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CALP Study Guide > Study Guide > Flashcards

Study Guide Flashcards

1
Q

waving line placed over a vowel before “r” in a combination to indicate unaccented syllable

A

tilde

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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

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3
Q

Phonemes pronounced in the same place of the mouth but vary in voicing /k/ /g/

A

voiced/unvoiced cognates

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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

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5
Q

aspects of language (intonations, pitch, juncture, speaking rate) supersize

A

suprasegmental

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6
Q

vision; receives information first.

A

occipital cortex

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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

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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

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9
Q

a speed naming task; administered to prereaders.

A

naming speed

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10
Q

smallest unit of sound in speech (/s/ /a/ /d/); individual sound unit in spoken words.

A

phoneme

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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

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12
Q

Phonological awareness is a critical factor in dyslexia.

A

Torgensen, Lundber and Foorman

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13
Q

A diacritical line over a long vowel sound.

A

macron

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14
Q

A diacritical line over a short vowel sound.

A

breve

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15
Q

A diacritical mark under C indicating soft sound

A

cedilla

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16
Q

A word before affixes added; can stand alone.

A

base word

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17
Q

Kinesthetic method influenced Orton; he suggested kinesthetic-tactile reinforcement of visual and auditory associations could reverse transposition of letters.

A

Grace Fernald

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18
Q

Stresses everyday life; common words; usually 1 syllable.

A

Anglo-Saxon Layer

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19
Q

Anglo-Saxon; Latin; Greek

A

3 layers of language

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20
Q

used in more formal settings; often found in lit, science in upper elementary texts etc; longer than A-S

A

latin layer

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21
Q

scientific; roots often combine forms and compounds.

A

Greek Layer

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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

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23
Q

‘fill in the blank’ reading

A

cloze procedure

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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

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25
Q

Used to identify the nature and source of an individual’s educational, psychological or medical difficulties/disabilities in order to facilitate remediation.

A

diagnostic evaluation

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26
Q

Socratic method; presentation of new material can be deduced by students.

A

discovery method

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27
Q

nervous system disorder which hinders control over tongue, throat, etc. (slurred speech)

A

dysarthria

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28
Q

not dependable representation; describes performance of an average student at grade level.

A

grade equivalent

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29
Q

a graphic compilation of the performance of an individual on a series of assessments.

A

profile

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30
Q

scores expressed in original form - no statistical treatment

A

raw score

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31
Q

A way of describing in STANDARD deviation units a
RAW score’s distance from its distribution means…

A

standard score

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32
Q

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

A

affix

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33
Q

Loss of ability to read, usually because of brain injury.

A

alexia

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34
Q

The understanding that letters represent speech
sounds - letters are meaningless

A

alphabetic principle

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35
Q

Knowledge of various sounds in English and
their correspondence to letter or letters that represent those sounds.

A

sound-symbol association

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36
Q

Nat’l reading Panel; Components of Reading Instruction

A

Reid Lyon

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37
Q

Phonology, phonics, fluency, vocabulary, comprehension.

A

Components of Reading Instruction

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38
Q

Father of dyslexia; strephosymbolia; separated disabled readers from other groups (retardation, brain amage, etc); influenced by Hinshelwood and Alzheime

A

Dr. Samuel Orton

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39
Q

Ophthalmologist; introduced the term ‘dyslexia’

A

Dr. Rudolf Berlin

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40
Q

Teaches individual parts to form whole words; …synthesize…

A

synthetic phonics

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41
Q

Psychologist and teacher; Columbia; worked with Sally Childs and trained teachers; developed a non-traditional approach to teaching reading

A

Anna Gillingham

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42
Q

Presents the parts of the language and then teaches how the parts work together to make a whole; part of MSLE.

A

synthetic instruction

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43
Q

Explicit, systematic, cumulative, structured and multisensory

A

dyslexia instruction

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44
Q

FAPE - free and appropriate public education

A

IDEA Amendments 1997

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45
Q

Form ( phonology, morphology);
Syntax (orthography); Content ( semantics);
Use (pragmatics)

A

Interactive Components of Language

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46
Q

1971; alphabetic principle and its relationship to phonological awareness in reading; deficits in phono. Processing
underlie most reading disabilities

A

Alvin and Isabelle Lieberman

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47
Q

Whole language; DEAR; evaluation thru
miscues

A

Kenneth and Yetta Goodman

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48
Q

Founder of whole language concept.

A

Frank Smith

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49
Q

Key names in whole language.

A

Ken Goodman and Kenneth Smith

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50
Q

Dyslexic students have trouble with rapid naming.

A

Denckla and Rundel

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51
Q

Coined ‘double deficit’ = both phonological
processing and rapid naming ; 1986

A

Wolfe and Bowers

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52
Q

Smallest meaningful LINGUISTIC unit; can be word or affix.

A

morpheme

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53
Q

The study of how morphemes are combined into words.

A

Morphology

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54
Q

Any learning activity that includes 2 or more sensory modules to receive or express information.

A

Multisensory

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55
Q

Spell

A

Encode

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56
Q

Ongoing assessment

A

Formative evaluation

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57
Q

Can stand alone as a word.

A

Free morpheme

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58
Q

Visual displays of information to help study
( outlines, story wheels, etc.

A

Graphic organizers

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59
Q

Structured but not standardized; presentation can be
modified to probe responses unlike standardized tests.

A

Informal testing

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60
Q

Sound produced when air is blocked in oral cavity and escapes
thru nose ( m, n, ng).

A

Nasal

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61
Q

The writing system of a language; correct or standardized
spelling.

A

Orthography

62
Q

Holding info about sounds/words in memory.

A

Phonological memory

63
Q

An umbrella term for oral language processing
abilities related to SOUNDS ( phon. memory, phon. awareness, naming speed).

A

Phonological processing

64
Q

Method to increase fluency.

A

Repeated readings

65
Q

Matching the sound a letter makes to
its orthographic representation of that sound /t/ = T.

A

Sound/symbol correspondence

66
Q

Temporary; encouraged in young students to develop
sound/symbol knowledge.

A

Invented spelling

67
Q

Automaticity in word recognition; permits
energy to be focus don comprehension.

A

Instant/rapid word recognition

68
Q

Gives info about a student’s knowledge and skill.

A

Screening

69
Q

Aspect of language concerned with meaning.

A

Semantics

70
Q

hissing sound ( s, x, z, etc).

A

sibilant

71
Q

Deficits are from phonological processing or awareness.

A

Isabelle Lieberman

72
Q

1986 Matthew Effect; deficit in phon. processing NOT visual processing 1991; phonological core deficit.

A

Keith Stanovich

73
Q

Whole language; processing of text begins in the mind of readers - meaning brought to print not DERIVED from print.

A

Top -Down Approach

74
Q

Proceeds from part to whole; reading driven by
text; Flesh, Gough, La Berge, Samuels.

A

Bottom-Up Approach

75
Q

Names associated with Bottom-up approach method.

A

Flesh, Gough, La Berge, Samuels

76
Q

Present the whole and teaches how to break down.

A

analytic phonics

77
Q

Ability to respond or react without conscious effort; reading without difficulty decoding.

A

automaticity

78
Q

Must have vowel sound; unit of sound made by one impulse of voice.

A

syllable

79
Q

Orton’s Term; “twisted symbol”.

A

strephosymbolia

80
Q

The strategy of looking for affixes, syllables etc. to
decode a word.

A

structural analysis

81
Q

Given at end of unit, semester, year.

A

summative evaluation

82
Q

Prevents complex muscle movements, caused by brain damage ( inability to speak clearly).

A

apraxia

83
Q

The ability to remember SOUNDS in sequence -
affects spelling, ability to follow oral directions.

A

auditory memory

84
Q

Code mark over vowels to indicated unusual pronunciation.

A

circumflex

85
Q

Applying knowledge of letter-sound relationships in order to sound out a word.

A

decoding

86
Q

Morpheme added to end of base word to change meaning or part of speech (-s, -ness).

A

derivational ending/suffix

87
Q

Marks that indicate how a sound is produced; like in
a dictionary.

A

diacritical marking

88
Q

2 dots over A to indicate short O sound ( father, squash); di=2, 2 dots.

A

dieresis

89
Q

sensorimotor disruption; motor signals to muscles (as for speech) are not easily received.

A

dyspraxia

90
Q

Origin and history of a word.

A

etymology

91
Q

Translating print to speech (oral reading) at an appropriate rate
which allows reader to comprehend text.

A

fluency

92
Q

Recognition of the alphabet and the
understanding of sound/symbol relationships and spelling patterns.

A

graphophonemic knowledge

93
Q

Letters that combine with base word to express
tense, #, mood, or person. ( -s, -ing, -ed).

A

inflectional ending/suffix

94
Q

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.

A

metacognition

95
Q

1896; Congenital Word Blindness; inability to read despite no apparent injury or illness.

A

Dr. Pringle Morgan

96
Q

Ability to think, reason, and solve problems; measured by IQ test; generalize form past experience and use that knowledge to respond to new situations.

A

cognition

97
Q

Making sense of what is read; dependent on

A

comprehension

98
Q

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.

A

achievement test

99
Q

Score calculated based on the age an average person would score within the testing population.

A

age equivalent

100
Q

Academic Language Therapy Association

A

ALTA

101
Q

Chall’s Stage 0

A

Chall’s Stage 0

102
Q

Initial reading; letters represent sounds/SS
Relationship.

A

Chall’s Stage 1

103
Q

Confirmation and Fluency-decoding skills, fluency etc.

A

Chall’s Stage 2

104
Q

Reading for Learning “the new” - expand vocab, build backgrounds, expand strategies.

A

Chall’s Stage 3

105
Q

Multiple viewpoints - analyze text critically.

A

Chall’s Stage 4

106
Q

Construction and reconstruction - construct
understanding based on analysis and synthesis.

A

Chall’s Stage 5

107
Q

Comprehensive Tesos of Phonologically Processing; Screening test

A

CTOPP

108
Q

2 vowels standing adjacent in the same syllable whose sounds make on syllable - oi, oy, ou(out), and ow (cow).

A

dipthongs

109
Q

The ability to organize thoughts and express them verbally to others.

A

expressive language

110
Q

Gray Oral Reading Test; growth in oral reading, aid in diagnosing reading difficulties.

A

GORT

111
Q

England 1350-1500 responsible for many
peculiarities of English. Otto Jespersen.

A

Great Vowel Shift

112
Q

Whole Language; uses child’s oral language for
spelling and reading.

A

Language Experience

113
Q

screening test, elementary only

A

Letter naming chart

114
Q

Supported by qualitative research only; teaches whole words; not explicit.

A

Linguistic method

115
Q

Edward III; English again official language; Canterbury Tales; English borrows form latin and Greek; Anglo-French compounds appear
( gentleman, faithful).

A

Middle English

116
Q

Shakespeare; Johnson - 1st English dictionary;
Webster and Oxford.

A

Modern English

117
Q

multisensory structured language

A

MSL

118
Q

VKAT

A

Another name for multisensory approach

119
Q

National Institute of Child Health and Human Development

A

NICHD

120
Q

Removed the ruling class; brought about a
transformation of English.

A

Norman Conquest

121
Q

A quick probe done frequently in order to make timely instructional changes.

A

Progress Monitoring

122
Q

Listening to, remembering and understanding what
others say.

A

Receptive Language

123
Q

Federal law; non-discrimination on basis of
handicap; civil rights law; does not provide funding.

A

Rehab Act of 1973/504

124
Q

Response to Intervention - tiered approach to providing services
and interventions.

A

RTI

125
Q

closed, open, v-e,
r controlled, vowel team, final stable syllable.

A

6 types of syllables

126
Q

Test of Word Reading Efficiency screening; measures ability to pronounced printed words accurately and fluently.

A

TOWRE

127
Q

The ability to recognize and interpret information
taken in by the eyes.

A

Visual Processing

128
Q

Wäscher Individual Achievement Test; identifies academic
strengths and weaknesses.

A

WIAT II

129
Q

Wide range achievement test.

A

WRAT

130
Q

Receives info 1st - breaks words into parts.

A

Parieto-temporal

131
Q

Receives info 2nd - breaks into phonemes.

A

Angular Gyrus

132
Q

Receives info 4th - responsible for reading and speech.

A

Brocca’s Area

133
Q

Articulation, word analysis.
Receives info 3rd. why dyslexics subvocalize - overly rely on this area to read.

A

Brocca’s Area/inferior frontal gyrus

134
Q

Receives info 2nd - where automaticity happens.

A

Occipito Temporal

135
Q

The ability to identify, distinguish and manipulate individual sounds and/or syllables.

A

Phonemic awareness

136
Q

The study of speech sounds.
THINK: 44 speech sounds.
Teachers need to provide a correct model for students.

A

Phonetics

137
Q

INSTRUCTIONAL METHOD that teaches the use of written symbols to represent speech sounds for racing and spelling; taught explicitly, systematic, sequenced; how to blend.

A

phonics

138
Q

Anything between 1st and last.

A

medial

139
Q

Combining spoken morphemes to form syllables and words.

A

blending

140
Q

Must be attached to other morphemes ( -er, -s).

A

bound morpheme

141
Q

receives information 3rd; responsible for understanding the language, subvocalizing.

A

Wernike’s area

142
Q

When it is followed by a vowel ( very, arid).

A

when is a vr not a vr?

143
Q

Orton and Dozier

A

Word Deafness, 1937

144
Q

Celts conquered by Caesar; Teutonic tribes, Anglo-saxon layer of language.

A

Pre English

145
Q

Old English, between 5-12 century( England and SE
Scotland.

A

Anglo-Saxon

146
Q

letter or group of letters used to spell a phoneme or single speech sound ( -igh, /i/) raph=write=spell.

A

grapheme

147
Q

must follow logical order of language; begin with easy and progress to more difficult material.

A

Systematic and Cumulative Instruction

148
Q

step taken to determine who is at risk for not
meeting grade standards.

A

Universal Screening

149
Q

Gathering test scores and data to make a judgement about an individuals ability to perform mental activities ( IQ tests).

A

cognitive assessment

150
Q

Combines several scores according to a specified
formula.

A

composite score

151
Q

When raw scores are converted by numerical
transformation( raw scores to percentile ranks or standard scores.

A

derived score

152
Q

Includes scores in a specified distribution that fall below the point at which a given score lies.

A

percentage

CALP Study Guide (1 decks)

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