More requirements on discipline for students with disabilities; additional guidelines on alternative placements and administering functional behavior plans.

Question 35

No Child Left Behind (NCLB)

Answer 35

2001: All students will be proficient in reading, writing and math; expectations under NCLB cover ALL children unrelated to any disability

Question 36

Fine motor skills

Answer 36

Fine motor skills are the ability to make movements using the small muscles in our hands and wrists

Question 37

Gross motor skills

Answer 37

Gross motor skills are abilities that let us do tasks that involve large muscles in our torso, legs, and arms.

Question 38

Oral motor skills

Answer 38

Oral-motor skills refer to the movement of the muscles of the face (e.g., mouth, jaw, tongue, and lips)

Question 39

Visual motor skills

Answer 39

Visual Motor Skills enable an individual to process information around them. The ability to observe, recognize, and use visual information about forms, shapes, figures, and objects makes up our visual motor abilities.

Question 40

Psycholinguistics

Answer 40

the study of the relationships between linguistic behavior and psychological processes, including the process of language acquisition.