WTW and LLFW Ch 1

Question 1

What are the parts of the literacy braid?

Answer 1

Starts with oral language and stories then moves to the writing thread with a mix of vocab reading and spelling

Question 2

Another word for spelling; the ways in which letters and letter patterns in words represent sound and meaning

Answer 2

orthography

Question 3

In the 70s, who researched “invented spelling”

Answer 3

Charles Read and Carol Chomsky

Question 4

Who studied the development of children’s spelling and also made an instructional model to support the development?

Answer 4

Edmund Henderson

Question 5

What are the reoccurring spelling errors of many learners?

Answer 5

dealing with the alphabetic matching of letters and sounds, errors dealing with letter patterns, and errors dealing with words related in meaning

Question 6

What are the three layers of English orthography in historical evolution of English spelling and developmental progression?

Answer 6

Alphabet, Pattern, Meaning

Question 7

represents the relationship between letters and sounds; first layer of information at work

Answer 7

Alphabetic; Alphabetic Layer

Question 8

What vowel sounds are problematic for novice spellers because there is no single letter that “says” the sound

Answer 8

Short vowel sounds

Question 9

This layer overlies the alphabetic layer and guides the groupings of letters with some surprising consistency.

Answer 9

Pattern Layer

Question 10

T/F Single sounds are sometimes spelled with more than one letter or are affected by other letters that do not stand for any sounds themselves

Answer 10

True

Question 11

indicates that the preceding vowel letter stands for a long vowel sound

Answer 11

vowel marker

Question 12

the last layer of the English orthography; students learn that groups of letters can represent meaning directly; includes group of prefixes, suffixes, and roots

Answer 12

meaning layer

Question 13

the smallest units of meaning in a language (e.g. prefixes, suffixes)

Answer 13

morphemes

Question 14

oldest words in the English language, easiest to read and the most familiar

Answer 14

Anglo-Saxon

Question 15

T/F word knowledge accumulates as students develop orthographic understandings at the alphabetic, pattern, and meaning levels

Answer 15

True

Question 16

T/F Word study is a one-size-fits-all program where instruction starts at the same place for everyone

Answer 16

False

Question 17

powerful determinant of what may be learned

Answer 17

instructional level

Question 18

gives students the chance to build on what they already know, to learn what they need to know to move on. first described by Vygotsky as the span between what the learner knows and can do independently and what they need help with

Answer 18

zone of proximal development (ZPD)

Question 19

This stage encompasses the writing efforts of those that are not yet reading conventionally and have not been exposed to formal reading instruction. 2-5 year old

Answer 19

Emergent stage

Question 20

little if any direct relationship between a character on the page and an individual speech sound

Answer 20

prephonetic

Question 21

letters represent sounds in a systematic way, and words can be segmented into sequences of sound from left to right; moves form emergent stage to the next

Answer 21

alphabetic principle

Question 22

encompasses that period during which students are first formally taught to read, typically during kinder and early first grade. 4-7 years

Answer 22

Letter Name-Alphabetic stage

Question 23

students’ dominant approach to spelling

Answer 23

“letter names”

Question 24

students in this stage can read and spell many words correctly because of their automatic knowledge of letter sounds and short-vowel patterns; this stage typically starts as students transition to independent reading at the end of 1st grade; think about words in more than one dimension; move away from the linear, sound-by-sound approach of the letter name spellers; 6-9 years

Answer 24

Within Word Pattern stage

Question 25

most difficult patterns because the sound is neither long nor short and the same pattern may represent different sounds

Answer 25

ambiguous vowels

Question 26

sound the same but have different spellings and meanings

Answer 26

homophones

Question 27

this stage typically is achieved in middle to upper elem school, when students are expected to spell many words of more than one syllable; 8-12 years

Answer 27

Syllables and Affixes stage

Question 28

T/F Final syllables often give students difficulty because the vowel sound is not clear and may be spelled different ways

Answer 28

True

Question 29

in this stage, students examine how many words may be derived from base words and word roots; builds on and expands vocabulary; as early as 4th grade but more common in middle, high, and college

Answer 29

Derivational Relations stage

Question 30

a study is known as this because as students explore and learn about the word formation processes of English they are able to generate knowledge of thousands of words

Answer 30

generative

Question 31

T/F Word study addresses learning needs in all areas of literacy because development in one area relates to development in all other areas

Answer 31

True

Question 32

Relation to each area in development and the harmony of timing is defined as...

Answer 32

synchrony

Question 33

smallest unit of a sound in language

Answer 33

phoneme

Question 34

letter(s) used to represent a phoneme

Answer 34

grapheme

Question 35

during what stage do students lack an understanding of the alphabetic principle or show only the beginning of this understanding as they start to learn some letters; memorize words not read; fingerpoint read

Answer 35

emergent

Question 36

these readers have moved from pretend reading to the beginning of real reading as they start to use systematic letter-sound matches to identify and store words in memory

Answer 36

beginning readers

Question 37

a child's ability to point accurately to a few lines of familiar text; corresponding what one reads and says

Answer 37

concept of word in text

Question 38

students in this reading stage become fluent because it is supported by a store of words that can be identified automatically "at first sight"; these students integrate more knowledge and skills acquired in the previous two stages and are more flexible with thinking about sounds, patterns, and meanings; writing and reading speeds increase significantly

Answer 38

transitional readers

Question 39

readers with automatic word recognition, leaving their minds free to think as rapidly as they can read; vocab is a central role in the connections between their reading and writing

Answer 39

intermediate and advanced readers

Question 40

T/F Speech operates like writing

Answer 40

False; speech has been around longer and is less permanent

Question 41

a single element of meaning that has a specific function

Answer 41

word

Question 42

word or word part with at least one vowel, made with one push of breath

Answer 42

syllable

Question 43

consonant sounds that come before a vowel in a syllable

Answer 43

onset

Question 44

the part of the word with the vowel and all that comes the start of a syllable

Answer 44

rime

Question 45

to translate graphemes into spoken word

Answer 45

decode

Question 46

take spoken words and put them into written form

Answer 46

encode

Question 47

these letter sounds are made by closing off or partially constricting the flow of air through the vocal tract. with them we tend to close our mouths

Answer 47

consonants; vowels you open your mouth

Question 48

two consonant letters that are adjacent that produce a new or unique speech sound; make unique sounds

Answer 48

digraphs

Question 49

groups of consonants pronounced quickly with each consonant retaining its own sound

Answer 49

consonant blend/cluster

Question 50

T/F each long vowel has several variations

Answer 50

T

Question 51

in these sound changes quality in the middle of the sound

Answer 51

dipthongs

Question 52

vowels that are not short, long, or r-controlled

Answer 52

other vowels

Question 53

vowel sound along with an r, seals the "vowelness" of a sound

Answer 53

R-controlled

Question 54

multiple word parts that convey meaning

Answer 54

multiple morphemes

Question 55

first morphemic layer, words

Answer 55

free morphemes

Question 56

two types of free morphemes

Answer 56

content words and function words

Question 57

word parts added to free morphemes to communicate some level of meaning

Answer 57

bound morphemes

Question 58

these affect the meaning of a word through their additions

Answer 58

prefixes

Question 59

hold the main meaning of the word

Answer 59

bound roots

Question 60

change tense or number

Answer 60

inflection suffixes

Question 61

change part of speech

Answer 61

derivational suffixes

Question 62

nouns, verbs, adjectives, and adverbs; these words also add meaning to sentences, paragraphs, and passages

Answer 62

content words