Study Guide Flashcards
1
Q
waving line placed over a vowel before “r” in a combination to indicate unaccented syllable
A
tilde
2
Q
arrangement and sequence of words in sentences, clauses and phrases; set of principles that dictate sequence and function in order to convey meaning (G.U.M).
A
syntax
3
Q
Phonemes pronounced in the same place of the mouth but vary in voicing /k/ /g/
A
voiced/unvoiced cognates
4
Q
sound system of a language; science of speech sounds; the study of speech sound system, rules and patterns of speech; unconscious rules and patters of spoken language (sad vs sank).
A
phonology
5
Q
aspects of language (intonations, pitch, juncture, speaking rate) supersize
A
suprasegmental
6
Q
vision; receives information first.
A
occipital cortex
7
Q
Began when Angles, Saxons and Jutes arrived in England. Language of Vikings; Old Norse and Latin also influenced; Teutonic invasion; Christianizing of Britain; 449 AD-1066; decline of Old English as a result of Norman Conquest.
A
Old English
8
Q
An umbrella term used to refer to a student’s sensitivity to sound structure in language; understanding of internal linguistic structures of words; awareness of onset-rhyme and individual phonemes.
A
phonological awareness
9
Q
a speed naming task; administered to prereaders.
A
naming speed
10
Q
smallest unit of sound in speech (/s/ /a/ /d/); individual sound unit in spoken words.
A
phoneme
11
Q
Vocal intonation and meter of spoken language; readers sound as if they are speaking; significant to communicate and comprehend emotions and attitudes.
A
prosody
12
Q
Phonological awareness is a critical factor in dyslexia.
A
Torgensen, Lundber and Foorman
13
Q
A diacritical line over a long vowel sound.
A
macron
14
Q
A diacritical line over a short vowel sound.
A
breve
15
Q
A diacritical mark under C indicating soft sound
A
cedilla
16
Q
A word before affixes added; can stand alone.
A
base word
17
Q
Kinesthetic method influenced Orton; he suggested kinesthetic-tactile reinforcement of visual and auditory associations could reverse transposition of letters.
A
Grace Fernald
18
Q
Stresses everyday life; common words; usually 1 syllable.
A
Anglo-Saxon Layer
19
Q
Anglo-Saxon; Latin; Greek
A
3 layers of language
20
Q
used in more formal settings; often found in lit, science in upper elementary texts etc; longer than A-S
A
latin layer
21
Q
scientific; roots often combine forms and compounds.
A
Greek Layer
22
Q
prefix whose final consonant depends on the initial letter of a root (in- changes to -ir). Clue: when you see double consonants at the beginning of a word.
A
chamaleon prefix
23
Q
‘fill in the blank’ reading
A
cloze procedure
24
Q
items taken from curriculum - not tested on material not taught. Good match between assessment and instruction. Can be informal and formal.
A
curriculum-referenced test
25
Used to identify the nature and source of an individual's educational, psychological or medical difficulties/disabilities in order to facilitate remediation.
diagnostic evaluation
26
Socratic method; presentation of new material can be deduced by students.
discovery method
27
nervous system disorder which hinders control over tongue, throat, etc. (slurred speech)
dysarthria
28
not dependable representation; describes performance of an average student at grade level.
grade equivalent
29
a graphic compilation of the performance of an individual on a series of assessments.
profile
30
scores expressed in original form - no statistical treatment
raw score
31
A way of describing in STANDARD deviation units a
RAW score's distance from its distribution means...
standard score
32
A letter/group of letters attached to the beginning or end of a base
word that creates a derivative different than the original base or root
affix
33
Loss of ability to read, usually because of brain injury.
alexia
34
The understanding that letters represent speech
sounds - letters are meaningless
alphabetic principle
35
Knowledge of various sounds in English and
their correspondence to letter or letters that represent those sounds.
sound-symbol association
36
Nat'l reading Panel; Components of Reading Instruction
Reid Lyon
37
Phonology, phonics, fluency, vocabulary, comprehension.
Components of Reading Instruction
38
Father of dyslexia; strephosymbolia; separated disabled readers from other groups (retardation, brain amage, etc); influenced by Hinshelwood and Alzheime
Dr. Samuel Orton
39
Ophthalmologist; introduced the term 'dyslexia'
Dr. Rudolf Berlin
40
Teaches individual parts to form whole words; ...synthesize...
synthetic phonics
41
Psychologist and teacher; Columbia; worked with Sally Childs and trained teachers; developed a non-traditional approach to teaching reading
Anna Gillingham
42
Presents the parts of the language and then teaches how the parts work together to make a whole; part of MSLE.
synthetic instruction
43
Explicit, systematic, cumulative, structured and multisensory
dyslexia instruction
44
FAPE - free and appropriate public education
IDEA Amendments 1997
45
Form ( phonology, morphology);
Syntax (orthography); Content ( semantics);
Use (pragmatics)
Interactive Components of Language
46
1971; alphabetic principle and its relationship to phonological awareness in reading; deficits in phono. Processing
underlie most reading disabilities
Alvin and Isabelle Lieberman
47
Whole language; DEAR; evaluation thru
miscues
Kenneth and Yetta Goodman
48
Founder of whole language concept.
Frank Smith
49
Key names in whole language.
Ken Goodman and Kenneth Smith
50
Dyslexic students have trouble with rapid naming.
Denckla and Rundel
51
Coined 'double deficit' = both phonological
processing and rapid naming ; 1986
Wolfe and Bowers
52
Smallest meaningful LINGUISTIC unit; can be word or affix.
morpheme
53
The study of how morphemes are combined into words.
Morphology
54
Any learning activity that includes 2 or more sensory modules to receive or express information.
Multisensory
55
Spell
Encode
56
Ongoing assessment
Formative evaluation
57
Can stand alone as a word.
Free morpheme
58
Visual displays of information to help study
( outlines, story wheels, etc.
Graphic organizers
59
Structured but not standardized; presentation can be
modified to probe responses unlike standardized tests.
Informal testing
60
Sound produced when air is blocked in oral cavity and escapes
thru nose ( m, n, ng).
Nasal
61
The writing system of a language; correct or standardized
spelling.
Orthography
62
Holding info about sounds/words in memory.
Phonological memory
63
An umbrella term for oral language processing
abilities related to SOUNDS ( phon. memory, phon. awareness, naming speed).
Phonological processing
64
Method to increase fluency.
Repeated readings
65
Matching the sound a letter makes to
its orthographic representation of that sound /t/ = T.
Sound/symbol correspondence
66
Temporary; encouraged in young students to develop
sound/symbol knowledge.
Invented spelling
67
Automaticity in word recognition; permits
energy to be focus don comprehension.
Instant/rapid word recognition
68
Gives info about a student's knowledge and skill.
Screening
69
Aspect of language concerned with meaning.
Semantics
70
hissing sound ( s, x, z, etc).
sibilant
71
Deficits are from phonological processing or awareness.
Isabelle Lieberman
72
1986 Matthew Effect; deficit in phon. processing NOT visual processing 1991; phonological core deficit.
Keith Stanovich
73
Whole language; processing of text begins in the mind of readers - meaning brought to print not DERIVED from print.
Top -Down Approach
74
Proceeds from part to whole; reading driven by
text; Flesh, Gough, La Berge, Samuels.
Bottom-Up Approach
75
Names associated with Bottom-up approach method.
Flesh, Gough, La Berge, Samuels
76
Present the whole and teaches how to break down.
analytic phonics
77
Ability to respond or react without conscious effort; reading without difficulty decoding.
automaticity
78
Must have vowel sound; unit of sound made by one impulse of voice.
syllable
79
Orton's Term; "twisted symbol".
strephosymbolia
80
The strategy of looking for affixes, syllables etc. to
decode a word.
structural analysis
81
Given at end of unit, semester, year.
summative evaluation
82
Prevents complex muscle movements, caused by brain damage ( inability to speak clearly).
apraxia
83
The ability to remember SOUNDS in sequence -
affects spelling, ability to follow oral directions.
auditory memory
84
Code mark over vowels to indicated unusual pronunciation.
circumflex
85
Applying knowledge of letter-sound relationships in order to sound out a word.
decoding
86
Morpheme added to end of base word to change meaning or part of speech (-s, -ness).
derivational ending/suffix
87
Marks that indicate how a sound is produced; like in
a dictionary.
diacritical marking
88
2 dots over A to indicate short O sound ( father, squash); di=2, 2 dots.
dieresis
89
sensorimotor disruption; motor signals to muscles (as for speech) are not easily received.
dyspraxia
90
Origin and history of a word.
etymology
91
Translating print to speech (oral reading) at an appropriate rate
which allows reader to comprehend text.
fluency
92
Recognition of the alphabet and the
understanding of sound/symbol relationships and spelling patterns.
graphophonemic knowledge
93
Letters that combine with base word to express
tense, #, mood, or person. ( -s, -ing, -ed).
inflectional ending/suffix
94
Deliberate rearrangement or modal transfer of info;
awareness of one's own thinking strategies and how they work; being consciously engaged in one's own learning.
metacognition
95
1896; Congenital Word Blindness; inability to read despite no apparent injury or illness.
Dr. Pringle Morgan
96
Ability to think, reason, and solve problems; measured by IQ test; generalize form past experience and use that knowledge to respond to new situations.
cognition
97
Making sense of what is read; dependent on
comprehension
98
standardized test designed to efficiently measure the amount of knowledge and/or skill a person has acquired used as a measurement to
evaluate student learning in comparison with a norm.
achievement test
99
Score calculated based on the age an average person would score within the testing population.
age equivalent
100
Academic Language Therapy Association
ALTA
101
Chall's Stage 0
Chall's Stage 0
102
Initial reading; letters represent sounds/SS
Relationship.
Chall's Stage 1
103
Confirmation and Fluency-decoding skills, fluency etc.
Chall's Stage 2
104
Reading for Learning "the new" - expand vocab, build backgrounds, expand strategies.
Chall's Stage 3
105
Multiple viewpoints - analyze text critically.
Chall's Stage 4
106
Construction and reconstruction - construct
understanding based on analysis and synthesis.
Chall's Stage 5
107
Comprehensive Tesos of Phonologically Processing; Screening test
CTOPP
108
2 vowels standing adjacent in the same syllable whose sounds make on syllable - oi, oy, ou(out), and ow (cow).
dipthongs
109
The ability to organize thoughts and express them verbally to others.
expressive language
110
Gray Oral Reading Test; growth in oral reading, aid in diagnosing reading difficulties.
GORT
111
England 1350-1500 responsible for many
peculiarities of English. Otto Jespersen.
Great Vowel Shift
112
Whole Language; uses child's oral language for
spelling and reading.
Language Experience
113
screening test, elementary only
Letter naming chart
114
Supported by qualitative research only; teaches whole words; not explicit.
Linguistic method
115
Edward III; English again official language; Canterbury Tales; English borrows form latin and Greek; Anglo-French compounds appear
( gentleman, faithful).
Middle English
116
Shakespeare; Johnson - 1st English dictionary;
Webster and Oxford.
Modern English
117
multisensory structured language
MSL
118
VKAT
Another name for multisensory approach
119
National Institute of Child Health and Human Development
NICHD
120
Removed the ruling class; brought about a
transformation of English.
Norman Conquest
121
A quick probe done frequently in order to make timely instructional changes.
Progress Monitoring
122
Listening to, remembering and understanding what
others say.
Receptive Language
123
Federal law; non-discrimination on basis of
handicap; civil rights law; does not provide funding.
Rehab Act of 1973/504
124
Response to Intervention - tiered approach to providing services
and interventions.
RTI
125
closed, open, v-e,
r controlled, vowel team, final stable syllable.
6 types of syllables
126
Test of Word Reading Efficiency screening; measures ability to pronounced printed words accurately and fluently.
TOWRE
127
The ability to recognize and interpret information
taken in by the eyes.
Visual Processing
128
Wäscher Individual Achievement Test; identifies academic
strengths and weaknesses.
WIAT II
129
Wide range achievement test.
WRAT
130
Receives info 1st - breaks words into parts.
Parieto-temporal
131
Receives info 2nd - breaks into phonemes.
Angular Gyrus
132
Receives info 4th - responsible for reading and speech.
Brocca's Area
133
Articulation, word analysis.
Receives info 3rd. why dyslexics subvocalize - overly rely on this area to read.
Brocca's Area/inferior frontal gyrus
134
Receives info 2nd - where automaticity happens.
Occipito Temporal
135
The ability to identify, distinguish and manipulate individual sounds and/or syllables.
Phonemic awareness
136
The study of speech sounds.
THINK: 44 speech sounds.
Teachers need to provide a correct model for students.
Phonetics
137
INSTRUCTIONAL METHOD that teaches the use of written symbols to represent speech sounds for racing and spelling; taught explicitly, systematic, sequenced; how to blend.
phonics
138
Anything between 1st and last.
medial
139
Combining spoken morphemes to form syllables and words.
blending
140
Must be attached to other morphemes ( -er, -s).
bound morpheme
141
receives information 3rd; responsible for understanding the language, subvocalizing.
Wernike's area
142
When it is followed by a vowel ( very, arid).
when is a vr not a vr?
143
Orton and Dozier
Word Deafness, 1937
144
Celts conquered by Caesar; Teutonic tribes, Anglo-saxon layer of language.
Pre English
145
Old English, between 5-12 century( England and SE
Scotland.
Anglo-Saxon
146
letter or group of letters used to spell a phoneme or single speech sound ( -igh, /i/) raph=write=spell.
grapheme
147
must follow logical order of language; begin with easy and progress to more difficult material.
Systematic and Cumulative Instruction
148
step taken to determine who is at risk for not
meeting grade standards.
Universal Screening
149
Gathering test scores and data to make a judgement about an individuals ability to perform mental activities ( IQ tests).
cognitive assessment
150
Combines several scores according to a specified
formula.
composite score
151
When raw scores are converted by numerical
transformation( raw scores to percentile ranks or standard scores.
derived score
152
Includes scores in a specified distribution that fall below the point at which a given score lies.
percentage
