KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
What are some conditions in which children are at risk for reading difficulties (Individual Risk Factors) ?
-They are children of parents with histories of reading difficulty. -They have acquired less knowledge and skill pertaining to literacy during the preschool years, either through lack of appropriate home literacy experiences and/or as a result of some inherent cognitive limitations -They lack age-appropriate skills in literacy-related cognitive-linguistic processing, especially phonological awareness, confrontational naming, sentence/story recall, and general language ability -They have been diagnosed as having specific early language impairment, a hearing impairment, or a primary medical diagnosis with which reading problems tend to occur as a secondary symptom
What are some conditions in which children are at risk for reading difficulties (Group Risk Factors) ?
-They are expected to attend schools in which achievement is chronically low -They reside in low-income families and live in poor neighborhoods -They have limited proficiency in spoken English -They speak a dialect of English that differs substantially from the one used in school
Count the morphemes in the word disruptive.
3
Count the morphemes in the word hypothermia.
3
Count the morphemes in the word prescription.
3
The National Assessment of Educational Progress consistently finds that about ________% of all fourth graders read at a level described as "below basic,"
31%
Count the morphemes in the word connectivity.
4
Count the morphemes in the word structurally.
4
According to Nancy Young's Reading Ladder, what percentage of students are advantaged by the Structured Literacy Approach?
40%
According to Nancy Young's Reading Ladder, what percentage of students is it essential to be taught by the Structured Literacy Approach?
60%
What type of articulation is /sh/?
A Fricative sound.
What type of articulation is /y/?
A Glide sound.
What type of articulation is /r/?
A Liquid sound.
What marking is used to indicate a long vowel?
A Macron.
What type of articulation is /g/?
A Stop sound.
What type of articulation is /ng/?
A nasal Sound.
What are the 3 components of fluency?
A.R.E. Accuracy Rate Expression
What percentage of the English Language is derived from German origin?
About 22% from German origin.
What percentage of the English Language is derived from Latin, French or Greek origin?
About 70% of the words derive from Latin, French, or Greek.
Which part of speech would these suffixes commonly go with? -er, -est, -ful, -ish, -ous, -able, -ible
Adjective (Adjectives usually ask: What kind? Which one? How Many?)
Which manner of articulation begins as a stop but releases as a fricative. ex. /ch/ /j/
Affricates Remember the sentence: Africa (Affricates) is known for Giraffes/j/, CHimpanzees /ch/ and Jakals /j/.
The understanding that spoken words are made up of sounds that can be represented by letters in print.
Alphabetic Principle
What type of articulation is /ch/?
An Affricate sound.
Which origin does the following come from? Short words with vowel teams, silent letters, and some of our more challenging configurations o ing = /ēng/ king o aw=/ô/ lawn o or = /er/ work o kn = /n/ knife
Anglo-Saxon Origin
Which Language of origin is described in the following words? sky, earth, moon, sun, water, sheep, dog, horse, cow, hen, head, arm, finger, toe, heart, shoe, shirt, pants, socks, coat, brother, father, mother, sister, hate, love, think, want, touch, does, were, been, would, do
Anglo-Saxon(Old English)
Which Language of origin is described? -Short, one-syllable words, sometimes compounded -Use of vowel teams, silent letters, digraphs, diphthongs in spelling -Words for common, everyday things -Irregular spellings
Anglo-Saxon(Old English)
How could knowing the following information be helpful to students? The words bat, battle, battalion, combat, combatant, combative, battering ram and debate contain the root -bat- meaning 'to beat.
Approaching these related words through their shared root offers a way to decode, encode, and decipher meanings.
What is the name of a prefix (often nicknamed chameleon) where, for ease of pronunciation, the final letter changes according to the initial letter of the base to which it is attached (e.g., ad- changes to ar- before range to make arrange; in- changes to im- before pact to make impact)
Assimilated Prefix
This is a general term that refers to any skilled and complex behavior that can be performed rather easily with little attention, effort, or conscious awareness. These skills become automatic after extended periods of training.
Automaticity (Keyword- Automatic)
Forming connections between the text and the information and experiences of the reader also known as schema)
Background Knowledge
What are the 5 components of Language Comprehension on Scarborough's Reading Rope?
Background Knowledge, Vocabulary, language Structures, Verbal Reasoning and Literacy Knowledge
These are words from which many other words are formed. For example, many words can be formed from migrate: migration, migrant, immigration, immigrant, migrating, migratory.
Base Word
What is the name for a free morpheme; word with no prefixes and suffixes (e.g., -port-, -kind-) ?
Base Word or Root Word
Why should you use nonsense words or syllables during the Vowel Intensive?
Because they don't have phonemic awareness which is needed when reading multisyllabic words.
A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation
Bloom's Taxonomy (Remember A. C.A.K.E.S) Application Comprehension Analysis Knowledge Evaluation Synthesis
The area of the brain that processes articulation and helps us connect sounds to letters.
Broca's Area
Which word has the most graphemes? A. teach B. thing C. Stripe D. Chew
C. S+t+r+i+p=5 (T+ea+ch=3, th+i+ng=3, ch+ew=2) This is similar to a question I had on the KPEERI.
These are Characteristics of what? Difficulty planning and coordinating body movements Difficulty coordinating muscles to produce sounds
Characteristics of Dyspraxia
What are the 6 elements of a story?
Characters, problem, solutions, themes, settings, and plot.
What is the term often used to describe Greek-based morphemes (rather than specifying whether they are roots or affixes) (e.g., -phon-, -crac-/-crat-, -bio-) ?
Combining Form also called element
This is a term for a sentence that contains one independent clause and at least one dependent clause.
Complex Sentence
This is a term for a sentence with two independent clauses joined by a conjunction (e.g., and, but, or, for, nor, yet, so).
Compound Sentence
Able to identify a word , and identify a letter are what concept?
Concept of Print
The Phase of Word-Learning that Readers operate with multi-letter units that may be morphemes, syllables, or subsyllabic units such as onsets and rimes. Common spelling patterns become consolidated into letter chunks, and these chunks make it easier to read words.
Consolidated alphabetic (Think spl+ash= splash)
What are the 4 areas in which teachers can differentiate instruction?
Content, Process, Products and Learning Environment.
Four Part Processor" Model? (These systems must work together to support word recognition)
Context Processor, Orthographic Processor, Meaning Processor and Phonological Processor. (How to remember- your Reading Brain is a COMPuter- Context, Orthographic, Meaning, Phonological)
Sequences for how information is selected, sequenced, organized, and practiced. These occur within each component of reading where a logical progression of skills would be evident: easier skills are introduced before more difficult skills, so that skills build progressively.
Coordinated Instructional Sequences
In this stage of Spelling Development, the speller knows the English orthographic system and its basic rules. The correct speller fundamentally understands how to deal with such things as prefixes and suffixes, silent consonants, alternative spellings, and irregular spellings. A large number of learned words are accumulated, and the speller recognizes incorrect forms. The child's generalizations about spelling and knowledge of exceptions are usually correct.
Correct stage (Remember, they are able to CORRECTly spell at this age)
These are both formal and informal assessments, and are also used as diagnostic tools. The score compares the student's skills to a defined set of skills and a goal (criterion) for mastery. These assessments are administered before instruction and after instruction to measure a student's skill growth. An example of this type of test is the Core Phonics Survey. Usually these kinds of tests can be administered more than once a year.
Criterion Referenced Assessments (CORE PHONICS or IMSE Assessments)
This term involves seeing a written symbol and being able to say what sound it represents.
Decoding
A group of words that contains a subject and verb but does not express a complete thought. Ex. I went to the...
Dependent Clause (It's dependent, it's contingent upon finishing the rest of the thought)
A type of suffix that creates a new word; the new word is derived from the base word, e.g., adding -er to the word teach creates a new word teacher.
Derivational Suffix
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in likeness).
Derivational affix
This text genre List the characteristics of something.
Descriptive Text
These are used to assess specific skills or components of reading such as phonemic awareness, phonics skills, and fluency. The results of diagnostic assessments inform instruction and intervention
Diagnostic Assessments (Keywords: assesses specific skills or components to "diagnose" a specific need)
These are examples of ____________. -Putting text materials on tape; -Using spelling or vocabulary lists at readiness levels of students; -Presenting ideas through both auditory and visual means; -Using reading buddies -Meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.
Differentiating Content
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and quality of exposures to words that students will encounter in their reading.
Direct Vocabulary Instruction
Mode of organizing knowledge, ideas or experience that is rooted in language and its concrete context. The organization of words through speech or written expression (usually refers to a story or conversation)
Discourse Organization
Students not familiar with ___________ __________ may have problems writing narratives or expository papers, struggle with oral communication (having conversations).
Discourse Organization
Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery).
During Reading Comprehension Strategies
These are characteristics of what? Unsure of right or left handedness Poor or slow handwriting Messy and unorganized papers Difficulty copying Poor fine motor skills
Dysgraphia
A language-based disability that affects both oral and written language. It may also be referred to as reading disability, reading difference, or reading disorder.
Dyslexia
A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text.
Editing
The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing.
Emergent Literacy
The process of hearing a sound and being able to write a symbol to represent that sound.
Encoding
The ability to translate language into print (writing) is ____________.
Encoding (Remember prefix en- means "put into", you are putting sounds into print).
The term for "conscious" knowing. This type of memory has two pathways for storage and retrieval - semantic and episodic.
Explicit Memory (Semantic, Episodic)
This Describes a topic (academic, factual, informational)
Expository Discourse (Think EXplain)
Reports factual information (also referred to as informational text) and the relationships among ideas. This type of text tends to be more difficult for students than narrative text because of the density of long, difficult, and unknown words or word parts.
Expository text (Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken or written is ____________ language.
Expressive Language. (You express yourself when you speak or write)
Morphology studies the structure of sentences, True or False?
False, Morphology is the studies the structure of words, Syntax studies the structure of sentences.
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That child is a handful.).
Figurative meanings
A cluster of letters at the end of a word whose pronunciation remains consistent regardless of the word in which it appears (e.g., -tion, -ble, -ture); not synonymous with the term suffix
Final Stable Syllable
Follows a prescribed format for administration and scoring. Scores obtained from these types of tests are standardized, meaning that interpretation is based on norms from a comparative sample of children.
Formal Assessments (Remember, Formal means having a conventionally recognized form, structure, or set of rules- standardized)
The manner of articulation which Friction is caused through lips, air, tongue or teeth. Can often be described as a hissing sound. ex. /f/ /v/
Fricative (Remember the /f/ in fricative is a fricative sound)
The level at which a reader reads at less than a 90% accuracy
Frustrational Reading Level
The Phase of Word-Learning that Children can form complete connections between letters in written words and phonemes in pronunciations.
Full alphabetic (Think c+a+t= cat)
Vocabulary common to written texts but not commonly a part of speech; in the Standards, these words and phrases are analogous to Tier Two words and phrases are typically this...
General academic words and phrases (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze, restrict, formulate.)
The ability to use a learned skill in novel situations.
Generalization
Which manner of Articulation is: Sound glides into another phoneme, making it hard not to add the schwa onto the end /yu/, /wu/ ? e.x. /y/ /w/
Glides (Remember the sentence: You're /y/ gliding where /w/?)
A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader.
Graphic Organizers
This term includes not only the mechanical and visual perceptual processes of graphics and handwriting, but also the acquisition of language, learned spelling and phonology.
Graphomotor Skills
The relationship between letters and phonemes.
Graphophonemic (Examples would include Recognizing alphabetic sequence while singing the alphabet song, naming letters as well as matching upper and lowercase letters).
Which Language of origin is described in the following words? hypnosis, agnostic, neuropsychology, decathalon, catatonic, agoraphobia, chlorophyll, physiognomy
Greek
Which Language of origin is described? -Spellings ph for /f/, ch for /k/, and y for /ǔ/ -Constructed from combining forms, similar to English compounds -Philosophical, mathematical and . scientific terminology
Greek
Which origin does the following come from? Often found in math and science vocabulary • Includes o ch = /k/ o y=/ĭ/ o ph = /f/ school gym phone
Greek Origin
Which connective describes this? Connective -o- often joins two combining forms or elements (e.g., photograph, democracy)
Greek-Based Connective
Instructional support including immediate corrective feedback as students read orally.
Guided Oral Reading
Students practice newly learned skills with the teacher providing prompts and feedback.
Guided Practice
Words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been).
High Frequency Irregular Words (These are "red words" or "heart words")
A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading.
High Frequency Words
The sewer dropped her needle in the sewer.
Homograph
Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in a metal container/can as in able to).
Homograph -same spelling, different meaning and may have a different pronunciation "When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction" Lead= graphite Lead=guide
He taped a dollar bill to the bill of his cap.
Homonym
Words that sound the have same name -same pronunciation and spelling
Homonym
I want to go to the movies too.
Homophone
Same sound, diff spelling (ate, eight)
Homophone
This Text genre Encourages someone to do something.
Hortatory (from the word exhort= strongly encourage or urge)
When an error occurs, the teacher immediately attends to it by scaffolding instruction (i.e., gradual release of responsibility).
Immediate Corrective Feedback
Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading.
Immediate Intensive Intervention
The term for unconscious and automatic. This type of memory also has two pathways for storage and retrieval - procedural and emotional.
Implicit memory (procedural, Emotional)
What is the CVC (1-1-1) Extended doubling rule?
In multi-syllable words ending in consonant-vowel-consonant (cvc), double the final consonant before adding a vowel suffix if the last syllable in the baseword gets the accent. Ex. com + mit + ed= committed
A group of words that contains a subject and verb and expresses a complete thought. Ex. I went to the store and bought groceries.
Independent Clause (It's independent, you won't need any help understanding what it means.)
The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read).
Independent Reading Level (Remember 95%)
The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy.
Independent-instructional reading level range (Remember 90%-95%)
This term refers to students learning the meaning of words indirectly when they hear or see the words used in many different contexts - for example, through conversations with adults, through being read to, and through reading extensively on their own.
Indirect Vocabulary Learning
This describes the special education and related services specifically designed to meet the unique educational needs of a student with a disability.
Individualized Education Program
Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests, and running records are all examples of This.
Informal Assessments (Remember, Informal means having a relaxed, friendly, or unofficial)
Non-fiction books that contain facts and information.
Informational/Expository Text (Remember Non-Fiction books are Informational and full of Explanations)
These routines include the following sequence of steps: Explicit instruction Modeling Guided practice Student practice, application, and feedback Generalization
Instructional Routines
The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). This level engages the student in challenging, but manageable text.
Instructional reading level (Remember 90%)
This term comes from the sensorimotor system and is required for any motor action. Kinesthesia is the knowledge of where each body part is and direction in which it is moving. It is a component of motor control for legible handwriting produced at an acceptable rate.
Kinesthetic Feedback
According to Scarborough's Reading Rope, what are 5 the components to Language Comprehension?
Language Comprehension-Background Knowledge, Vocabulary, Language Structure, Verbal Reasoning, Literacy Knowledge (Here is a mnemonic sentence, If you take the first Letter of each component, Language Comprehension Brings Kids Valuable Lessons Since Vulnerable Readers Lack Knowledge)
A disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech, in both adults and children.
Language Learning Disability
Which connective describes this? Connects a root to a suffix or two suffixes to each other (e.g., media, gradient, regular). three common connectives: -i-, -u-, and -ul-.
Latin-Based Connectives
Which Language of origin is described in the following words? firmament, terrestrial, solar, stellar, aquarium, mammal, equine, pacify, mandible, extremity, locomotion, paternal, maternity, designate, hostility, amorous, contemplate, delectable, deception, reject, refer
Latin/Romance
Which Language of origin is described? -Multisyllabic words with prefixes, roots, suffixes -Content words found in text of social sciences, traditional physical sciences, and literature
Latin/Romance
This area of the brain is located above the back ear, is responsible in decoding or breaking down a word (e.g. C+AT= CAT). This part of the brain is not always activated in dyslexic people.
Left parieto-temporal area
This concept includes reading, writing, and the creative and analytical acts involved in producing and comprehending texts.
Literacy
The Level of Comprehension that is derived from the meaning students construct with the text.
Mental Model
_____________ skills are beneficial to learners in vocabulary building and spelling.
Morphology
This is using a word's letter patterns to help determine, in part, the meaning and pronunciation of a word. For example, the morpheme vis in words such as vision and visible is from the Latin root word that means to see; and the ay in stay is pronounced the same in the words gray and play.
Morphophonology morpho=shape/structure phono=sound logy=study of
When determining the Reading difficulty, and skill gaps... Students who have good or adequate language comprehension and good or adequate decoding are
Most likely at or above grade level in reading.
When teaching struggling High School and Middle School students, what is one of the main things you must consider?
Motivation. *There was a very similar question on my KPEERI
This term means the ability to conceive/ideate, organize/plan, and execute a novel task.
Motor planning and execution: (Knowing what to do, knowing how to do it and carrying it out in a smooth process.)
______________ is the rate at which a child can recite "overlearned" stimuli such as letters and single-digit numbers. (May be connected to executive functioning or processing speed)
Naming Speed
Which Manner of articulation has a Sound passing through the nose."Try pinching your nose and saying the sound /m/." ex. /m/ /n/
Nasal (Remember the /n/ in Nasal is a nasal sound)
What is the Y Spelling Rule?
Never drop the y. Keep it or change it. If a word ends in vowel-y, keep the y. If a word ends in consonant-y, change the y to i unless the suffix begins with i. -Vowel y, keep the y - pray+ed = prayed -consonant-y- hurry + ed = hurried -unless the suffix begins with i (which would create a double i)- Ex. fly+ing = flying
These are formal assessments, often used as diagnostic tools. The score compares the student's skills to a defined population used in standardizing the test (i.e., how did this student perform on these tasks compared to other students in the same grade or age range). Examples of these tests include the Woodcock-Johnson Tests of Achievement and the Wechsler Individual Achievement Test. Typically these kinds of tests should not be administered more than once a year.
Norm Referenced Assessments (Key words- Compares student's progress to others in their peer group, are they "normal"? EX: Woodcock Johnson)
Which Language of origin is described in the following words? amuse, cousin, cuisine, country, peace, triage, rouge, baguette, novice, justice, soup, coupon, nouvelle, boutique
Norman French
Which Language of origin is described? -ou for /ū/ -Soft c and gwhen followed by e, i, y -Special endings such as -ine, -ette, -elle, -ique -Words for food and fashion, abstract social ideals, relationships
Norman French
This area of the brain is located behind the ears towards the back part of the head, functions as the visual word-form area (in the right side of the brain - it helps in word-form memory. This part of the brain is not always activated in dyslexic people.
Occipito-Temporal Area,
A part of the word that is the initial consonant sound, blend, or digraph in a single syllable word or syllable.
Onset
What happens in the pre-reading phase of Chall's Stages of Reading Development?
Oral Language Development
A child with _______________may exhibit poor vocabulary, listening comprehension, or grammatical abilities for his or her age.
Oral language difficulties
This term refers to the ability to both store in memory and retrieve from memory letters and word patterns. (skill needed for handwriting)
Orthographic Coding
This is the ability to identify words by sight (i.e., sight words) allowing instant recognition. This is required for effortless, accurate, and fluent reading. /b/ /e/ /d/ - bed
Orthographic Mapping
This is the understanding that the sounds in a language are represented by written or printed symbols.
Orthographic knowledge ortho=correct graphy=process of writing or recording
The conventional spelling and writing system of a language.
Orthography ortho=correct graphy=process of writing or recording
Given at the end of the year for two purposes. First, they can help the principal and teachers in a school evaluate the overall effectiveness of their reading program for all students. Second, they are required in Reading First schools to help districts evaluate their progress toward meeting the goal of "every child reading on grade level" by third grade. Schools must show regular progress toward this goal to continue receiving Reading First funds, also know as "High Stakes" testing.
Outcome Assessment (Think they are "high Stakes" because their outcome could determine funding for the next year).
__________ ________ are also called high stakes assessments, are given to all students in a grade. They measure students' skills against grade-level expectations. They are used to make decisions about students, teachers, a school, or even an entire school system.
Outcome Assessments
The Phase of Word-Learning that Children learn the names or sounds of alphabet letters and use these to remember how to read words. However, they form connections between only some of the letters and sounds in words, often only the first and final letter-sounds.
Partial alphabetic (Think P = puppy)
In this activity, children learn to listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. (Teacher: What word is /b/ /i/ /g/? Children: /b/ /i/ /g/ is big.
Phoneme Blending
In this activity, children recognize the word in a set of three or four words that has the "odd" sound. (Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug does not belong. It doesn't begin with a /b/.)
Phoneme Categorization
In this activity, children learn to recognize the word that remains when a phoneme is removed from another word. (Teacher: What is smile without the /s/? Children: Smile without the /s/ is mile.)
Phoneme Deletion
In this activity, children learn to recognize the same sounds in different words. (Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/, is the same.)
Phoneme Identity
In this activity, children learn to recognize and identify individual sounds in a word. (Teacher: What is the first sound in van? Children: The first sound in van is /v/.)
Phoneme Isolation
Adding, deleting, and substituting sounds in words (e.g., add /b/ to oat to make boat; delete /p/ in pat to make at; substitute /o/ for /a/ in pat to make pot).
Phoneme Manipulation
In this activity, children break a word into its separate sounds, saying each sound as they tap out or count it. (Teacher: How many sounds are in grab? Children: /g/ /r/ /a/ /b/. Four sounds.)
Phoneme Segmentation
In this activity, children substitute one phoneme for another to make a new word. (Teacher: The word is bug. Change /g/ to /n/. What's the new word? Children: bun.)
Phoneme Substitution
the ability to notice, think about, and work with the individual sounds in spoken words. An example of how beginning readers show us they have phonemic awareness is combining or blending the separate sounds of a word to say the word ("/c/ /a/ /t/ - cat.")
Phonemic Awareness
What are the 5 components of Reading?
Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Which stage of Spelling Development do children use a letter or group of letters to represent every speech sound that they hear in a word. Although some of their choices do not conform to conventional English spelling, they are systematic and easily understood. Examples are KOM for come and EN for in.
Phonetic stage (Remember- They are at the age of Understanding Phonics)
A method for teaching reading by applying the systematic, predicatable relationship between written letters and spoken sounds (the alphabetic principle).
Phonics (phon= sound, ics= to speak tell or say)
good language comprehension but poor word recognition (SWRD), typically need what kind of intervention?
Phonics intervention. For most of these children, effective phonics intervention, if accompanied by adequate levels of fluency, should enable children to achieve grade-appropriate reading comprehension
A succession of letters that represent the same phonological unit in different words, such as "igh" in flight, might, tight, sigh, and high.
Phonogram
What are the 3 components of Word Recognition on Scarborough's Reading Rope?
Phonological Awareness, Decoding and Sight Recognition
___________________ ____________ is a broad skill that includes identifying and manipulating units of oral language - parts such as words, syllables, and onsets and rimes. ... __________________ ____________ refers to the specific ability to focus on and manipulate individual sounds in spoken words.
Phonological Awareness, Phonemic awareness
What are the (5) language processing requirements of proficient reading and writing?
Phonological, Orthographic, Semantic, Syntactic, Discourse.
What are the 5 Stages of Spelling Development?
Pre-Communicative, Semi-phonetic, Phonetic, Transitional, Correct
The Phase of Word-Learning that Sight word learning is at the earliest period. Children do not form letter-sound connections to read words; if they are able to read words at all, they do so by remembering selected visual features.
Pre-alphabetic (Think of a child recognizing McDonald's, as they drive by)
Which stage of Spelling Development do children use symbols from the alphabet but shows no knowledge of letter-sound correspondences. They may also lack knowledge of the entire alphabet, the distinction between upper- and lower-case letters, and the left-to-right direction of English orthography.
Precommunicative stage (Remember it's Pre-(before) because they lack knowledge of the entire alphabet)
Basic knowledge about print and how it is typically organized on a page. For example, print conveys meaning, print is read left to right, and words are separated by spaces.
Print Awareness
A component of concepts of print, which includes the knowledge of letters, words, and sentences in a text or book; spaces between words; capitalization; and punctuation.
Print Structure
A student performance that meets the criterion established in the Standards as measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest a successful student performance done without scaffolding; in the Reading standards, the act of reading a text with comprehension;
Proficient
Tests that keep the teacher informed about the child's progress in learning to read during the school year. These assessment results provide a quick sample of critical reading skills that will inform the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Example: DIBELS
Progress Monitoring (You are monitoring progress!)
These measure a student's overall progress during the school year or progress toward acquiring specific skills that have been taught. Examples of these kinds of measures include curriculum-based measures (CBMs), criterion-referenced tests, and informal measures such as reading inventories. These tests can be given more than once a year and, depending on the assessment, sometimes quite frequently. For instance, many CBMs could be given on a weekly basis if desired.
Progress Monitoring Assessments
This term refers to the words a person knows when seeing them in print.
Reading Vocabulary
This is when an Instructor provides one question. Student must provide the answer from memory.
Recall
Language that is heard or read is ________________language.
Receptive Language. (When you hear or read, you are receiving information)
This is a multiple-strategy instructional approach for teaching comprehension skills to students. Teachers teach students four strategies: asking questions about the text they are reading; summarizing parts of the text; clarifying words and sentences they don't understand; and predicting what might occur next in the text.
Reciprocal Teaching (Keywords- Predict, Question, Clarify, Summarize)
This is when an Instructor provides a set of potential answers and one question. Student must choose the correct answer from the given set.
Recognition
Any word in which each letter represents its respective, most common sound (e.g., sat, fantastic).
Regular Words
Recalling the content of what was read or heard.
Retelling
A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of the content of a text relative to task, purpose, and audience; compared to editing, a larger-scale activity often associated with the overall content and structure of a text;
Revising (Keyword: reworking)
A part of writing and preparing presentations that involves largely or wholly replacing a previous, unsatisfactory effort with a new effort, better aligned to task, purpose, and audience, on the same or a similar topic or theme; compared to revising, a larger-scale activity more akin to replacement than refinement;
Rewriting
A part of the word that is the first vowel phoneme followed by all the other phonemes (at in rat; esh in fresh).
Rime
A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meanings. Example: -able, -s, non-
Root
Refers to the support that is given to students in order for them to arrive at the correct answer. This support may occur as immediate, specific feedback that a teacher offers during student practice. For instance, the assistance the teacher offers may include giving encouragement or cues, breaking the problem down into smaller steps, using a graphic organizer, or providing an example.
Scaffolding (Keyword- support)
These are given to all students at the beginning of the school year to determine which students are at risk of struggling with reading. They are not used to diagnose specific skill gaps; rather, they help to identify children who need diagnostic assessments, as well as children who may require supplemental intervention.
Screening Assessments (Key Word- Screen Students at the beginning of the year to see if they need intervention)
The mental act of knowing when one does and does not understand what one is reading. When students use these strategies, they actively think about how they are learning or understanding the material, activities, or reading in which they are engaged.
Self Monitoring (Examples: Checklists, Before, During & After strategies, Reciprocal Teaching)
Uses a grid to help explore how a set of things are related to one another. By analyzing the grid one can see connections, make predictions, and master important concepts.
Semantic Feature Analysis (Keyword- comparing with a grid)
Portray the schematic relations that compose a concept; a strategy for graphically representing concepts. (Venn diagram, Timeline or a Word Web)
Semantic Map
Students without knowledge of _______________ may have difficulty with vocabulary knowledge with also effects comprehension.
Semantics
The way language conveys meaning.
Semantics (Keyword- meaning)
Which stage of Spelling Development do children begins to understand letter-sound correspondence ? that sounds are assigned to letters. At this stage, the child often employs rudimentary logic, using single letters, for example, to represent words, sounds, and syllables (e.g., U for you).
Semiphonetic stage (Remember, they SEMI-Understand phonics, but not quite)
These are words that are recognized immediately. Sometimes sight words are thought to be irregular, or high frequency words (e.g., the Dolch and Fry lists). However, any word that is recognized automatically
Sight Words
This is a term for a sentence with an independent clause with no conjunction or dependent clause.
Simple Sentence
Phonics instruction that matches phoneme to grapheme.
Sound to Symbol
What is the 10th disability type (in which Dyslexia falls under)?
Specific Learning Disability (SLD)
Refers to digraphs, vowel pairs, word families, and vowel variant spellings.
Spelling Patterns
When Remembering Chall's Stages of Reading, which stage do you read multiple texts and assimilate information?
Stage 6, The Construction and Reconstruction stage which usually occurs in college/adulthood. (Remember- in college, you can get a degree in CONSTRUCTION)
The way in which an assessment is administered to students is especially important for standardized assessments.
Standardized Administration (Keyword- to make sure tests are administered in a standardized way.)
Which Manner of articulation has a Puff of air, blockage in some part of the mouth. Cannot continue or stretch the sound? ex. /b/ /k/
Stop/Plosive (Remember the /p/ in the word Plosive is a plosive or stop sound)
A strategy used to unlock the plot and important elements of a story. These elements can be represented visually through various graphic organizers showing the beginning, middle, and end of a story. Answering the questions of who, where, when, what, and how or why, and listing the main events is also part of this.
Story Maps
The way a reader sees the way the content and events of a story are organized into a plot. Students learn to identify the categories of content (setting, characters, initiating events, internal reactions, goals, attempts, and outcomes) and how this content is organized into a plot. Often students recognize the way the story is organized by developing a story map. This strategy improves students' comprehension and memory of story content and meaning.
Story Structure
These types of learners make predictions, organize information, and interact with the text. They think about what they are reading in terms of what they already know. They monitor their comprehension by employing strategies that facilitate their understanding.
Strategic Learner
A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.
Structural Analysis (Analyzing the structure of words)
Reducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.
Summarize
A component of concepts of print, includes knowledge of the features in a text or book, such as page numbers, table of contents, illustrations and photographs, chapter titles, headings, captions, labels, infographics, and diagrams.
Text Features
The various patterns of ideas that are embedded in the organization of text (e.g., cause-effect, comparison-contrast, story grammar).
Text Structure
The level of Comprehension that requires readers to dig a little deeper and identify main ideas in text.
Text base
When Remembering Chall's Stages of Reading, which stages do you appreciate different points of view and appreciate reading for knowledge and enjoyment?
The Developing Multiple Viewpoints which occurs in High School. (Remember you go to the DMV (Developing Multiple Viewpoints) in your High School Years).
When Remembering Chall's Stages of Reading, which phase do you become fluent at recognizing words, and that print is associated with familiar stories?
The Fluency Stage which usually occurs in 2nd/3rd grade. (Remember- FLU-ency and two (2nd grade) rhyme.)
What is a federal law that sets specific standards for the education of those with special needs?
The Individuals with Disabilities Education Act (IDEA)
This side of the brain of this area is responsible for mapping phonetic sounds to the corresponding letters.
The Left side of the Brain (Remember the sentence: The phonetic sounds LEFT and went to the corresponding letters).
When Remembering Chall's Stages of Reading, which phase do you pretend to read, point to words and pictures and recite the alphabet?
The Pre Reading Stage which is birth to Kindergarten. (Remember: PREreading, PREtending takes place in the timeframe of PRE-K)
When Remembering Chall's Stages of Reading, which stage do you gain phonemic awareness and focus on letter sound relationships?
The Read and Decode Phase which takes place in 1st/2nd grade. (Remember: Obviously Reading and Decoding are taught in the 1st and 2nd grade timeframe).
When Remembering Chall's Stages of Reading, which phase do you start to read for learning, instead of learning to read?
The Read for Learning, which usually occurs in 4th to 8th grade. Students are using their reading skills in other subject areas such as science, math, history and geography. (Remember- 4th-8th grade they are using reading for 4 (4th) other subject areas- science, math, history and geography)
This side of the brain functions as the visual word-form area it helps in word-form memory.
The right side of the brain. (Remember the sentence: Your word form is RIGHT!)
The Level of Comprehension that refers to the exact wording of the text.
The surface code
poor language comprehension but good word recognition and decoding (SCD), need what type of intervention?
They require comprehension interventions that address their specific needs in the domain of comprehension (e.g., vocabulary, background knowledge, inferencing).
weaknesses in both language comprehension and word recognition/decoding (MRD), require what type of intervention?
They will need both phonics intervention and intervention addressing their specific comprehension needs.
During shared read aloud, teachers reveal their thinking processes by verbalizing: connections, questions, inferences, and predictions.
Think Alouds
Which kind of Spelling error is this ? Intended word: stuff; child's spelling: stuf.
This error reflects lack of knowledge of a spelling generalization, the "floss" rule, that the f at the end of this word needs to be doubled.
Which kind of Spelling error is this ? Intended word: psychic; child's spelling: pyskic.
This is a morphemic error that reflects confusion about the correct spelling of the morpheme psych.
Which kind of Spelling error is this ? Intended word: slapped; child's spelling: slapt.
This is a morphemic error. Although the word sounds like it ends with /t/, the child must recognize that -ed is used to spell past tense.
Which kind of Spelling error is this ? Intended word: best; child's spelling: bets.
This is a phonologically based error; the child has incorrectly sequenced the sounds in the word.
Which kind of Spelling error is this ? Intended word: lump; child's spelling: lup.
This is a phonologically based error; the child has omitted the sound /m/
Which kind of Spelling error is this ? Intended word: except (as in "except for ..."). Child's spelling: accept ("accept for ..").
This is a semantically-based confusion between two different words, accept and except, that sound similar but have different meanings and spellings.
Which kind of Spelling error is this ? Intended word: two (as in "two cats"). Child's spelling: too ("too cats").
This is a semantically-based error, a confusion of when to use the spelling two (a number) vs. too(meaning "also").
Which kind of Spelling error is this ? Intended word: sliding; child's spelling: slideing.
This is an error related to a spelling generalization, that when adding -ing to a silent e base word, the e should be dropped.
Which kind of Spelling error is this ? Intended word: shirt; child's spelling: shert.
This is an orthographic pattern error. The child has produced a phonologically acceptable spelling of the word, but not the correct spelling. There is no "rule" for using ir rather than er in shirt; the child just has to have enough familiarity with the printed word to know that shirt is spelled with an ir not an er.
This describes which tier of vocabulary? These are the common, everyday words that most children enter school knowing already. Since we don't need to teach these, this is a tier without tears!
Tier 1 Vocabulary
Which Tier Does this explain? Teachers use scientifically based methods that are proven to work. Teachers do their best to give the kids teaching that fits their skill levels and how they learn best. However, there's not always time to give kids individual attention. Students complete benchmark testing at the beginning, middle and end of academic year.
Tier 1, Whole Class Instruction
This describes which tier of vocabulary? This tier consists of words that are used across the content areas and are important for students to know and understand. Included here are process words like analyze and evaluate that students will run into on many standardized tests and that are also used at the university level, in many careers, and in everyday life. We really want to get these words into students' long-term memory.
Tier 2 Vocabulary
Which Tier Does this explain? Small group lessons (30 minutes) two to three times a week usually by a general education teacher or tutor. It's important to know that kids who are in this tier still take part in regular lessons with the rest of the class. If they're progressing, they may receive gradually less support. These usually last 8-15 weeks.
Tier 2, Small Group Interventions
This describes which tier of vocabulary? This tier consists of content-specific vocabulary—the words that are often defined in textbooks or glossaries. These words are important for imparting ideas during lessons and helping to build students' background knowledge.
Tier 3 Vocabulary
This is the most intense level of RTI usually 60 - 120 minutes daily. This support is normally given by a special education tutor, or content specialist. This can mean small group work (1-3 students) or it can mean individual instruction. Progress monitoring is weekly. These interventions usually last a minimum of 20 weeks.
Tier 3, Intensive Interventions
In this stage of Spelling Development, The speller begins to assimilate the conventional alternative for representing sounds, moving from a dependence on phonology (sound) for representing words to a reliance on visual representation and an understanding of the structure of words. Some examples are EGUL for eagle and HIGHEKED for hiked.
Transitional stage (Remember, they are TRANSITIONing their knowledge from sound to Print)
No English word ends with j, true or false?
True!
Letters that appear frequently in words. Beginning readers can decode more words when they know these. Knowing the sounds of /m/, /a/, /t/, and /i/ is more advantageous than the sounds /x/, /q/ /y/, and /z/. Other useful letter sounds are /a/, /e/, /i/, /o/, /u/, /b/, /c/, /d/, /f/, /g/, /h/, /k/, /l/, /n/, /p/, and /r/.
Useful Letter Sounds
Multiple Spelling patterns for a specific sound or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai_, _ay).
Varient Correspondences (varient- something substantially the same, but in different form)
This term is the ability to match motor output with visual input. It is this gross monitoring that prevents us from writing on the desk or crossing over lines, and keeps us within margins.
Visual-Motor Coordination
This term involves the ability or capacity to accurately interpret or give meaning to what is seen (skill required for handwriting)
Visual-perceptual skills:
What is the CVC or (1-1-1) Doubling Rule?
Which Spelling Rule is "In 1 syllable words ending in consonant- vowel-consonant (cvc), double the final consonant before adding a vowel suffix Ex. Ship+er = Shipper
What is the Silent E Spelling Rule?
Which spelling Rule Drops the e before adding a vowel suffix? Ex. re +late+ ion = relation (not relateion)
According to Scarborough's Reading Rope, what are 3 the components to Word Recognition?
Word Recognition- Phonological Awareness, Decoding, Sight Recognition (Here is a mnemonic sentence, If you take the first Letter of each component, Word Recognition Pains All Dyslexic Students Regularly)
These are words from other languages that are the origin of many English words. About 60 percent of all English words have Latin or Greek origins.
Word Roots
Which spelling rule would go with these words? hoping, whales, glided a. dropping rule b. Magic e rule c. changing rule d. doubling rule
a. dropping rule There was a very similar question on my KPEERI, make sure you are familiar with all the spelling rules!
Which part of speech uses this final stable syllable? -ive (talkative, active)
adjective
Which part of speech uses this final stable syllable? -ous (dangerous)
adjective
Which scores would be the characteristics of a student who is dyslexic? (mean score 100) a. oral language comprehension 91, decoding 89 b. oral language comprehension 94, Spelling 61 c. spelling 85, Oral Language Comprehension 80 d. Decoding 90, Oral Language Comprehension 72
b. Oral Language Comprehension 94, Spelling 61 *There was a very similar question on my KPEERI
which of the following would be originated from the Greek language? a. act, acu, aud b. arthr, bio, crac c. dic, duct, dur d. s, -ing, -ed
b. arthr, bio, crac *There was a very similar question on my KPEERI
You go to make copies of a workbook and notice a copyright at the bottom of the page, what should you do? a. make the copies anyway b. ask the school to buy workbooks for the entire class c. re-type the worksheet and copy it d. none of the above
b. ask the school to buy workbooks for the entire class *There was a very similar question on my KPEERI
You have a struggling reader that you have been seeing for a while. The parents have found a new auditory tutoring method they want you to try with the student. Ethically, what should you do? a. research the method and give it a try b. inform the parents that the method will not help their son c. try the new method to appease them d. integrate is with the current methods you are using
b. inform the parents that the method will not help their son *There was a very similar question on my KPEERI
What type of spelling error would this be: calerfol / colorful? a. orthographic b. phonological c. morphological d. animated
b. phonological Great resource: https://www.region10.org/r10website/assets/File/Beyond%20Standardized%20Test%20Scores%20Handout%20Louisa%20Moats.pdf *There was a very similar question on my KPEERI
Which type of compounds usually have closed, open, and VCe syllables? a. greek b. latin c. Anglo-Saxon d. French
c. Anglo-Saxon *There was a very similar question on my KPEERI
in, ad, and ob, are examples of what? a. derivational suffixes b. connectives c. assimilated prefixes d. vowel teams
c. assimilated prefixes *There was a very similar question on my KPEERI
What type of spelling error would this be: equilise / equalize? a. orthographic b. phonological c. morphological d. animated
c. morphological error Great resource: https://www.region10.org/r10website/assets/File/Beyond%20Standardized%20Test%20Scores%20Handout%20Louisa%20Moats.pdf *There was a very similar question on my KPEERI
A group of Students is having problems with the following passage: Sonny, true love is the greatest thing in the world, except for a nice MLT: mutton, lettuce and tomato sandwich, where the mutton is nice and lean and the tomato is ripe. In what area might the teacher need to focus on with these students? a. decoding b. fluency c. syntax d. morphemes
c. syntax *There was a very similar question on my KPEERI
What is the term for letter(s) in English words used to combine two morphemes; connectives function as "glue" and are not morphemes themselves?
connective
Sources of information outside of words that readers may use to predict the identities and meanings of unknown words. These may be drawn from the immediate sentence containing the word, from text already read, from pictures accompanying the text, or from definitions, restatements, examples, or descriptions in the text.
context clues
How many different syllable patterns are used in the following words? How many ways is the /k/ sound spelled in the same list of words: sky, bake, click, took, ask, buckle, break, like, check, syllable patterns used/ ways to spell /k/ sounds a. 4, 4 b. 3, 3 c. 5, 4 d. 5, 3
d. 5, 3 In the list of words, the different syllable patterns are Vowel Teams, open, closed, Magic E, consonant -le. The /k/ sound is spelled <k>, <c> and <ck>. *There was a very similar question on my KPEERI
Kevin knows his multiplication facts, but he "freezes up", he has trouble Making decisions and picking up on social cues, Writing is always hard for him, but it's even harder when his classmates keep saying "Hurry up!" What does Kevin display characteristics of? a. ADHD b. Dyphraxia c. Dyslexia d. Slow Processing Speed
d. Slow Processing Speed *There was a very similar question on my KPEERI
A letter or letter combination that spells a single phoneme. In English, this may be one, two, three, or four letters, such as e, ei, igh, or eigh.
grapheme (Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.")
Which manner of Articulation is: Tongue causes partial closure of the mouth. Push of air can cause liquid to move throughout the mouth? ex. /l/ /r/
liquids (Remember the /l/ in liquid is a liquid sound.)
weaknesses in both language comprehension and word recognition/decoding skills?
mixed reading difficulties (MRD)
Vowels that are pronounced differently from the expected pronunciation (e.g., the "o" in old is pronounced /ō/ instead of the expected /o/.
oddities (odd, think different)
In segmentation in the word swift, sw is the _________ and ift is the _________.
onset, rime
Students without __________ skills may have difficulty spelling words.
orthography
The smallest units of spoken language that makes a difference in the meaning of a word is called a ________________.
phoneme
Students without _______________ skills normally have difficulty decoding words.
phonology
What are the five components of oral language?
phonology, morphology, syntax, semantics, and pragmatics. (Remember: Oral Language gives me bad P.P.M.S.S.) ha ha
This Text genre gives instructions on how to do something.
procedural
This refers to the degree to which scores from a particular test are consistent from one use of the test to the next.
reliability (Keyword- Is it reliable? Do you get STABLE and CONSISTENT results?)
poor language comprehension but good word recognition/decoding skills
specific comprehension difficulties (SCD)
good language comprehension but poor word recognition/decoding skills
specific word recognition difficulties (SWRD)
Reading is an interactive process that requires three levels of understanding, what are the levels?
surface code, text base, and mental models.
Students without _____________ skills may have problems with sentence structure, grammar and the mechanics of writing.
syntactic
This refers to the degree to which a test score can be interpreted and used for its intended purpose
validity (Keyword- how well it measures what it is meant to measure)
Which part of speech uses this final stable syllable? -ize (utilize, systematize)
verb