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Reading and Writing
Importance of Reading and Writing in Communication
Term | Definition |
---|---|
Processing Speed | Ability to retrieve quickly the names of familiar symbols, such as letters and digits |
Memory | Ability to remember the pronunciation of familiar words in print |
Automaticity | The ability tor had connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding |
Prolonged Awareness | Ability to reflect phoneme segments of speech |
Prolonged Awareness | The number one predictor of a child's reading ability |
Oral Language | Phonological awareness and print and alphabetic concepts are learned within a stimulating oral language environment |
2100 | High-income children hear approximately how many word/hour compared to economically depressed children only hear 600 words/hour ? |
Reading | A process by which one constructs meaning from printed symbols |
Indirect Word identification | Decoding (sounding out words); Sound symbol correspondences |
Direct Word Identification | Sight word reading; Visual, orthographic representations (e.g., tion=shun) |
Text Comprehension | How written language is understood; How meaning is derived and interpreted; Culmination of word recognition, vocabulary knowledge, listening comprehension and general cognitive skills |
Preschool | Age where word awareness, syllable awareness, and rhyming is expected to develop |
Early Kindergarten | Age where beginning of sound awareness, sound blending, and onset-rime is expected to develop |
Kindergarten | Age where phoneme identification and sound segmenting is expected to develop |
Environmental Print Awareness | Children recognize familiar symbols and demonstrate knowledge that print carries meaning |
Concepts of Print | Children demonstrate accepted standards of practice for interacting with print |
Alphabetic Letter Knowledge | Children recognize printed letters and understand the letter-sound relationship |
Stage 0 | Stage of reading development involving pre-reading/emergent reading |
Stage 1 | Stage of reading development involving initial reading or decoding |
Stage 2 | Stage of reading development involving confirmation |
Stage 3 | Stage of reading development involving reading for learning the new |
Stage 4 | Stage of reading development involving multiple viewpoints |
Stage 5 | Stage of reading development involving construction and deconstructions |
Reading | Goes from grapheme to phoneme |
Spelling | Goes from phoneme to grapheme |
Spelling | A major task in learning to read and spell is to become sufficiently familiar with the ____ of words so that information about their letters is retained in memory for later reading and spelling |
40 | Distinctive sounds in English? |
70 | Letter/Letter-comninations to represent English sounds? |
Orthographic knowledge | Knowledge of the spelling patterns of words stored in memory that do not conform to regular spelling patterns |
Mingle | Knowledge needed to spell= spelling patterns, e.g. _____? |
PA | Allows student to segment words into phonemes |
Orthographic knowledge | Allows student to recognize that some letter combinations are allowed and others are not |
Morphological knowledge | Allows student to recognize base words and their inflected forms |
Reading | This acquisition begins long before the learner receives formal instruction |
First | What grade should children learn to decode in to prevent subsequent reading failure? |
Emergent | SLPs participate in ______ literacy preventative interventions to reduce the chance of reading failure in later school years |
Screennings | Emergent literacy intervention used for pre-kindergarten and kindergarten students |
RTI | Emergent literacy intervention model used for school-age children |
Developmental Dyslexia | Most common learning disability |
ACT | Replaces No Child Left Behind |
ESSA | Contains new literacy program that replaces NCLB's Early Reading First and Reading First programs |