Reading Pedagogy

Question 1

Asset-Based Approach

Answer 1

Builds on a student’s strengths and existing knowledge, rather than what they lack.

Question 2

Deficit-Based Approach

Answer 2

A student’s shortcomings

Question 3

Phonological Awareness

Answer 3

Identifying and manipulating sounds

Question 4

Alphabetic Principle (sound-symbol association)

Answer 4

Knowledge of speech sounds and corresponding letter or letter combinations

Question 5

Syllabication

Answer 5

Rules related to the types and division of syllables

Question 6

Morphology

Answer 6

The study of you morphemes (units of meaning) are combined to form words

Question 7

Syntax

Answer 7

The set of principles regarding the sequence and function of words in a sentence

Question 8

Code-based instruction

Answer 8

believes that students need to learn phonics and phonemic concepts in order to decode words.

Question 9

Meaning-based instruction

Answer 9

utilizes whole-language theory and argues that readers need context to decode words; breaking terms down into individual phonemes or syllables detracts from learning the word naturally.

Question 10

The Sounds of Human Language

Answer 10

Phonemes - The smallest individual sounds in a word

Phonetics - The sounds of human speech

Phonology - The systematic organization of sounds in languages

Phonics - The relationship between symbols of an alphabetic writing system and sounds of a language

Question 11

The Construction of Language

Answer 11

Morphology - The study of forms of words; this includes prefixes, roots, and suffixes. Each of these individual meaningful parts are called morphemes. Morphemes are a combination of sounds that have meaning in speech or writing and cannot be divided into smaller grammatical parts.

Orthography - The conventions for proper spelling in a language

Syntax - Rules that govern the construction of words in order to make phrases, clauses, and sentences

Semantics - The study of word or symbol meaning

Pragmatics - The study of language in use, not in its structure; or the appropriate use of language

Segmentation - Refers to recognizing the boundaries between words, syllables, or phonemes in spoken language

Question 12

5 stages of spelling development- 1

Answer 12

Precommunicative spelling - A child uses letters from the alphabet to represent words without demonstrating knowledge of letter-sound correspondence. The words appear as random strings of letters.

Question 13

Spelling Stage 2

Answer 13

Semiphonetic spelling - Some knowledge of letter-sound correspondence is apparent in a child’s attempt to spell. It is common to see single letters used to represent whole words, syllables, or sounds in which multiple letters are conventionally used.

Question 14

Spelling Stage 3

Answer 14

Phonetic spelling - A child uses a letter or group of letters to represent every sound heard in a word. Spelling choices still may not be conventional, but they are easily understood through the lens of letter-sound correspondence.

Question 15

Spelling Stage 4

Answer 15

Transitional spelling - A child moves from depending solely on knowledge of letter-sound correspondence to incorporating knowledge of word structure and common visual representations of words in their spelling as well. More conventional spelling is present in the child’s writing, but misspellings are still common and frequent.

Question 16

Spelling Stage 5

Answer 16

Conventional spelling - A child applies knowledge of letter-sound relationships, general spelling rules, and morphology in their spelling. The child is better able to recognize misspellings, and the spelling in their writing is generally correct.