quiz 11_12 Flashcards

1
Q

What is a better word for Phonological Disorder

A

DISORDERED Phonological SYSTEM

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2
Q

Why metaphonology

A

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

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3
Q

Best predictors [at kindergarten entry] of how

well children will learn to read ?

A

Phonemic Awareness

Print Awareness/Letter Knowledge

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4
Q

LITERACY STATISTICS Reid Lyon

A

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

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5
Q

LITERACY STATISTICS National Adult Literacy Surveys

A

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

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6
Q

LITERACY STATISTICS National Assessment of Education Progress [NAEP]

A

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

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7
Q

CHILDREN “MOST AT RISK” for LITERACY Difficulties

A

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

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8
Q

CHILDREN WITH DISORDERED EXPRESSIVE PHONOLOGICAL SYSTEM

A

“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

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9
Q

METAPHONOLOGY & LITERACY Activities/Levels: Infants

A

Sound Play

Listening to Stories, Rhymes, & Songs

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10
Q

METAPHONOLOGY & LITERACY Activities/Levels: toddlers

A

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

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11
Q

METAPHONOLOGY & LITERACY Activities/Levels: preschoolers

A

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

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12
Q

METAPHONOLOGY & LITERACY Activities/Levels: kindergarten

A
Onset & Rime Blending
Detection of Sounds [e.g., beginning]
Learning to Decode
Emergent Writing
Invented Spelling
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13
Q

METAPHONOLOGY & LITERACY Activities/Levels: grade 1

A

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

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14
Q

METAPHONOLOGY & LITERACY Activities/Levels: Grade 2

A

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

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15
Q

METAPHONOLOGY & LITERACY Activities/Levels: grade 3 and beyond

A

reading to learn

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16
Q

SOME METAPHONOLOGICAL TASKS for ADULTS

A
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 ____________________________

17
Q

How Can We Assess Metaphonological Skills?

A

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]
18
Q

example of motivational activities

A

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]

19
Q

task complexity considerations

A

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

20
Q

phonological/metaphonological awareness

A

conscious awareness of the sound structure of spoken words

21
Q

metalinguistic

A

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