quiz 11_12

Question 1

What is a better word for Phonological Disorder

Answer 1

DISORDERED Phonological SYSTEM

Question 2

Why metaphonology

Answer 2

children need to understand that spoken words comprise smaller units & that letters represent speech sounds in order to read successfully
Helps individual understand ALPHABETIC PRINCIPLE
can be enhanced by Direct Instruction

Question 3

Best predictors [at kindergarten entry] of how

well children will learn to read ?

Answer 3

Phonemic Awareness

Print Awareness/Letter Knowledge

Question 4

LITERACY STATISTICS Reid Lyon

Answer 4

–approximately
5%–learn to read effortlessly
25%–learn relatively easily
20%–experience major challenge

Question 5

LITERACY STATISTICS National Adult Literacy Surveys

Answer 5

20% [of adults] read at or below 5th-grade level

Question 6

LITERACY STATISTICS National Assessment of Education Progress [NAEP]

Answer 6

Approx 40% of 4th graders lack skills necessary for performing [e.g., reading textbooks] at grade level

Question 7

CHILDREN “MOST AT RISK” for LITERACY Difficulties

Answer 7

Individuals with deficits/impairments/limitations involving one [or more] of the following:

Hearing , Language, Phonology , Environment/Experience Neurophysiological, Cognitive [poor predictor]

-important to consider LEVEL of Severity along a CONTINUUM & OVERLAPPING factors

Question 8

CHILDREN WITH DISORDERED EXPRESSIVE PHONOLOGICAL SYSTEM

Answer 8

“Critical Age Hypothesis” 5;6 [years;months]

Poorly specified Representations [“fuzzy”]

Relationship between children’s speech production difficulties & MetaPhonological skills

Must address MetaPhonological skills as well as speech intelligibility in these children

Improvement in speech production often improves MetaPhonological scores and vice versa—a reciprocal relationship

Question 9

METAPHONOLOGY & LITERACY Activities/Levels: Infants

Answer 9

Sound Play

Listening to Stories, Rhymes, & Songs

Question 10

METAPHONOLOGY & LITERACY Activities/Levels: toddlers

Answer 10

Attention to Sounds [e.g., animals]
Rapid growth in related areas—Vocabulary,
Basic Book Knowledge, Narratives, Speech
Interactive Books [love redundancy]
Beginning Rhyming Skills

Question 11

METAPHONOLOGY & LITERACY Activities/Levels: preschoolers

Answer 11

Rhyming & Alliteration
Syllable Segmentation & Blending
Grapheme-Phoneme AWARENESS
Drawing & Beginning Writing

Question 12

METAPHONOLOGY & LITERACY Activities/Levels: kindergarten

Answer 12

Onset & Rime Blending
Detection of Sounds [e.g., beginning]
Learning to Decode
Emergent Writing
Invented Spelling

Question 13

METAPHONOLOGY & LITERACY Activities/Levels: grade 1

Answer 13

Segmenting & Blending Phonemes
Grapheme-Phoneme CORRESPONDENCE
Developing Proficiency in Decoding

Question 14

METAPHONOLOGY & LITERACY Activities/Levels: Grade 2

Answer 14

Develolping Automaticity & Fluency in Decoding
Phoneme Manipulation [e.g., Spoonerisms]
Comprehension

Question 15

METAPHONOLOGY & LITERACY Activities/Levels: grade 3 and beyond

Answer 15

reading to learn

Question 16

SOME METAPHONOLOGICAL TASKS for ADULTS

Answer 16

Reverse Phonemes in following to obtain New Words:
cheat   \_\_\_\_\_\_\_\_		zoo  \_\_\_\_\_\_\_\_
scene   \_\_\_\_\_\_\_\_		ice   \_\_\_\_\_\_\_\_
caught \_\_\_\_\_\_\_\_		jab   \_\_\_\_\_\_\_\_
might   \_\_\_\_\_\_\_\_	       cats  \_\_\_\_\_\_\_\_

Spoonerisms:
rip leading ____________________________
tappy hime ____________________________
hurly care ____________________________
bunny phone ____________________________

Question 17

How Can We Assess Metaphonological Skills?

Answer 17

Rhyming & Alliteration/Onset
Judgement, Matching, Oddity, Supply
Categorization [oddity & matching];
Sound Sorts

Segmenting & Blending**
Word, Syllable, Onset & Rime [e.g., sh + eep];
Body & Coda [shee + p]; Phonemes [sh + ee + p]

Manipulation [e.g., Spoonerisms, pig Latin]
Substitutions, Deletions, Transpositions

Writing/Spelling
Word & Sound Play; Pattern Books
Rhyming & Alliteration Activities
Identify Phonemes [e.g., beginning/ending]
Grapheme-Phoneme Relationships Awareness
Phonological Segments  [e.g., phonemes]
Categorization   [matching & oddity]
Segmenting & Blending
Deletion & Substitution
Manipulation [via songs--e.g., ”A Hunting We Will Go”; “Apples & Bananas”]
“Say it & Move it” [Elkonin; Blachman et al.]
Writing; Journals
Computer Software [e.g., Earobics]

Question 18

example of motivational activities

Answer 18

Bringing toddlers’ attention to rhythm, etc. via rhymes & songs
Pausing so that child “fills in” rhyme word
Sorting toys/pictures [e.g., by rhymes, beginning sounds]
Puppets for Blending or Differentiating
Games [e.g., Bingo; Sound Safari]
Bringing attention to letters via alphabet books, puzzles, etc.
Playing with phonemes [e.g., substitution, deletion]

Question 19

task complexity considerations

Answer 19

Number: 2 -> [i.e., before] 3, 3 -> 4, etc.

Size: syllables -> onset & rime -> phonemes

Position: beginning ->ending -> middle

Properties: continuous -> stop

Student Response: identification -> production

Question 20

phonological/metaphonological awareness

Answer 20

conscious awareness of the sound structure of spoken words

Question 21

metalinguistic

Answer 21

child’s ability to reflect upon and discuss aspects of language separate from the meaning of language.