Reading and writing

Question 1

Grapheme

Answer 1

The letter or blend of letters that represent a sound (e.g. s or ch)

Question 2

Phoneme

Answer 2

The sound of a letter or blend of letters within a word.

Question 3

Look and say approach

Answer 3

Encourages readers to identify familiar words as a whole in order to read them.

Question 4

Phonic approach

Answer 4

encourages readers to break down words into individual graphemes and sound them out in order to then read the whole word accurately.

Question 5

Chall (1983) reading stages

Answer 5

Pre-reading or pseudo reading-up to 6
Initial reading-6-7
Confirmation and fluency-7-8
Reading for learning-9-13 
Multiple viewpoints-14-18 
Construction and reconstruction-18+

Question 6

Synthetic Phonics

Answer 6

teaches children the individual phonemes independently from reading. Once these are embedded they can then blend them together to pronounce a word.

Question 7

oracy

Answer 7

an individual’s development of speaking and listening skills.

Question 8

Literacy

Answer 8

an individual’s development of reading and writing skills.

Question 9

Gross motor skills

Answer 9

the skills associated with larger movements, for example, walking and jumping.

Question 10

Fine motor skills

Answer 10

the skills associated with more precise movement, for example with the fingers e.g. writing and sewing.

Question 11

Directionality

Answer 11

the process of writing from left to right.

Question 12

Kroll (1981)

Answer 12

Preparatory- up to the age of 6
Consolidation-age 7 and 8
Differentiation-age 9-10
Integration-mid teens

Question 13

Rothery’s four categories

Answer 13

Observation/comment
recount
report
narrative

Question 14

Britton’s Model

Answer 14

a useful way of considering how children develop their understanding of the functions of language.
Expressive
Poetic
Transactional

Question 15

Phonetic spelling

Answer 15

Words that are spelt as they sound.

Question 16

Undergeneralisation

Answer 16

standard rules for particular spelling patterns are not followed e.g. y to ies in plurals.

Question 17

Overgeneralisation

Answer 17

regular spelling rules are applied even when it is not accurate to do so e.g. run, runned

Question 18

Omission

Answer 18

letters are missed out of words (particularly where double consonants appear)

Question 19

Insertion

Answer 19

the addition of extra letters that are not needed for the accurate spelling of a word.

Question 20

Substitution

Answer 20

where the right letter is replaced with an alternative (often phonetically plausible) letter.

Question 21

Transposition

Answer 21

where a pair of letters is switched around.

Question 22

Accuracy

Answer 22

Some consider the conventions of writing to be salient and that spelling, punctuation and grammar rules will allow children to progress more rapidly.

Question 23

Creativity

Answer 23

Some believe in the creative model (a child should be allowed to experiment with language without strict corrections and through trial and error.)