Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Standard 12: Literac
Literacy
| Question | Answer |
|---|---|
| Q: What elements of literacy are related? | A: Reading, writing, and language are interrelated. |
| Q: Why may deaf or hard of hearing students have difficulty reading English? | A: Their language ability may not be sufficient to serve as a foundation for reading English. While fluent sign language skills may assist, they do not ensure that a student can read complex English. |
| Q: At what point do language demands in textbooks increase significantly? | A: Around third grade, the language in textbooks becomes more complex in terms of syntax and vocabulary, and there is more text with fewer pictures to help interpret the content. |
| Q: What challenge do students often face when transitioning from second to third-grade textbooks? | A: Students who were able to read first and second grade textbooks may experience difficulty with the increased complexity of third-grade texts. |
| Q: How does reading academic content differ from reading for pleasure? | A: Academic content usually involves more complex vocabulary, grammar, and concepts than reading for pleasure. |
| Q: How do students use their knowledge of the world to help with reading? | A: Students apply their knowledge of the world to help interpret and understand what they are reading. |
| Q: What role does reading stories to students play in their ability to learn to read? | A: Reading stories to students is essential to their ability to learn to read. |
| Q: Why is vocabulary knowledge important for reading? | A: Vocabulary knowledge is a key component of reading comprehension. |
| Q: How does motivation affect a student’s ability to read? | A: Students tend to read better when they are motivated to read. |
| Q: What does it indicate if a student cannot understand a story when it is told in sign language? | A: It is highly likely that the student cannot read the story either if they do not understand it in sign language. |
| Q: What are the challenges of watching closed captioned movies or TV programs for deaf or hard of hearing students? | A: Depending on their reading ability, they may struggle to access the content. Additionally, reading captions while watching the visual content is more difficult than listening to audio and watching at the same time. |
Created by:
EIDP
Popular Linguistics sets