Importance of Reading and Writing in Communication
Help!
|
|
||||
|---|---|---|---|---|---|
| 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
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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
Created by:
10155044855138828
Popular Speech Therapy sets