Strephosymbolia
means twisted symbols. The first term Orton used for dyslexia.
phonetics
the study of speech sounds in spoken language
phonological awareness
the ability to focus on units of sound in spoken language at the sentence, word, syllable and phoneme levels
phonemic awareness
awareness of speech sounds or phonemes in spoken words
phonics
instruction that connects sounds and letters
synthetic phonics
explicitly teaches individual grapheme-phoneme correspondences before they are blended to form syllables or whole words
alphabetic principle
the understanding that spoken sounds are represented in print by written letters
consonant
blocked / voiced or unvoiced sounds – a class of speech sounds with air flow that is constricted or obstructed
vowel
open and voiced sounds – a class of open speech sounds produced by the passage of air through an open vocal tract
phonology
the rules that determine how sounds are used in spoken language
fluency
reading with rapidity and automaticity
prosody
the rhythmic flow of oral reading
pragmatics
set of rules that dictate communicative behavior and use of language, rules we communicate by
syntax
sentence structure, grammar, usage
semantics
content of language, used to express knowledge of the world around us – meaning
phoneme
smallest unit of sound in a syllable
spelling
sound to symbol / phoneme to grapheme, connect grapheme to phoneme
orthography
the spelling of written language
orthographic memory
memory of letter patterns and word spellings
metalinguistics
awareness of language as an entity
guided discovery
a method of leading students to new learning through questioning
Heuristic
means to discover by demonstration
grapheme
a letter or letter cluster that represents a single speech sound
decoding
word recognition in which the phonetic code is broken down to determine a word
blending
fusing individual sounds, syllables or words into meaningful units
reading
symbol to sound / grapheme to phoneme
morpheme
the smallest meaningful unit of language – a suffix, prefix, root or stem such as awe, dis, in, inter, or word part such as cat, man. etc.
Knowledge of word meaning, rapid word recognition, and spelling ability greatly depend on knowledge of word structure at the level of morphemes.
morphology
the study of word formation patterns, meaningful units that make words
fricative
a sound produced by forcing air through a narrow opening between the teeth or lips / f / / sh / / z /
nasal sound
a sound produced by forcing air out through th nose / n / / m /
continuant sound
a sound prolonged in its production / m / / s / / f /
stop consonant sound
a sound obstructed / they must be clipped off / b / / d /
aspiration
puff of air
Norman Invasion
1066 A.D., had a great effect on English language, William the Conqueror, French spoken by upper class brought words like furniture, painter, tailor, beef, pork, mutton, Brought monks who added w and u, also the dot for the i and tail for the j. Alphabet complete at 26 letters
Number words one to a thousand
Anglo-Saxon
Most of the basic color words
Anglo-Saxon
The names of farm, forest and ocean animals
Anglo-Saxon
Outer body parts
Anglo-Saxon
Short, common everyday words: the, run, and, play, work
Anglo-Saxon
Words with gh: laugh, cough, right, high
Anglo-Saxon
Words with ck: pick, duck, sack
Anglo-Saxon
Words with k: king, kiss, kilt, hook
Anglo-Saxon
Words with kn or gn in initial position: knee, knife, gnat, gnash
Anglo-Saxon
Words with tw: twin, twilight, between
Anglo-Saxon
Words with wr: write, wring, wrist
Anglo-Saxon
Short words with ch pronounced /ch/ chest, cheap
Anglo-Saxon
One-syllable words with tch: witch, hatch, match
Anglo-Saxon
One-syllable words with dge: edge, ridge, hedge
Anglo-Saxon
Short words with th: this, these, bath
Anglo-Saxon
Words with wh: why, while, when
Anglo-Saxon
Words with double consonants: better, ladder, carrot
Anglo-Saxon
One-syllable words that end in ff, ll ss Floss Words
Anglo-Saxon
Words with ow: plow, snow, brow, blow
Anglo-Saxon
Short words with silent letters: walk, should, thumb, listen
Anglo-Saxon
Wild Old Words: mind, most, kind
Anglo-Saxon
Most pronouns: he, she, us
Anglo-Saxon
Most F. S. S. words handle, thimble, twinkle
Anglo-Saxon
Words with hard g before e and i: gift, giddy, girl, begin
Anglo-Saxon
Words with ng
Anglo-Saxon
Long words, three or more syllables: marvelous, fascinate
Latin
Words with ct: act, direct, conduct
Latin
Words with pt: apt, erupt, attempt
Latin
Words with ti pronounced /sh/ partial, nation
Latin
Words with ci pronounced /sh/ special, precious
Latin
Words with sion: erosion, collision
Latin
Words with ssion: passion, expression
Latin
Words with double consonants near the beginning illegal, attract, occupy
Latin
Words with t pronounced /ch/: nature, punctual
Latin
Words with d pronounced /j/ educate, graduate
Latin
Words with silent initial h: hour, herb, honor
Latin
Words with ular: regular, popular
Latin
Words with j: joint, journal
Latin
Words that are legal terms: justice, legal, judge
Latin
Words with the soft c before e and i: cent, census, city
Latin
Words with sc pronounced /s/: science, irascible, scissors
Latin
Medical , technical and scientific words
Greek
Words with ph: phrase, graph, phone
Greek
Words with ch pronounced /k/: choir, ache, orchid
Greek
Long words with the letter k: kilometer, kinescope
Greek
Long words or short, unfamiliar words with th: thermos, athlete
Greek
Words with medial y: cycle, gymnastics, thyme
Greek
Words related to Olympics: marathon, discus, meter
Greek
Words related to theater: comedy, tragedy, orchestra
Greek
Words with rh: rhyme, rhombus
Greek
Words with ology: biology, theology, astrology
Greek
Words with silent initial p: pseudonym, psychology
Greek
Rapid letter naming
key to automatic word recognition
decoding and encoding
refer to applying the skills of analytic and synthetic learning
recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a words
decoding
Effective handwriting instruction
includes teaching the correct pencil grip and formation of each letter
McGuffey Readers
Formal reading instruction was based on “phonics” used at the beginning of the 20th Century
Dick & Jane ( “Look/Say” Method )
Thought that children would make more rapid progress reading if they identified whole words at a glance. Used from 1930s – 1960s.
Rudolph Flesch
Started the issue of the great debate to the publics attention on how best to teach a child to read. This came about in his book. “Why Johnny Can’t Read” (Mid 1950s)
NICHD
Began looking at the issue as the deemed the inability to read as a “national health issue” and began to fund research in the area of reading. (1965)
“Learning to Read: The Great Debate” Jean Chall
This book caught the attention of professionals and the government that our nation is in a reading crisis. Children are not learning to read since the look and say method came about. (1967)
Basal Reading Programs
These programs begin to drive reading instruction. 70% of American Schools bought one or more of the best selling programs. (1960s to mid 80s)
Kenneth Goodman and Frank Smith
Developed the Top-Down approach to reading instruction. Believed that reading should be taught through immersion in children’s literature . Teaches reading without breaking it down into parts. Whole Language based, emphasis is on guessing at words rather than sounding them out. (1980s)
G. Reid Lyon
Became the coordinator of the research for NICHD. (1985)
National Reading Panel Report
Produced scientifically based research that demonstrated that approximately 40% of the population “have reading problems severe enough to hinder their enjoyment of reading.” (2000)
Percentage of students in special ed who can’t read
85% (NICHD)
Five critical components of reading instruction
phonemic awareness, phonics, fluency (identifying words accurately and fluently); vocabulary and comprehension strategies (constructing meaning once words are identified)
I M F
initial, medial, final
Middle
means very center
Medial
means between initial and final
V
vowel
C
consonant
Paired equivalent sounds
/ch//j/ /f//v/ /p//b/ /sh//zh/ /t//d/ /k//g/ /s//z/ /th//th/
How are our decks aligned and why?***
Alignment of multiple responses – according to frequency and reliability of sounds
Digraph
two letters that come together to make one sound
Trigraph
three letters that come together to make one sound
Quadrigraph
four letters that come together to make one sound
Diphthong
two vowels sounds blended togther in the same syllable
Combinations
two letters than come together to make an unexpected sound
Code marks
breve, macron, dieresis, circumflex, tilde, cedilla, tittle, schwa: (u) in an unaccented syllable = marks in dictionary
Digraph
two letters that come together to make one sound
Trigraph
three letters that come together to make one sound
Quadrigraph
four letters that come together to make one sound
Diphthong
two adjacent vowels that blend smoothly together
Combinations
pattern of letters which occurs frequently together
closed
a syllable that ends in one or more consonants. The vowel is usually short
open
a syllable that ends in a vowel
Vowel consonant e
syllable witha long vowel sounds that end with a consonant followed by a silent e
Vowel team
syllable with two adjacent vowels
R controlled
syllable with a vowel r combination
F.S.S. final stable syllable***
a non phonetic syllable with occurs frequently in the final position of English words.
V
vowel in an open unaccented syllable, i is short, a is obscure, e o and u are half long.
When is Vr not a combination?
Vr r = Vr merry – when followed by two rr’s, except for ur ( hurry), Vr v = Vr fire, very when followed by an e or vowel y
Base word
plain old English word
Root
a word without affixes or endings
Affix
a letter or letters added to the beginning or ending of a baseword or root that creates a derivative with a meaning or grammatical form that is different than the baseword or root
Suffix
a letter or group of letters added to the end of a base word to change the meaning or usage
Prefix
letter or group of letters added to the beignning of a base word to change the meaning
c and g
make a soft sound when followed by i ,e or y
age (ij)
French ending
ate (it) or (at)
French ending
ice (is)
French ending
ine (in) or (en)
French ending
ise (is)
French ending
ive (iv)
French ending
ain (in)
French ending
esque (esk)
French ending
ile (il)
French ending
ique (ik)
French ending
ite (it)
French ending
current research regarding the brain and developmental dyslexia concludes that
a “glitch” may have taken place during fetal development
an individual with dyslexia might experience delays in social development as demonstrated by
lack of good judgment, inability to stick with a game, erratic emotional behavior
a student who learns better from a lecture/class discussion rather that the printed page is
a poor visual learner
Multisensory strategies (VAKT)
most students will learn and retain info better if instruction is given in this manner
intelligence test
identifies intelligence and cognitive strengths and weaknesses. Includes measures of verbal comprehension, perceptual reasoning, working memory and processing speed (WISC-IV); verbal reasoning, quantitative reasoning, abstract/visual reasoning and short-term memory (Stanford-Binet). Examples: Wechsler Intelligence Scale for Children (WISC-IV), Stanford-Binet
achievement test
designed to measure students’ specific knowledge and skills (basic academic skills – are they performing at level?). Woodcock Johnson, WRAT)
norm-referenced test
assessment that (provides a detailed analysis of a student’s strengths and weaknesses.) Compares a person’s score against the scores of people who have already taken the test, the “norming group,” a national sample of similar students (any test with research on). (WISC-IV, DIBELS)
criterion-referenced test
assessment that (measures knowledge attained and knowledge yet to be acquired in a domain.) tells how well students are performing on specific goals or standards (do they meet the criteria?).
standardized tests
any tests that are administered and scored in a pre-specified, standard manner; each test-taker is asked the same questions and/or given the same tasks, provided the same information before and during the test, has the same amount of time to take the test. All tests are also scored in the same manner. These tests can be either norm-referenced or criterion-referenced, and either an achievement or an aptitude test.
curriculum-based measurement
assessment that measures (knowledge that has been taught.) a student’s performance in a local curriculum. The CBM is a quick probe into student achievement that provides current, week-by-week information on the progress a child is making.
behavior rating scales
completed by parents and sometimes teachers and used to check for symptoms of ADHD; measure and compare a child’s behavior to that of other children the same age. Examples: Connor’s Rating Scale, Child Behavior Checklist, Behavior Evaluation Scale, Burk’s Behavior Rating Scale
screening
brief assessment that identifies students who may need additional or alternate forms of instruction (benchmark).
progress monitoring
periodic assessment that measures progress in response to specific instruction and/or intervention.
diagnostic measure
assessment that provides a detailed analysis of a student’s strengths and weaknesses
outcome measure
assessment that classifies a student in terms of achievement or improvement or grade-level performance based on targeted outcomes
formal assessment
standardized assessment that must be administered and scored according to prescribed procedures. Used to compare overall achievement to that of others of the same age and grade, or to identify comparable strengths and weaknesses (state assessments).
informal assessment
(assessments that are not standardized) a process for gathering information used to make educational decisions using means other than assessments; can include projects, presentations, experiments, demonstrations, performances, portfolios, observations, etc. (spelling tests, etc.).
pseudowords
nonsense words that are phonetically regular
formative data
data that provide information about knowledge to be applied to short-term goals. Collected during instruction through instructional activities, homework; used to adjust instructional practices in an effort to maximize student learning.
summative data
data that provide information about knowledge to be applied to long-term, comprehensive goals. Data collected at the end of a chapter, unit, or course, after instruction has taken place; used to make curriculum decisions, direct future instruction, and improve instructional practices.
DIBELS
Dynamic Indicators of Basic Literacy Skills
TPRI
Texas Primary Reading Inventory: a screening tool for early literacy skills
PALS
Phonological Awareness Literacy Screening: comprehensive assessment of a child’s early literacy fundamentals that are predictive of future reading success
WRAT
Wide Range Achievement Test: brief achievement test measuring reading recognition, spelling, arithmetic computation
If a student is making A’s and B’s in the classroom but is a slow reader, the teacher should give what type of assessment
informal
The Woodcock-Johnson Psycho-Education Battery
an academic achievement and norm-referenced test
Grade equivalent scores
not a dependable representation of progress
An individual Education Plan (IEP) for a student identified with a learning disability does not include
a prescription for a specific intervention (correct)
A brief assessment that identifies students who may need additional testing or alternative instruction is known as
informal screening
The Conner’s Rating Scales
used to measure Attention Deficit Hyperactivity Disorder
acuity
keenness of thought or vision (zero in on it and see what’s going on)
active listening
giving one’s full attention to the speaker and making eye contact with him or her
structured instruction
instruction that follows ordered procedures
direct instruction
instruction in which concepts are explicitly taught
diagnostic teaching
teaching that is informed by a continual assessment of student needs
prescriptive teaching
individualized teaching based on needs
systematic and cumulative instruction
teaching with a logical order of introduction of concepts that progress from easiest to more difficult
explicit instruction
direct, purposeful instruction
VAKT
Visual , Auditory, Kinesthetic/ Tactile (Grace Fernald)
Top-Down Theory
led by Kenneth Goodman and Frank Smith
**strong meaning-based position
**Goodman calls reading a “psycholinguistic guessing game”
**rather than read every word, good readers select out on the essential textual information
**only focus on individual words/sounds when text does not make sense, and the reader needs to go back and reread
**this is Whole Language characteristic
Bottom-Up Theory
emphasis on the subprocesses of the reading act and its contention that many of these subprocesses, such as letter and word identification, must become automatic in order for readers to be fluent. (Alphabetic Phonics)
Interactive Theory
readers simultaneously initiate word identification and predict meaning—-these are reciprocal events
analytical approach
whole to part (Top-Down) put the whole word on the board/discover what’s the same, how it can be broken down into component parts
synthetic approach
part (letters) to whole words (bottom up)
Socratic technique
Using carefully planned questions, the student is led to discover the new concept
linguistics-based beginning reading approach
Learning to recognize word families (bat, cat, hat, )
To teach syllable division, Mr. Smart first taught his students to recognize closed or (VC) syllables. He then showed the class words such as napkin, impact, and mascot and discussed accent. Later, he demonstrated how the words could be divided into two syllables. Finally he gave the students syllables and asked them to construct words.
synthetic and analytic instruction
Controlled reading and spelling vocabulary are characteristics of
decodable text, linguistic programs, an MSL program
Repeating prior information in a multisensory structured language program is essential to ensure what
automaticity
ALTA
Academic Language Therapy Association
IMSLEC
International Multisensory Structured Education Council
MSL
Multisensory Structured Language
MSLE
Multisensory Structured Language Education
NICHD
National Institute of Child Health and Human Development
Which prominent names are closely associated with research on phonological awareness (Montessori/Clay/Liberman***
Isabelle Liberman
Scientifically based research
is replicated and longitudinal
Research by NICHD indicates that of the students with specific learning disabilities receiving special education services
70 – 80% have deficit in reading
According to the National Reading Panel Report (2000), what represents the strongest indication of a reading disability
a deficit in phonology
D. Berlin (1887)
Coined the term “dys” — meaning difficult, “lexia” — meaning pertaining to words.
James Hinshelwood (1917)
“word blindness” — ophthalmologist from Scotland that discovered that the left hemisphere of the brain affected word storage
Samuel Orton (1920-1950)
Neuropsychiatrist from Columbia University in New York who first recognized dyslexia students in America. He discovered that approximately 10% of students will not learn using the whole words method. Also coined the term “strephosymbolia” (twisted words), which replaced the former term word blindness.
Dr. Madonald Critchley (1964)
Established term “developmental dyslexia” at the World Federation of Neurology meeting at the Scottish Rite Hospital.
Marianne Frosig (1960)
Did visual tracking research. Findings show there is no relationship between dyslexia and vision acuity.
Isabelle Liberman (1973-1984)
Did research on phonological awareness that linguistic information is stored in its phonological form (all word recognition requires letter-sound access). Also studied phonological processing deficits affecting the ability to make use of letter-sound associations as an effect of rapid retrieval problems. Discovered tapping exercises.
Hugh Catts (1986)
Speech language pathologist working at the University of Kansas. Did remedial work for programs to improve phonological awareness.
Keith Stanovich (1980)
Researched the process of phonics and the need to attach sound to symbol. Readers with poor word recognition are more reliant on context than good readers (comprehension work).
Bonita Blachman
professor at Syracuse University. Has done much research in the field of phonology and reading.Created Elkonian cards (kids who couldn’t read couldn’t segment sounds as well).
Free morpheme
can stand alone as words and do not have to be combined with other morphemes.
Free morpheme: function words
prepositions, conjunctions, pronouns, auxiliary verbs, articles
Free morpheme: content words
nouns, verbs, adjectives, adverbs
Free morpheme: compounds
generally composed of Anglo-Saxon words, combinations of two free morphemes
Bound morphemes
work as meaningful units only in combination with other morphemes (suffixes, bound roots [Latin], and prefixes).
Inflections
bound morphemes that show possession, gender, or number (noun – s, a, es); tense, voice, or mood (verb – ed, en, could have been); and comparison (adjective – er, est).
Derivational suffixes
morphemes, added to roots or bases to form new words that usually change the grammatical category of a word.
Greek-derived morphemes
not necessarily assigned specific roles as prefixes, suffixes, or roots and may combine with other bound morphemes of equal importance in flexible order.
Derivational complexity
characterizes the number and type of changes that have been made int he base word or root when it is combined with other morphemes. Types of phonological change are: syllable regrouping, vowel alternation, consonant alternation, and stress alternation.
Principals of ALTA Code of Ethics
standards of personal conduct, standards of professional conduct, conflict of interest, confidentiality
Developmental auditory imperception
disorder related to dyslexia
dysphasia
disorder related to dyslexia
Specific developmental dyslexia
disorder related to dyslexia
developmental dysgraphia
disorder related to dyslexia
developmental spelling disability
disorder related to dyslexia
Ability
test designed to measure either general intelligence or mental apptitude in a particular area.
Academic Achievement Test
standardized test designed to efficiently measure the amount of knowledge and or skill a person has acquired, usually as a result of classroom instruction. Such testing produces a statistical profile used as a measurement to evaluate student learning in comparison with a standard or norm.
Accent
stress on one syllable in a word or on one or more words in a phrase or sentence. It is spoken louder, longer, and/or in a higher tone. The mouth opens wider while saying it.
Accommodation
provide different ways for kids to take in information or communicate their knowledge. Changes do not alter or lower the standards or expectations of a subject or test.
Accuracy
The number of words a student can read correctly in a given period of time.
ADHD
Attention Deficit Hyperactivity Disorder
Adolf Kusmaul
1877 – first used the term “word-blindness”.
Age equivalent
a type of test score that is calculated based on the age that an average person earns a given score within the tested population.
Alvin and Isabel Liberman
Alphabetic principle and its relationship to phonemic awareness and phonological awareness in reading.
Anglo Saxon
Also Old English – spoken and written between at least the mid 5th century and the mid 12th century
Anglo Saxon Layer of Language
Vocabulary stressed the events of daily life. Common, every day, down to earth words. Most are one syllable words.
Anna Gillingham
1930 – Psychologist and teacher in New York; along with Samuel T Orton at Columbia University, developed a non-traditional approach to teaching written language skills. Trained one teacher at a time, began working with Sally Childs and trained 50 teachers.
Attention
selctive focus on what is important while screening out distractions
Auditory Learners
participate in classroom discussions, make speeches/presentations, use tape recordings for lectures, read text out loud, create musical jingles, create mnemonics to aid memorization, discuss ideas verbally
Auditory Processing
Given normal hearing, the ability to understand spoken language in a meaningful way
Battery
a group of several tests standardized on the same sample population so that results on the several tests are comparable
Chall’s Six Stages of Reading
Students proceed through predictable stages of learning to read
Stage 0
Pre-reading – Oral Language Development
Stage 1
Initial Reading – Letters represent sounds, sound-spelling relationships
Stage 2
Confirmation and Fluency – Decoding Skills, fluency, additional strategies
Stage 3
Reading for learning the new – expand vocabularies, build background adn world knowledge, develop strategic habits
Stage 4
Multiple viewpoints – analyze text critically, understand multiple points of view
Stage 5
Constrution and Reconstruction – construct understanding based on analysis and synthesis.
Cognition
Ability to think, reason, and solve problems. Skills are usually measured by an individual test of intelligence. Requires being able to generalize from past experience and use that knowledge to respond to new situations.
Cognitive Assessment
The process of systematically gathering test scores and related data in order to make a judgment about an individual’s ability to perform various mental activities involved in the processing, acquisition, retention, conceptualization, and organization of sensory, perceptual, verbal, spatial and psychomotor information.
Components of Reading Instruction
Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency including oral reading skills, and reading comprehension strategies
Composite Score
A score that combines several scores according to a speficied formula.
Comprehension
Making sense of what we read. It is dependent on good word recognition, fluency, vocabulary, wordly knowledge,and language ability
Consonant
One of a class of speech sounds in which sounds moving through the vocal tract is constricted or pbstructed by the lips, tongue or teeth during articulation
Criterion referenced test
results can be used to determine student’s progress toward mastry of content area.
CTOPP
Screening test includes phonological awareness, phonological memory, rapid naming. Norms given in percentiles, standard scores, age and grade equivalents
Curriculum referenced test
comprehensive end-of-year exams, reflecting the specific subject matter outlined in the curriculum.
Derivative
A word made from a base word by the addition of one or more affixes
Derived score
a score to which raw scroes are converted by numerical transformation (percentile ranks or standard scores)
Diagnostic teaching
individualized teaching based on continual assessment of student’s needs. Content should be mastered to the level of automaticity
Diagnostic test
test used to identify the nature and source of an individual’s educational, psychological, or medical difficulties or disabilities in order to facilitate correction or remediation.
Dr. Rudolf Berlin
1887 – ophthalmologist – introduced the term dyslexia
Dr. W. Pringle Morgan
1896 – wrote first article in medical literature on “word blindness” in children
Dyslexia
a specific learning disability that is neurological in origin, characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision or effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary.
Expressive language
the ability to organize thoughts and express them verbally to convey meaning to others
Fluency
the ability to translate print to speech with rapidity and automaticity that allows the reader to focus on meaning
Frank Smith
Whole language. Founder of Whole language concept
Funding
a district’s dyslexia program is considered past of the basic, required curriculum. State compensatory funds can only be used to provide programs, projects, activities, and materials that supplement the regular dyslexia program.
GORT = Gray Oral Reading Test
provides an efficient and objective measure of growth in oral reading and an aid in the diagnosis of oral reading difficulties
Great Vowel Shift
major change in pronunciation of the English language that took place between 1350 and 1500. Spelling was becoming standardized in the 15th and 16th centuries – this is responsible for many of the peculiarities of English spelling
Greek layer of language
scientific terminology – roots often combine forms and compound to form new words
James Hinshelwood
1904 – reported 2 cases of “congenital word blindness”, called for schools to establish procedures for screening as well as appropriate teaching of those that were identified with congenital word-blindness
Joe Torgesen
nationally known for research on both the prevention and remediation of reading difficulties in young children as well as work on assessment of phonological awareness and reading
Keith Stanovich
His research in the field of reading was fundamental to the emergence of today’s scientific consensus about what reading is, how it works and what it does for the mind. The Matthew Effect
Kenneth and Yetta Goodman
Whole language, Drop Everythng and read, evaluation through miscues, founds of whole language
Alexia
The loss of the ability to read, as the result of a brain injury.
Apasia
Impairs the ability to speak and understand others.
Articulation
The act or manner of producing sounds.
Echolalia
Imitation of the mother’s sounds, rhythm and tone.
Hyperlexia
The superior ability to reads words without comprehension.
Lexicon
An inventory of word knowledge, either spoken or written. EX: dictionary, encyclopedia
Otitis Media
Inflammation of the middle ear that can lead to temporary conductive hearing loss or permanent hearing loss.
Receptive Language Disorder
The inability to understand or comprehend language heard or read.
Expressive Language Disorder
The inability to put thoughts into words or sentences in ways that make sense and is grammatically correct.
Phonology
Smallest unit of sound. The sounds of letters. Ex: Cat=3 phonemes (c) (a) (t).
Syntax
The grammar system of language. The way words are strung together. Ex: words and punctuation to form sentences, clauses or phrases.
Semantics
Word meaning in language. Ex: final destination = last stop
Discourse
Written or spoken communication or debate. Ex: Formal writing, a speech.
Morphology
The smallest unit of language that convey meaning. Ex: Root words
Pragmatics
Incapable of understanding the speakers intent (requests and tones) Ex: Can’t you turn down the T.V.? = means no; not yes.
Alphabetic Language
A language in which letters are used systematically to represent speech sounds.
Alphabetic Principle
The use of letters and letter clusters to represent phonemes in an orthography. (spelling)
Anglo Saxon
The language of the Germanic peoples (Angles, Saxons and Jutes) who settles in Britain in the 5th and 6th centuries. It was the dominant language in Britain until the Norman Conquest in 1066.
Analytic Instruction
Instruction that separates the whole into its parts to reveal its relationships. (Whole to Part) (Top Down) (Concept driven)
Analytic Phonics
Students hear the whole word and segment into phonemes or sounds in order to spell. (whole to part) Ex: Pit = (p) (i) (t)
Antonyms
Words that are opposite in meaning. (semantics)
Arbitrary Learning
New learning that has no logical connection to already acquired knowledge or practical relationships.
Auditory
relating to or experienced through hearing.
Visual Acuity
Sharpness of vision, measured by the ability to discern letters or numbers at a given distance according to a fixed standard. EX: 20/20 vision
Bottom-up Process
Theoretical view of reading as a process that consists of accurate sequential reading of every word. Comprehension is viewed as text driven rather than concept driven. (Part to whole) (Start from the bottom)
Concept Driven Process
Theoretical view of reading as a process that consists of using one’s experiences and expectations to react to text. Also called top-down process. (Whole to part)
Cooperative Learning
Instructional approach in which students work together rather than compete to solve a problem or complete a task.Ex: group work or PBL
Corrective Feedback
Teacher responses during and following practice of a skill that is sensitive to a student’s level and that guides him or her closer to mastery.
Cumulative
Having a new learning that is based upon previously learned elements. Ex: Building knowledge as we go.
Diagnostic Teaching
Teaching that uses observation and formal and informal assessments to measure student progress against expected performance standards. Systematic, guided diagnoses of academic barriers. (Prescriptive teaching)
Direct Instruction
Instruction that is delivered without vagueness or ambiguity, leaving no question as to the meaning. (Explicit Instruction)
Domains of Language
Language systems. Phonology, syntax, morphology and orthography are language systems that deal with the form of language. Semantics deals with content of lang. and pragmatics deals with the use of lang.
Embedded Phonics
Phonological awareness and phonics taught implicitly through the reading of real words in text. (whole language)
Etymology
The history of word origins and development.
Euphony
Pleasing to the ear. Having a pleasing sound. Ex: illogical; not inlogical. (Chameleon Prefix)
Explicit Instruction
Instruction delivered without vagueness or ambiguity, leaving no questions as to the meaning. (Direct Instruction)
Fernald Method
Technique for learning words that involves the visual, auditory, kinesthetic, and tactile (VAKT) modalities. EX: The student looks at the word while saying and tracing it.
Figurative Language
Language that avoids the use of the exact meaning of words and uses exaggeration, metaphors and embellishments.
Greek
The language of the ancient Greeks whose morphemes form scientific terms.
Guided Discovery
Manner of presenting new material or concepts so that they can be deduced or guided by the students. EX: self discovery, What do you notice? in pass, sass, tass
Homographs
Words that have different meanings but share the same spelling. Pronunciations may be same or different. (duck, duck) (bow, bow)
Homonyms
Words that have different meanings but share the same pronunciation. Spellings may be same or different. Ex: (lead, lead) (beet,beat)(sale, sail)
Homophones
Words that have different meanings and spellings but share the same pronunciation. EX: (for, four) (to, two, too)
Idioms
an expression having a meaning that cannot be derived from the meanings of the elements. EX: Take the bull by the horns does not mean what the words say.
Implicit Instruction
Instruction that implies understanding without being expressed. Also known as inferential instruction.
Latin
The language of the ancient Romans from which 60% of English words are derived.
Linguistic
Denoting language processing and language structure.
Linguistics
Study of the production, properties, structure, meaning and or use of language.
Logographic Writing System
A system in which pictures represent the words of language (Chinese). If English were treated as a logographic writing system, it would contain over 600,000 pictures. EX: Pictures rather than sound.
Metaphor
A figure of speech in which a word or phrase that means on thing is used, through implication, to mean something else. Ex: The ship plows the sea.
Multiple Meanings
Different meanings for the same word. EX: homographs
Polygot
A language that is derived from several languages. English is a polygot language, derived from Anglo Saxon, Latin and Greek languages.
Prefix
A letter or group of letters added to the beginning of a base word to change its meaning.
Rapid Automatized Naming
The rapid naming of a series of printed objects, colors, number or letters repeated over and over in random order. (RAN)
Simile
An explicit comparison of two unlike things, usually with the word like or as. Ex: (as busy as a bee)
Suffix
A letter or group of letters added to the end of a base word to change its meaning.
Synonyms
Words with similar meanings. (semantics)
Syntax
The system by which words may be ordered in phrases and sentences; sentence structure;grammar.
Synthetic Instruction
Instruction or a process that begins with the parts and builds to the whole. (part to whole) (bottom-up) (text driven)
Synthetic Phonics
Instruction that starts with individual letter sounds that are blended together to form a word. Ex: i=(i);t=(t);p=(p);n=(n) use the parts to form a word. (tip) (nip) (tin) (it)
Encoding
Spelling
Decoding
Reading
Orthography
Correct spelling, correct writing for sound
VAK
Visual, Auditory, Knesthetic
Initial
First or beginning
Medial
Everything between first and last.
Final
Last or end
Grapheme
Visual shape or representation of a single letter or letter cluster which represents a speech sound.
Phoneme
Speech sound, separate sound units of spoken words. c=(c) a=(a) t=(t)
Equivocal
Ambiguous, uncertain, a letter that represents more than one sound or a sound that is spelled more than one way. Ex: (k) k, c // ck, k, ke, c
Unequivocal
Clear, not doubtful, a letter that represents only one sound or is spelled only one way. Ex: (h) only one sound
Discovery Method of Teaching
Socratic teaching method of asking questions through guided discovery.
Multisensory Learning
Using all learning modalities. (VAKT)
Vowel
Open, voiced sound
Consonant
Blocked or partially blocked sound that is either voiced or unvoiced.
Base Word
Simplest form of an English word.
Affix
Letter or group of letters added to the beginning or end of a base word to change its meaning or its use in the sentence.
Auditory Memory
Ability to remember sounds in sequence.
Cognitive
Pertaining to the act or fact of knowing
Digraph
Two letter that come together to make one sound
Combination
A pattern of letters that occur frequently together, the pronunciation of at least one of the letters is unexpected.
Trigraph
Three adjacent letters that make one sound
Diphthong
Two vowels standing adjacent in the same syllable whose sounds blend together in one syllable.
Quadrigraph
Four letters that make one sound
Dieresis
Two dots placed over the letter (a) to indicate its pronunciation, when the (a) stands before an (r) in the accented combination (star), after (w) (watch) and (qu) (squash), and to indicate the continental pronuciation (father)
Derivative
A word made from another by adding a suffix or prefix
Visual Memory
Ability to retain the visual image of a two-dimensional symbol
Co-morbidity
The coexistence of related disorders
Congential
Existing at or dating from birth
Content Processor
One of four interactive processors that serve as a model for how the reading system works. Processes the construction of the content with input from the phonological, orthographic and meaning processors.
Double Deficit
Deficit in phonological awareness and rapid automatized naming.
Dyslexia
A specific learning disability that is neurobiological in origin and is characterized by difficulties with accurate and/or fluent word recognition, poor spelling and decoding abilities. Deficit in the phonological component of language.
Learning Disabilities
A generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning and mathematical abilities or social skills. Due to central nervous system dysfunction.
Meaning Processor
Processes knowledge of word meanings.
Neuroimaging
Diagnostic method of viewing brain structures and activity through the use of nuclear technology, such as magnetic resonance imaging (MRI).
Neuropsychology
A science that integrates psychological observations of behavior and mind with the observations of the brain
Orthographic Processor
Processes the perception of letter sequences
Phonological Processing
Perception, interpretation, recall and production of language at the level of the speech sound system.
Phonological Processor
Processes the mapping of letters to their spoken equivalents.
Word Blindness
Term used in the late 19th and early 20th century for dyslexia. Hinchelwood coined the term.
ADHD
Short attention span, hyperactive motor behavior, impulsive or poor impulse control, inattentive, does not finish things, fails to heed instructions, low frustration tolerance, difficulty completing tasks, restless, talks excessively, immature social behavior, fidget, etc.
Dyscalculia
Failure to learn quantity concepts, number symbols and manipulation of number symbols.
Dysgraphia
Difficulty in learning handwriting despite conventional instruction, adequate intelligence, etc. and difficulty in putting thoughts on paper.
Dysnomia
Difficulty in word finding. Ex: Can’t find the word quick enough, whats that thing, that thing over there, that
Dysphasia
Loss of ability to use or understand language due to a brain injury or disease.
Motor System Disorder
Incoordination and clumsiness.
Oral Language Disorder
Expressive language delay-expressing spoken language. Receptive language delay- delay in understanding spoken language.
Accommodations
Changes within the general classroom to enable students to keep up with the education program, such as intensive instruction, reduced assignments, adapted test procedures, use of computers, calculators and tape recorders.
Achievement Tests
A test of the student’s academic achievement.
Anecdotal Information
Information gathered related to observation of behavior or characteristics. Ex: scratching eyes, shaking hands
Curriculum Referenced Tests
Test in which items are taken from the curriculum used in the child’s classroom so that he or she is not tested on material that have not been taught. May be standardized or informal.
Diagnosis
The act, process, or result of identifying the nature of a disorder or disability through observation and examination.
Formal Testing
Tests that are standardized using a carefully selected sample of people representative of a larger group of people for whom the test was created. Must be administered and scored by measures prescribed in a manual
Informal Testing
Tests that are structured but not standardized. Ex: classroom tests. They can be modified.
Interdisciplinary Evaluation
A thorough evaluation conducted by a team of specialists to determine the exact learning needs of a student and to propose an appropriate educational plan.
Modifications
A term used to refer to changes in how an alternate assessment is administered. Ex: 10 spelling words instead of 20.
Norm Referenced Tests
Assessment of performance in relation to that of the norm group used in the standardization of the test. A standardized test that compares scores between a student and other children of the same age or grade level.
Percentile Rank
How a student is achieving in comparison to the normative sample. Ex: Same for a child in CA as a child in NJ.
Performance Assessment
an assessment that is used to demonstrate competency.
Reliability
Consistency with which an assessment instrument measures information.
Rubric
Details the criteria used for scoring.
Running Record
Part of an informal reading assessment that identifies a student’s error patterns and fluency
Screening/Indicator
An assessment that is giving to identify students at risk for reading difficulties. EX: QPS
Standard Deviation
The average variability of scores around the group mean. (bell curve)
Standardized Tests
Tests that carefully selected samples of people representative of a larger group of people for whom the test was created. EX: STAAR (same words, same room, same time, same season,etc)
Summative Assessment
An assessment that measures knowledge that has been gained. (Progress over the whole year or semester)
Validity
A statistical accuracy of an assessment instrument when compared to another assessment instrument.
Criterion Referenced Tests
Teacher made or assess a particular curriculum.
Stanines
Provide a single-digit scoring system with a mean of 5 and a standard deviation of 2. The scores are expressed as whole numbers from 1 to 9.
Accent
Stress or emphasis on one syllable in a word or on one or more words in a phrase or sentence.
Accuracy
Freedom from mistake or error
Bound Morpheme
A morpheme that must be attached to other morphemes. Ex: ed in landed, s in pits, pre in preview
Breve
A diacritical mark above a vowel in a sound picture that indicates a short sound in a closed syllable, in which at least one consonant comes after the vowel in the same syllable.
Chameleon Prefix
A prefix whose final consonant changes based on the initial letter of the root. (in changes to ir before regular; irregular)
Closed Syllable
A syllable that ends in at least one consonant after one vowel. The vowel is short (pet, list, cusp)
Combining Forms
A root with which other roots and/or affixes may be combined to for compound words or derivatives (Usually Greek in origin (auto, bio, hemi))
Consonant le syllable
A syllable in a final position of a word that ends in a consonant and le. Also known as final stable syllables.
Fluency
Translation of print to speech with accuracy, speed, prosody and comprehension.
Free Morpheme
A morpheme that can stand alone as a whole word. Also called unbound morphemes. (pit, hand, shine)
Heterogeneous Practice
A spelling or reading practice session with more than one focus.
Homogeneous Practice
A spelling or reading practice in which every word contains the same pattern or rule that is the single focus of practice.
Macron
A diacritical mark above a vowel in a sound picture that indicates a long sound.
Monosyllable
A word of one syllable containing one vowel sound
Onset
The initial written or spoken single consonant or consonant cluster in a word. C= onset for cat. AT= rime
Open Syllable
A syllable ending with a vowel. (He, she, so)
Phoneme Deletion
A phonemic awareness task in which the student is presented with a word and is asked to say all of the sounds except one. (say cat without (c)
Phonemic Awareness
Awareness of the smallest unit of speech. (individual letters in a word).
Prosody
The musical quality of language, including intonation, expression, stress, pitch, juncture, and rhythm. (Reading with expression)
Rime
The written or spoken vowel and the final consonant in a syllable. (at in cat)
Schwa
A vowel sound in many lightly produced unaccented syllables in words of more than one syllable signified by “uh” and by an upside down e. Can be represented by any vowel.
Strephosymbolia
Learning disorder in which symbols and especially phrases, words, or letters appear to be reversed or transposed in reading.
Who coined word “Strephosymbolia” to differentiate between itself and “word-blindness”?
Samuel Orton
What is synthetic teaching
Part to whole (teaching letter sounds, building up to blending to make words)
What is analytic teaching
Whole to part
What researcher has the most current finding of phonemic awareness?
Reid Lyons
What is quantitative research?
Research in which numerical data are collected and statistically analyzed using a large sample.
What is qualitative research?
Research that collects data through various observations.
What is experimental research?
Research in which subjects are randomly assigned to experimental and control groups.
What is quasi-experimental research?
Research in which subjects are NOT randomly assigned to experimental and control groups.
Which activity uses both analytic and synthetic teaching?
Syllable division
Forms of language (3)
Phonology, morphology, and syntax
What is dyspraxia?
Speech problems caused by sensorimotor disruption.
What is dysarthria?
Speech problems caused by musculature weakness.
Affixes
Prefixes and suffixes
Pragmatics
Set of rules that dictate communicative behavior and use of language.
Metalinguistics
The ability to think about, analyze, and reflect on language as an object. (Awareness of language)
Aspiration
Puff of air
The sound /u/ in unaccented syllable (such as the ‘a’ in ‘final’
Schwa sound
Suprasegmentals
The melody of speech, stress, pitch, loudness
Discovery learning involves what pathways?
3 pathways – Visual, auditory, tactile-kinesthetic
Socratic questions are what kind of questions
Guided questions
Socratic questions (guided questions) are what type of learning?
Auditory discovery
Semantics
Meaning of words and sentences, study of meaning, content of language.
Diagnostic teaching
Teaching that is informed by a continual assessment of student needs.
Outcome measure
An assessment that classifies a student in terms of achievement or improvement of a grade-level performance.
Summative data
Data that provides information about knowledge to be applied to long term comprehensive goals.
Formative data
Data taken that provides information during learning process.
Final stable syllables come from what language?
Latin
Affixes come from what language?
Anglo-Saxon
Combining forms come from what language
Greek
‘CH’ pronounced /k/ is what language? (As in ‘school’)
Greek
Consonant cluster ‘ph’ is from what language?
Greek
ine, ice, ile
Latin (endings or final stable syllables)
Cedilla ‘c’ /s/
Latin
Common every day words are from
Anglo-Saxon
‘R’ controlled vowels are from which language?
Latin
Initial consonant clusters – rh, pt, pn, ps, – are from which language?
Greek
Consonant pairs – gn, kn, and wr – are from what language?
Anglo-Saxon
Roots ending in – ct and pt- are from what language? (edict, adept)
Latin
Chameleon prefixes (changes spelling to match first letter of root word) are from what language?
Latin
Consonant digraphs – ch, sh, th, wh – come from what language?
Anglo- Saxon
Vowel teams (also called vowel digraphs such as ai, oa, oo, ay, etc.)
Anglo-Saxon
Compound words are from what language?
Anglo-Saxon
Medial ‘y’ comes from what language? (gym)
Greek
The letters – c, s, t – pronounced /sh/ come from what language? (special, sugar, partial)
Latin
Schwa sound /u/ comes from what language?
Latin
What language is the word ‘lexia’ from?
Greek
Systematic and cumulative instruction
Teaching with a logical order of introduction of concepts that progress from easiest to the most difficult.
Instruction that follows ordered procedures?
Structured instruction
Instruction in which concepts are explicitly taught?
Direct instruction..
Teaching with a logical order of introduction of concepts that progress from easiest to the most difficult.
Systematic and cumulative instruction.
Prescriptive teaching
Individual instruction based on need.
Individual instruction based on need
Prescriptive teaching
An analysis that measures a student’s strengths and weaknesses
Diagnostic measure
Formative data
Data that provides information about knowledge applied to short term goals.
Data that provides information about knowledge applied to short term goals.
Formative data
An assessment that measures knowledge attained and expected to know at a specific stage of education.
Criterion referenced test
Criterion referenced test
An assessment that measures knowledge attained and expected to know at a specific stage of education. A driving test is considered a criterion referenced test because goal is to see whether the test taker is skilled enough to be granted a driver’s license, not to see whether one test taker is more skilled than another test taker.
A brief assessment that identifies students that may need additional or an alternate form of instruction.
Screening
Screening
A brief assessment that identifies students that may need additional or an alternate form of instruction.
Periodic assessment that measures progress in response to specific instruction.
Progress monitoring
Progress monitoring
An assessment that measures knowledge attained and expected to know at a specific stage of their education.
What are the four components of language?
1) phonology
2) syntax
3) semantics
4) pragmatics
A specific sensory pathway is called?
A modality
Modality
A specific sensory pathway.
Angular gyrus
The area of the brain used for visual-verbal associations.
The area of the brain used for visual-verbal associations
Angular gyrus
Area of the brain used for step-by-step word analysis
Parietal-temporal region
Parietal-temporal region of brain is used for
Step-by-step word analysis
Metacognition
The conscious choice of evaluation of the strategies to accomplish a task (thinking about thinking).
The conscious choice of evaluation of the strategies to accomplish a task (thinking about thinking)
Metacognition
The left frontal inferior region of brain is used for
Articulation and slower word analysis
The area of the brain used for articulation and slower word analysis
The left front inferior region
The area of the brain used for skilled reading
The occipital temporal region
The occipital temporal region of the brain is used for
Skilled reading
The ability that connects sounds and letters is
Phonemic awareness
What is phonemic awareness
The ability to connect sounds with their letters
The RULES that determine how sounds are used in spoken language
Phonology
Phonology is
The rules that determine how sounds are used in spoken language
A variation of a speech sound (not a separate phoneme) is
Allophone
An allophone is
A variation of a speech sound (not a separate phoneme)
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme level is
Phonemic awareness
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme level is
Phonemic awareness
The understanding that spoken sounds are represented in print by written letters is
Alphabetic principle
Alphabetic principle
The understanding that spoken sounds are represented in print by written letters is
A letter or letter cluster that represent a single speech sound is
Grapheme
A grapheme is
A letter or letter cluster that represents a single speech sound
A cognate is
Phonemes with the same visual display and mouth position (i.e. /ch/ and /j/)
Phonemes with the same visual display and mouth position (i.e. /ch/ and /j/) is
A cognate
Who developed ‘Alpha Phonics’?
Sally Childs, Lucius Waites, Aylett Cox
Who is known as “the father of dyslexia”?
Samuel Orton (neurologist)
Samuel Orton’s assistant was
Anna Gillingham (psychologist)
Recognizing word families is a
Linguistic reading approach
What did the amendment to 504 in 1997 accomplish?
It provided an educational setting and placement for juvenile delinquents.
Samuel Orton is known as
The father of dyslexia (he was a neurologist)
Where do you find a ‘schwa’ sound in a word?
In the unaccented syllable
What determines whether the doubling rule applies?
The accent
Students under Section 504 would benefit from what services?
1) Education in the regular classroom
2) Regular ed with supplementary services
3) Special ed and related services
A person having an impairment that limits one or more life functions is entitled to benefits under…
Both 504 and IDEA
According to the NRP what is the strongest indicator of a reading disability?
A deficit in phonology
NICHD reports what percentage of students students with specific learning difficulties that are receiving special ed have a deficit in reading
70 – 80%
The Woodcock-Johnson is which type of test?
Norm and academic achievement
Grade equivalent scores are or are not considered a dependable representation of progress?
Not
Who coined the term “word-blindness”
Adolph Kusmaul, a German physician
The number of words a student can read correctly in a given period of time
Accuracy
Who became the coordinator of the research for NICHD?
Reid Lyon
NICHD stands for?
Eunice Kennedy Shriver National Institute of Child Health and Human Development
Means to discover by demonstration
Heuristic
The spelling of written language
Orthography
The ability to focus on units of sound in spoken language at the sentence, word, syllable, and phoneme levels.
Phonological awareness
Study of how base words, roots, and affixes are formed into words.
Morphology
Who wrote the first article published in medical literature on “word-blindness”
Dr. W. Pringle Morgan
Rhyming
One of the first phonological awareness skills to develop
Blending & segmenting at syllable level
Develops at 3-4 years
Segmenting phonemes
Develops at 4-5 years
Isolating beginning sound in words, segmenting phonemes in CVC words
Develops in kindergarten
Segmenting words with consonant blends
Develops in first grade
Receptive oral language
Listening
Expressive oral language
Speaking
Receptive written language
Reading
Expressive written language
Writing
_ letters representing _ phonemes
26, 44
5 vowel letters, __ vowel sounds
15
Long vowels
Tense Vowels. (Beet, bait, boat, boot, bite, boy, bout) (a, e, i, o, u, oy, ou, oo)
Short vowels
Lax vowels – pat, pet, pit, pot, put, putt (a, e, i ,o, u, oo)
Fricatives
produced by a constant flow of air through the vocal tract (f and v)
Affricates
ch/j
Glides
W, y
Liquids
l, r
Alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken language
Six syllable types
closed, open, VCe, C+le, R controlled, vowel pairs
Semantics
Language content— meaning of words and the relationship between and among words
Pragmatics
Language use— reasons, codes/styles, conversation rules
Phonology
the study of speech sounds in language
Morphology
units of meaning involved in word formation
Syntax
the rules for combining words into grammatically sensible sentences in a given language
Teutonic Invasion
Shifted the balance of power in Central Europe leading up to the Christianizing of Britain
Norman Conquest
Began in 1066. Led by William the Conquerer. His military victory at the Battle of Hastings led to Norman control of England. This control would influence England more with continental Europe than Scandinavian culture. Would also lead to rivalry between England and France for the next millenium.
Renaissance
“rebirth”; following the Middle Ages, a movement that centered on the revival of interest in the classical learning of Greece and Rome
The Great Vowel Shift
a phonetic shift in the way that long vowels were pronounced in English
Dyslexia
A specific learning disability that is neurological in origin. It is a deficit in the phonological component of language and is characterized by poor spelling and decoding abilities.
Inferior frontal gyrus
Broca’s area — articulation and word analysis
Parieto-temporal area
Brain part responsible for word analysis
Occipito-temporal region
The vision center — word form
Angular gyrus
transforms visual representations into an auditory code
Wernicke’s area
controls language reception – a brain area involved in language comprehension and expression; in the parieto-temporal lobe
Decode
Determine pronunciation of a word by breaking it down into sounds
Encode
To spell
Child pretends to read, can name letters of alphabet (6 mos-6 yrs)
Jean Chall’s stages of reading development, Stage 0-pre-reading
Child learns relation btwn letters and sounds, printed and spoken words; can read simple text (grades 1-2.5)
Jean Chall’s Stages of Reading Development, stage 1-initial reading and decoding
Child reads simple stories with increasing fluency (grades 2.5-3)
Jean Chall’s Stages of Reading Development, stage 2-confirmation and fluency
Reading is a tool for acquiring new knowledge (grades 4-8)
Jean Chall’s stage 3 – Reading for New Learning
Child reads critically from a broad range of complex materials (high school)
Jean Chall’s stage 4- Reading from Multiple Viewpoints
Reading is used for one’s own needs and purposes and is rapid and efficient (college and beyond)
Jean Chall’s stage 5- Construction and Reconstruction
Prephonetic Stage of spelling development
Not all sounds of the words are represented by letters (example: js for dress)
Semiphonetic Stage of Spelling Development
Child strings together consonants to represent speech sounds (example: ntr for enter)
phonetic stage of spelling development
Every sound is represented but lacking the complete knowledge of conventional orthography (example: sede for seed)
Writing Stage 1
Imitation (preschool-first grade)— pretending to write, can organize letters and shapes in a line
Writing Stage 3
Progressive Incorporation (late second to fourth grade)—students gradually incorporate standards of mechanics; little advanced planning
Writing Stage 2
Graphic presentation (first and second grade)—Students are adept at printing letters, preoccupied with appearance of letters, likely to make reversals, invented spellers
Writing Stage 4
Automatization (fourth-seventh grade)— students apply rules of mechanics automatically, sentences become more sophisticated, begin to assess their own writing
Writing Stage 5
Elaboration (seventh-ninth grade)—writing to express a viewpoint, synthesizing, writing level exceeds their own speech
Writing Stage 6
Personalization-Diversification (ninth grade and beyond)—use of different writing styles, creative, complex, sophisticated vocabulary
Phonological processing
Umbrella term for broad category of oral language processing abilities related to sounds in words and associated with the ability to read well
Phonological memory
ability to remember speech sounds briefly
Phonological awareness
the ability to reflect on and manipulate the sound segments in words; phonemic awareness is one component
Naming speed
The rate at which a child can recite “overlearned” stimuli such as letters and single-digit numbers.
Dysarthria
the inability to use speech that is distinct and connected because of a loss of muscle control after damage to the peripheral or central nervous system
Dyspraxia
Sensorimotor disruption in which the motor signals to the muscles, such as those necessary for speech production, are not consistently or efficiently received (a person is born with dyspraxia)
Apraxia
A disorder that prevents certain complex muscular movements, caused by damage to the brain
Echolalia
The uncontrollable and immediate repetition of words spoken by another person
Dysphasia
Difficulty in learning both listening and speaking skills despite adequate hearing, intelligence, and opportunity
otitis media
inflammation of the middle ear that can lead to hearing loss
Alexia
the loss of the ability to read, usually the result of brain injury
Alveolar
Articulation made with the ridge behind the teeth
Palatal
Articulation made with the roof of the mouth
Velar
Articulation made at the back of the mouth
Glottal
Articulation made from the throat
Major syllable division patterns
VCCV, VCV, VCCCV, VV
Root
A word part that carries meaning and provides the base for an affix
Stem
A bound morpheme/word part that must have an affix
Base word
The simplest form of an English word
Morpheme
The smallest meaningful linguistic unit
Free morpheme
Unbound word part, can stand alone as a word
Inflectional endings
suffixes that express plurality or possession when added to a noun (e.g. girls, girl’s), tense when added to a verb (e.g. walked, walking), or comparison when added to an adjective (e.g. happier, happiest).
Derivational endings
Endings that change the meaning and part of speech of a word. Example: er, ism, its, ful, able, ation, ness, ment, ify, ly (teach, teacher)
Old English
The Anglo-Saxon language spoken from approximately 450 to 1066 A.D. in what is now Great Britain.
Middle English
The language spoken in England roughly between 1066 and 1500 A.D.
Word blindness
1877- Kussmaul used this early term for people who couldn’t read despite having normal vision; then Samuel T. Orton coined the term in the 1920s.
Professor Berlin
A Stuttgart professor who first used the term dyslexia in 1887
Congenital word blindness
Dr. W. Pringle Morgan and Dr. James Hinshelwood used this term to describe an inability to learn to read despite no injury or illness — 1896
strephosymbolia
term meaning “twisted symbols” coined by Dr. Samuel T. Orton to describe specific dyslexia
Specific language disability
Anna Gillingham used this term in 1955 and June Orton used it in 1962
Samuel T. Orton
Father of Dyslexia, used the term strephosymbolia, determined that dyslexia was not a visual problem but a language problem
Simple View of Reading
Philip Gough’s idea that reading is comprised of two components: decoding and listening comprehension
85%
The percentage of LD students who have a primary learning disability in reading and language processing
15-20%
Percentage of people who have symptoms of dyslexia
Norm-referenced tests
standardized tests that compare an individual child’s score to the average score of others her age (Woodcock-Johnson)
Criterion-referenced tests
Tests where the student’s performance is compared to a standard or criterion. The student’s score is not based on how he/she compared with other students, but rather on how the student did as measured by the criteria or standards. (Dibels, TPRI, STAAR, SAT)
What should be included in a dyslexia evaluation
Background/family information, intelligence, reading words in isolation/decoding, phonological awareness, letter knowledge, rapid naming, fluency/rate and accuracy, reading and listening comprehension, spelling
Orton-Gillingham approach
The structured, sequential, multisensory techniques established by Dr. Orton and Ms. Gillingham and colleagues in the 1930s
Isabelle Liberman
Presented evidence that most cases of reading disability result from deficits in phonological processing and weaknesses with the language system in the brain.
Keith Stanovich
His research in the field of reading was fundamental to the emergence of today’s scientific consensus about what reading is, how it works and what it does for the mind. The Matthew Effect
Maryanne Wolf and Patricia Bowers
Coined the term “double deficit” to describe students who had difficulty with both phonological processing and rapid naming (1986)
Reid Lyon
Neuropsychologist in charge of NIH reading research. Confirmed importance of phonological awareness. He’s at Southern Methodist U in Dallas.
Section 504
Falls under the Rehabilitation Act of 1973 and prohibits discrimination and ensures FAPE
IDEA law
Individuals with Disabilities Education Act, a federal Sped law that ensures FAPE in the least restrictive environment
Fernald
Developed a kinesthetic system for teaching the deaf; Orton was influenced by her work
Sibilant sounds
Subset of fricative sounds, using hissing sounds (s) (ks) (z) (ch) (sh) (zh)
Was first to advocate for multisensory instruction for “congenital word blindness”
James Hinshelwood
Anna Gillingham and Bessie Stillman
Developed a phonics approach following Orrin’s theories using V-A-K instruction
Luke Waites
A pioneer in the treatment of dyslexia
Aylett Cox
Developed Alphabetic Phonics curriculum with Dr. Waites and the staff at Scottish Rite. She built off of Gillingham, adding key words and discovery learning.
1968
World Federation of Neurology approves dyslexia definition
decoding
recognition of the visual symbol, symbol/sound correspondence, and blending sounds into a word are all part of-
Pre-Reading Stage
language appreciation, awareness of printed words, mastery of alphabet and simple words
Greek elements
eu, chloro
Current Research on the brain and developmental dyslexia
A “glitch” may have taken place during fetal development
Dyslexia and Social Development
May see: a lack of good judgement, the inability to stick with a game, erratic emotional behavior
Grade equivalent scores
Not a dependable representation of progress
Woodcock Johnson Psycho-Education Battery
a cognitive/ norm referenced test
synthetic instruction
Teaching phonics by taking sounds and blending them together into words.
analytic instruction
Teaching phonics by taking words and breaking them into parts. Whole to part approach.
linguistics
Study of production, properties, structure, meaning and or use of language.
% of students with specific learning disabilities receiving special education services that have a deficit in reading
70-80%
According to the National Reading Panel (2000) this represents the strongest indication of a reading disability
a deficit in phonology
Section 504 and IDEA
A person who has, has a history of having, or is regarded as having an impairment that significantly limits one or more of life’s major functions receives benefits under
Appropriate education under Section 504 may include
regular classroom, regular classroom with accommodations, or special education and related services
ALTA Code of Ethics and IMSLEC
provide reasonable expectations of student outcomes to parents and students
Recommendations for private students
give parents documentation of the services received from you and discuss gradual transition into the classroom
Professional Communication
Personal pronouns are unprofessional
ADHD
Attention Deficit Hyperactivity Disorder
ALTA
Academic Language Therapy Association
ESL
English as a Second Language
IDEA
Individuals with Disabilities Education Act
IEP
Individualized Education Plan
IMSLEC
International Multi-sensory Structured Education Council
MSL
Multisensory Structured Language
MSLE
Multisensory Structured Language Education
NICHD
National Institute of Child Health and Human Development
VAKT
Visual-Auditory-Kinesthetic/Tactile
WRAT
Wide Range Achievement Test
swing up, stop
i,t,p,u,w,j,r,s
push up and over
m,n,v,x,y,z
curve under, over, stop
a, ca, d,g,o,q
curve way up, loop left
b,f,h,k,l,e
grapheme
single letters or groups of letter groups that represent specific phonemes or speech sounds
Closed syllable
napkin, button
Open syllable
lilac, tulip
Vowel- consonant e
shake, shine
Vowel pair
bread, nail
Vowel-r
doctor, dollar
Final Stable
cable, sandle,stle
Inflectional suffixes
when added to a base word change the number, tense, voice, mood, or comparison.
-s, -er (more than), -ed, -est -ing
Derivational suffixes are
added to a base word or root and change the part of speech or the function of the base word.
-less, -ful, -ness, – cian
Doubling rule
one vowel, one consonant, one accent, and a vowel suffix is being added
Silent e situations
to make a vowel long, to make a c or g soft, part of consonant le, added when the word ends in a final v
norm-referenced test
assessment that measures performance in relation to a norm cohort or group
criterion referenced test
assessment that measures knowledge attained and knowledge yet to be acquired in a domain
curriculum-referenced test
assessment that measures knowledge that has been taught
screening
brief assessment that identifies students who may need additional or alternate forms of instruction
progress monitoring
periodic assessment that measures progress in response to specific intstruction
diagnostic measure
assessment that provides a detailed analysis of a student’s strengths and weakenesses
outcome measure
assessment that classifies a student in terms of achievement or improvement of grade-level performance
formal assessment
standardized assessment that must be administered and scored according to prescribed procedures
informal assessment
assessments that are not standardized
pseudowords
nonsense words that are phonetically regular
formative data
data collected that provides information about knowledge to be applied to short-term goals
summative data
data collected that provides information about knowledge to be applied for long-term comprehensive goals
DIBELS
Dynamic Indicators of Basic Literacy Skills, K-3, early literacy skills
TPRI
Texas Primary Reading Inventory, starts in K and includes inventories through 3rd grade. focuses on age appropriate skills.
PALS
Phonological Awareness Literacy Screening, for PK-3rd, allows teachers to find weaknesses
qualitative research
research that collects data through various kinds of observations
quantitative research
research in which results are based on a large sample that is representative of the population
experimental research
research in which the subjects are randomly assigned to experimental and control groups
quasi-experimental research
Research that determines cause and effect, conducted without randomized assignment of subjects to experimental and control groups
metacognition
deliberate rearrangement of information; strategies used to accomplish and process feedback for learning
Parieto-temporal region
area of the brain for language development (word analysis)
Broca’s region of the brain
area of the brain for speech production (articulation and word analysis)
occipito-temporal region
interractive neural area of the brain where phonological, orthographic and semantic are integrated and synthesized (word form)
auditory
related to hearing
visual
related to seeing
modality
a specific sensory pathway
kinesthetic
related to muscle movement and memory
multisensory
pertaining to the simultaneous use of multiple senses
tactile
related to touch (kinsesthetic)
word blindness
early term for dyslexia
angular gyrus
area of the brain for visual-verbal associations (Significance is in transferring visual information to Wernicke’s area; visually perceived words, spatial cognition, number processing, memory retrieval and attention.
dyslexia
a specific language-based disorder characterized by difficulty with single word reading; neurobiological in origin and affects encoding and decoding
metalinguistics
awareness of language as an entity
aspiration
puff of air
suprasegmentals
the melody of speech- stress, pitch, loudness, and so forth (prosody)
pragmatics
use of language (studies how context contributes to meaning)
affixes
prefixes and suffixes
dyspraxia
speech problems caused by sensorimotor disruption
phonology, morphology, syntax
domains of language
dysarthria
speech problems caused by musculature weakness
schwa
the sound /u/
semantics
content of language
emergent literacy
child’s ideas about print, how it works, and what it can do
literacy socialization
what happens when books are read to kids, they begin to understand how books are used and how they are designed
Reading and writing
not natural, permanent, meaning markers provided by author through language as typography, and punctuation. not personal, counts on lexicon of reader for intonation, stress, pause, and juncture
Oral language
Language that is spoken and heard rather than written and read, natural and easier but not permanent, physical meaning markers, personal
suprasegmentals
intonation, stress
Articulation
rapid alternating movements of the jaw, tongue, lips, teeth, and soft palate
dysathria
disorder which includes weakness of musculature necessary for making the movements to produce sound
Dyspraxia
the disorder in which the signals to the muscles necessary for speech are not consistently or efficiently received
Morphology
Combining morphemes and free morphemes to make meaningful language., rules are important for spelling
syntax
The arrangement of words and phrases to create well-formed sentences in a language.
Semantics
Meaning of words and sentences
pragmatics
the appropriate use of language in different contexts
metalinguistics
The ability to think about, analyze, and reflect on language as an object.
Alphabetic Principle
Ability to connect letters with sounds, and to create words based on these associations.
characteristics of letters
name, shape, feel, sound, name is the only stable characteristic
sound syllable correspondence
writing each syllable with a letter or group of letters
Letter names
letter reading, important because not all letters have stable sounds, leads to comprehension
dyslexic students needs significantly more practice
reversals
can be caused by gaps in letter naming or by increased cognitive load
Letter identification
starts with distinguishing letters and non letters, then uppercase, lowercase is last
letter writing
connects the name to the shape
Norm Referenced Test
A student is referred for a complete evaluation. What formal standardized evaluation would be used?
Criterion Referenced Tests
Assessment instrument that assess if student reached the point mastery.
curriculum based assessment
test items are unique to curriculum, key component of RTI as they allow teachers to break down mastery of skills
Four Principles of the ALTA Code of Ethics
Principles: Maintain the highest standards of integrity, clinical competence, and professional communication with: 1)students, 2)parents/legal guardians, 3)administrators/ allied professionals, and 4)maintain highest standards of commitment to the profession and ALTA.
accent
putting stress on a word or word part or on a phrase by opening one’s mouth wider, making the sound louder, longer and the voicer goes higher
Purpose of RTI
to separate those with SLD with those who are victims of poor instruction
progress monitoring in a multisensory reading program
for all students regardless of tier, track progress in phoneme segmentation, letter identification, grapho-phonemic knowledge, word recognition, fluency, spelling, oral vocabulary, comprehension, and composition
probes
used for progress monitoring and can guide instruction
interventions
must be research based, early intervention is important
DRA-2
informal reading inventory, measures accuracy, fluency, and comprehension. word analysis component measures phonological awareness and phonics.
Aimsweb and FAIR
online progress monitoring programs
SPED evaluation may include
family, health, developmental, and educational history;
formal test of cognitive abilities (WJ IV);
diagnostic of reading, spelling, and writing skills GORT;
and language development CTOPP-2;
social emotional status and Attention BASC-II
IEP
bases on assessment results
Spelling Complexity
caused by multiple spellings of the same sound
Reading Fluency as an aspect of the Reading Growth Continuum
Wolf and Katzir-Cohen, fluency is a Developmental linguistic process that begins before learning to read and extends well past the read to learn phase, fluency can begin with letter names, sounds, etc. fluency should continue in later grades.
Spelling
requires syntactic, phonological, morphological, semantic, and orthographic knowledge
Prephonetic Spelling
made up of pictures and letter like figures
Semiphonetic spelling
involves connecting speech to print at a syllable level
phonetic spelling
every sound represented in spelling, but not conventional spellings
phonology
the system of rules that determines how sounds are used in language, teachers should know in order to correct students and diagnose problems
Teaching order of spelling
teach the most common patterns first, trying to teach them all at once is confusing for poor spellers, frequency of use and situational rules should guide instruction
“normalize” spelling
attempts have been made, but were unsuccessful
morphological rules
can help spelling
Multisensory spelling
must be taught in order to go beyond phonological spelling, should not be memorized, teachers should guide learning, should be taught through auditory/ visual/ kinesthetic discovery
Dictation
Can dictate sounds, words, or sentences for daily practice
Irregular words
don’t match pronunciations or are infrequent spellings, tracing and copying can help students learn these words.
Spelling with homophones
should not be taught in pairs. The most common spelling or most frequently used should be taught first. After the spelling and usage of the first one is mastered, the second can be introduced.
Spelling lists in the regular curriculum:
Built:
Monday: introduce pattern and pattern words
Tuesday: Add content area words and sort according to regular spelling, spelling rule, or irregular
Wednesday-Thursday: Work with all words especially irregular spellings
Friday: Assess
Grading in spelling
Grade using a rubric in order to give credit to what is correct
Cacography
bad handwriting and spelling and can cause numerous problems in life
Writing system
handwriting, spelling, composition
Kindergarten writing
first and last name, the names of friends
1st grade writing
reading 1st drafts and a variety of composition
Letter formation
needs to be taught directly and explicitly, inability to form a letter cause more handwriting than fine motor skills do
Keyboarding vs. handwriting
computers are not as readily available as pencil and paper and don’t provide kinesthetic reinforcement
Importance of handwriting
legible and automatic handwriting increases the quality and quantity of compositions, beginning readers reinforce letter shape through handwriting, instruction allows students to complete assignments faster. spelling improves because students spend less brain power concerned with letter formation. Errors are easier to find
Kinesthetic memory
earliest, strongest, and most reliable form of memory
Dysgraphia
unusual difficulty with spelling and/or handwriting that may or may not occur with dyslexia
Specific agraphia
when students know how to spell words, but letter shapes, sequences, and motor patterns are impaired
Motor memory dysfunction
when students have trouble integrating motor input and output. They have trouble remembering the muscle movements needed to form letters
Graphomotor production
the muscles of the finger are weak and the students use the muscles of the wrist and forearm
Motor feedback problems
when the writer is not receiving information form the hand so may not know the position of the pencil
Cursive handwriting
usually taught after manuscript, but may be easier for some
Instruction
posture, grip, placement for successful handwriting
Order of instruction
ease of production, common strokes, and similarity of those already taught before deciding letter sequence
Dyslexia was originally thought to be
a type of aphasia
Word Blindness and Word Deafness
first seen in adults who had undergone some sort of trauma that caused them to lose the ability to read. it became known that this word blindness could also be congenital. Patients were able to communicate their thoughts but had difficulty reading or hearing words.
History of Dyslexia
first identified in the brain in autopsies done in the 19th century
Dr. James Hinshelwood
an ophthalmologist who believed that word blindness was a problem with visual memory system of the brain. He believed that word blind students show be taught using multisensory techniques.
Dr. Samuel Orton
a psychologist and neuropathologist who believed that dyslexia was caused by a difference in the brain as opposed to damage in the brain. he believed that dyslexic students did not use the left hemisphere of their brain in the same way that readers did. He established a method of teaching these students, along with Gillingham, that was phonetic and multisensory. It is still the basis for many reading systems
Dr. Norman Geschwind and Dr. Albert Galaburda
Began the research for anatomical causes of dyslexia and found that dyslexic people tend to use both hemispheres of the brain in reading tasks, but other readers use primarily the left hemisphere.
Dr. Marion Monroe
developed a synthetic phonics program. She aslo determined that it was important to identify a child’s oral reading errors before choosing an intervention and that all children needed appropriate reading materials and not just grade level materials
Dr. Grace Fernald
Developed the Fernald method which deemphasized phonics and instead emphasized the whole word learning ; word is written by the teacher and then traced by the student as many times as necessary until the student can write their own.
Dr. Samuel A. Kirk
He believed that children should be diagnosed to receive intervention and remediation not to label or categorize them. Developed the Illinois Test of Psycho-linguistic Abilities
Dr. Doris Johnson and Dr. Helmer Myklebust
Described two types of dyslexia: visual and auditory. Thsoe with visual dyslexia make progress with Orton’s method, but those with auditory dyslexia make progress with Fernald’s method. They believed that clinical teaching was important.
SLD
Specific Learning Disability; a broad category of disorders that includes dyslexia
Dyslexia in the US
Many states do not use the word dyslexia, but Texas is one of 12 that has a specific set of laws that deal with educating Dyslexic students
DSM-5
It was proposed that “reading disability” be changed to “dyslexia” which would allow a focus on fluency and accuracy instead of comprehension and would eliminate the need for grade discrepancy for diagnosis.
3 types of poor readers
Dyslexic: good listening comprehension, poor word reading
Poor Comprehenders: poor listening comprehension, good word reading
Mixed disability: poor LC and WR
dyslexia and IQ
Reading ability does not predict intelligence level of dyslexic students
Dyslexia around the world
definitions contain many of the same elements
Subtypes of Dyslexia
degrees of dyslexia may be explained by subtypes: phonological dyslexia and surface dyslexia are two possible subtypes
% of school population that is dyslexic
5-8% and divided equally between boys and girls
Procession of Phonological Awareness activities
simple activities such as rhyming to more advanced activities such as blending, segmenting, and manipulating sounds
Two most important skills for reading
Blending and segmenting
Blending
begins with compound words, syllables, onset rime, and then phonemes
Segmentation
important for spelling; you can use manipulatives
Elkonin method
uses boxes that are drawn on paper to represent sounds in words. You can start with simple manipulatives to represent sounds and then use letter tiles to assist in spelling
Read Alouds
help oral language sills and develop background knowledge
ELLS
start with letters and sounds similar to those in their first language. The more they know about their first language the better they will do in English
Cueing systems
blending sounds, pronouncing and blending patterns, retrieving sight words from memory, making analogies to other words, and using context clues to predict the word
Phase theory of reading
pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases..Ehri
Automaticity
recognizing the pronunciations and meanings of words instantly
Phases of Spelling Development
prephonetic/prephonemic stage; semiphonetic/partial alphabetic; phonetic/full alphabetic; traditional
Strategy theory
children use a variety of spelling strategies, instruction should be geared toward the child’s level
Informal Orthographic awareness assessments
write their name, write the alphabet, identify upper or lower case similar letters, circle a word in a sentence, identify correct spelling or correct homophone, find the embedded word, and read or spell irregular words
Morphology assessments
usually given by SLP, but there are informal ways to assess such as dividing compound words into parts, adding affixes and describing new words, finding similarities in words with the same base word, and using pictures to illustrate words
Spelling errors and assessments
can be assessed on tests, but should be assessed over more than one test; spelling tests are ineffective for dyslexic students
Dual Route Theory
There are two processes for reading words: lexical path for real words and irregular words and a nonlexical path which involves turning graphemes into phonemes, provides support for more than one type of dyslexia
Fluency assessment
should include accuracy, rate, and prosody. Those above and below may be at risk. Those above may lack comprehension. Use probes to determine rate and accuracy and a rubric to score prosody.
Decoding
the ability to use the relationships between sounds and spellings to acquire a collection of words that can be recognized by sight. It includes phonics, word analysis, and sight words.
Analogy Phonics
word families
Analytic phonics
whole to part approach, starts with whole word and is broken down
Embedded
within reading instruction, implicit
Phonics through spelling
segment words into phonemes and then choose letters to represent
Synthetic phonics
part to whole approach, relationships between sounds and letters. This is the best early instruction for dyslexic students.
Phonics instruction must be
systematic which includes teaching relationships between letters and sounds, preplanned sequence, and practice in text as well as in isolation
Decodable texts
should be utilized to practice reading phonics patterns, this should not be the only component of the reading program. Students should be exposed to high quality literature.
Syllable Type instruction
helps student to better determine the sound of the vowel in the word. Knowing the generalizations about the types of spellings will help students read and spell words.
Onset
the first part of the syllable which contains consonants, not all words have one
Rime
begins with the vowel
High frequency words
the most common words in the English language
spelling flow list
a small number of words is chosen from a list or from the child’s writing. The teacher tests every day. After the child spells the word right 3 days in a row a new word is added and the other is put in a word bank. A week later the teacher checks the words in the word bank. Any spelled incorrectly are added back to the list. The list should be appropriate fro their ability level.
Standardized Phonological Awareness Assessments
CTOPP, KTEA-II, Lindamood Auditory Conceptualization Test, 3rd Ed., Phonemic Awareness Skills Screening, PALS, Pre-Reading Inventory of Phonological Awareness, Test of Phonological Awareness, Test of Phonological Awareness Skills, WJ-III
Informal Phonological Awareness Assessments
Word Discrimination, Rhyme Recognition, Rhyme Production, Syllable Blending, Syllable Segmentation, Syllable Deletion, Phoneme Recognition, Phoneme Blending, Phoneme Segmentation, Phoneme Deletion
RAN
Rapid Automatized Naming, with phonological awareness represents the two core deficits in double-deficit theory of dyslexia, researchers are unsure about the underlying processes, these deficits extend into adolescence and adulthood
Standardized Measures of RAN
CTOPP; Dyslexia Early Screening Test, Kaufman Test of Educational Achievement, Process Assessment of the Learner: Test Battery for Reading and Writing; Rapid Automatized Naming and Rapid Alternating Stimulus Tests; WJ-III
Informal Measures of RAN
Color Naming, Object Naming, Letter Naming
Processing Speed
common characteristic of individuals with different disabilities including dyslexia and ADHD, 80% of infants that later develop dyslexia show a delayed brain response to speech sounds
Standardized Measures of Processing Speed
Differential Ability Scales, WISC, WJ-III
Syptoms of Individuals with Poor Orthographic Awareness
difficulty learning how to form symbols
confusion of symbols that are similar
trouble with near and far point copying tasks
tendency to reverse or transpose letters or numbers
trouble remembering how words look
trouble reading exception or irregular words
trouble with accurate and rapid word recognition
tendency to use different spellings for the same word
tendency to omit word endings
over-reliance on the phonological rather than the visual
trouble learning and retaining basic math facts
difficulty counting in a sequence
difficulty with multistep math problems
Memory Span
the ability to remember information in the order it was given
Working memory
manipulating or transforming information given in some way
Standardized measures of memory
Differential Ability Scales
Stanford Binet
Test of Memory and Learning
WISC, WAIS
Wide Range Assessment of Memory and Learning
WJ-IV
Working Memory Test Battery for Children
Informal Measures of Memory
Span Tasks; Working Memory Tasks
Preschool Phonological Awareness
produces spontaneous rhyme without knowing they rhyme
PreK Phonological Awareness
identify the number of syllables
blend syllables
delete a syllable
recognize rhyme
Kindergarten Phonological Awareness
produce rhyme
identify initial sounds
blend two phonemes
1st Grade Phonological Awareness
identify words that rhyme and those that don’t
group words by rhyming characteristics
break apart and identify all of the sounds in words with 4 to 5 phonemes
put together 4 to 5 phonemes to produce a word
2nd Grade Phonological Awareness
all phonemic awareness and manipulation tasks
Symptoms of poor Phonological Awarness
articulation errors
mispronunciations of multisyllabic words
trouble remembering sound-symbol relationships
overreliance on whole-word and context clues when reading
trouble pronouncing and spelling phonically regular nonsense words
difficulty sequencing sounds in words when spelling
confusions between similar-sounding sounds
tendency to rely on the visual appearance of words when spelling rather than on the phoneme-grapheme relationships
LaBerge and Samuels
1974- proposed that slow, labored, word by word reading is symptomatic of reader’s lack of word automaticity. Students needed to practice beyond accuracy and become automatic.
fluency
comes from SLP, the flow of sounds, syllables, words, or phrases; the bridge between low level learning to read to higher level reading to learn; characterized by phrasing, natural flow of speech, with intonation, stress, and pauses related to the author’s syntax, meaningful expressiveness; not faster, but to be able to recall more of the text
5 pillars of reading
phonemic awareness, decoding, vocabulary, comprehension, fluency
prosody
expressiveness, some debate over whether it helps comprehension or is a result of comprehension
Hyperlexics
read at a very young age with great accuracy and flow, but without comprehension
NAEP
found that many 4th grade students across the country had not developed fluent reading on easy, grade level material, 10 years later 40% of 4th graders continued to show a lack of fluent reading
National Reading Panel
named fluency as one of the top 5 facets of reading, bringing it to the forefront
Interventions
Students with learning disabilities who receive interventions after 3rd grade may catch up with accuracy, But fluency continues to remain behind that of their peers.. Early intervention can allow them to lesson the gap that usually grows.
linguistic complexities
begin to pop in 4th grade, cause all students to fumble and learning disabled students to fall ex. transition words, mulisyllabic words, idioms, complex sentences, discourse signals, within sentence signal words. these are rarely taught explicitly.
age and grade equivalent scores
are not dependable representations of progress; indicate grade level at which other readers reading the same material achieve
phrase work
allows those who are accurate but robotic to practice reading with a flow
Repeated Reading
The act of reading a passage over and over to gain fluency and speed.
Neurological Impress Method (Plus)
originally developed by Heckleman and two studies showed improvement in fluency and comprehension scores. 10 minutes a day, 4 days a week with instructional level text for 5 or more weeks. A variation on choral reading
Steps in NIM
Sit next to and slightly behind student and read into the ear (side of handedness)
slide finger along text as you read with student finger resting on your finger
read text together with teacher setting pace and modeling expression
gradually release to student by lowering volume and letting the student’s pace take over
gradually have student take over tracking
After have student retell text
Great Leaps
reading program that consists of 1 minute timing that make us of phonics, sight words, and reading short stories. Daily 5-10 minute interventions that can be done by anyone. Elementary to high school level and has shown growth in overall reading.
Written language depends on
graphomotor skills, cognitive and linguistic abilities, and awareness of text and social conventions; a high level of abstraction, elaboration, and reflection
Writing problems
remain a persistent learning disability personally, vocationally, and academically for many adults who are not taught specific strategies
Writing/Reading Connection
evidence demonstrates that explicitly writing instruction can help student’s reading skills
Sentences
activities at this level are important to developing reading and writing skills. Most activities can be performed orally and in writing. Ex. Sentence and Fragment, Scrambled Sentences, Types of Sentences, Conjunctions, Sentence Combining, Sentence Expansion, grammar and usage, and topic sentences
Sentence Combining
an effective way to teach grammar according to studies
coordinating conjunction
joins to or more independent clauses (FANBOYS)
correlative conjunction
a pair of words that joins independent clauses (either,or)
subordinating conjunction
introduces an adverb clause and signals the relationship between the clause and the main idea
Types of paragraphs
narrative (sequence of events usually personal or class experience)
expository (define, discuss, criticize, list, compare, contrast, explain, justify, and summarize)+ most common type of writing
persuasive writing (point of view with an audience)
descriptive (5 senses to transmit experiences)
compare and contrast (how things are alike and different)
Steps of Writing Process
planning and outlining
drafting
revising and editing
writing a final copy
Planning and Outlining
needs more instructional time than is generally given. stage when students are distinguishing relevant and irrelevant information and determining main ideas and supporting details, can use an outline in this stage
Revise and Edit
Add words
Delete words
Substitute words, phrases, or clauses
Rearrange words, phrases, clauses, and sentences
Proofread for errors
Final copy
be selective as to how many activities are developed to this stage. If they are completed, they should be displayed or published
Orton-Gillingham approach
begin in the 1930’s when Anna Gillingham and Bessie Stillman developed techniques for remediation based upon Orton’s research. they developed a system that incorporated letter sounds, syllables, words, sentences, and writing in direct, explicit, sequenced, systematic, cumulative, and intensive instruction. Uses VAK methods
Common Features of MSLE curriculum
alphabet sequence and letter recognition and naming
phonemic awareness activities
reviewing sound/symbol associations previously learned using decks
spelling previously learned sounds
introducing new sounds and concepts in reading and spelling
reading phonetically regular words in lists and sentences
vocabulary study
reading connected text
spelling and writing words and sentences from dictation
handwriting practice
comprehension and listening strategies
oral language practice with written composition
Direct, Explicit, Sequenced
say or define what students are going to learn and why, stating concepts clearly and leaving no room for confusion or doubt, teaching concepts in a logical order from the most simple to the most complex then taking each concept from reading to spelling and then into comprehension and writing
Systematic, Cumulative, Intensive
lessons adhere to a fixed plan or method and are easily depended on by the student, each new piece is added over time and reinforced by practice and review, occurs daily for an extended period of time and focuses on specific components of reading proficiency
diagnostic and prescriptive
teachers observe and not difficulties during instruction and make changed based on these observations
How students benefit from MSLE
provides structure, promotes participation/repetition, uses visual reminders, integrates all systems
executive function disorder
impaired performance coming from presumed frontal lobe deficits. Have been identified in students with ADHD/ADD as well as those who are learning disabled.
executive functions
begin to develop as early as 9 months, accelerate in adolescence and continue throughout adulthood. Many definitions as to what they involve from metacognitive skills to a group of interconnected cognitive skills. Includes time management, organization, structure, prioritizing, self monitoring, changing strategies
SKORE
skills for organizing and reading efficiently system designed to help students achieve the goals of self-awareness, self management, and self advocacy. Good for middle-high school students who have executive dysfunction.
SQ3R
survey, question, read, recite, review. Ineffective for dyslexic students
SKORE procedures for mastering content subjects
Preparing the text (Survey and Scan Set up a mind map, prepare cue cards), Selecting and Organizing Information (abstracting the text, taking notes on the mind map, consult with instructor, color coding and creating graphics, creating mnemonics, working with the mind map), Summarizing, Writing Pieces, Outlining, and Note taking (summarizing, writing pieces, outlining, note taking)
Semantic Mapping
mapping vocabulary by identifying synonyms and antonyms or multiple meanings
Concept Mapping
making or using related features
anecdotal information
information gathered, related to observation of behavior or characteristics
Non-literal language study
idioms, metaphors, proverbs, puns, and jargon
needs to be explicitly taught
ELL Statistics
10.9 million school aged children who speak a language other than English in the home, with 80% of those being Spanish speakers
promote biliteracy
the similarities between Spanish and English and highlighting those in instruction
Differences in phonological awareness
Studies have shown that all children develop in a similar way regardless of language. In Spanish phonemic awareness tends to be a better indicator of literacy than rhyming or syllable identification
Early intervention with ELL’s
the earlier the intervention the less likely they will be to drop out in high school
Spanish phonology and orthology
23 phonemes, 5 vowel sounds and 18 consonant sounds; similar syllable patterns to English with exceptions, some orthographic spellings of similar sounds differ ( (h) spelled h or j)
Syllable Pattern Difficulties for Spanish ELL’s
VCe, Vr, Open, Closed, Vowel Team, FSS (vowel sounds don’t change in Spanish)
Spanish morphology
shares latin roots, prefixes, suffixes, and base words with English
Spanish syntax differences
adjectives follow the noun, nouns are either masculine or feminine, 3 classes of verbs depending on who is being spoken to,
Commonalities between Spanish and English
alphabets, diphthongs
MSLE in Spanish
similar to English in components, can use sounds, symbols and words that transfer to English first
Adolescent ELL’s
need intensive language instruction along with content instruction
Which researcher does not agree with Alphabet Phonics?
Goodman
What do you look at first when trying to read an unfamiliar word?
suffixes and prefixes
G makes the sound /j/ …
before e, i or y
What is strephosymbolia?
term suggested by Orton to replace “congenital word blindness” (twisted symbols)
What is the Rehab Act of 1973?
prohibits discrimination on the basis of disability in programs conducted by federal agencies, in programs receiving federal financial assistance, in federal employment and in the employment practices of federal contractors.
What part of speech has -ly?
adverb
What do intra-cognitive skills measure?
self; using information independently
What is dyscalculia?
difficulty with math
Homonyms, synonyms and antonyms are used to teach…
semantics
If a parent wants to know how their child will progress in the dyslexia program, you respond…
your child will progress at his/her own rate
How do you spell /equipt/?
equipped
What happens when you change the accent on a word?
it changes the meaning of the word
Name prefixes that both mean against…
contra- and anti-
Why change in- to im- and con- to com-?
euphony; sounds better; easier to say
Teacher reads a trade book and gives a test. What kind of test is it?
curriculum based
What does the Conner’s Rating Scale determine?
Assesses behavior of children 6-18 who might have characteristics of ADHD
Students gain knowledge of a subject through an auditory, visual and kinesthetic experience. The teacher guides learning with systematic exposure and direct questioning. This is an example of …
multi-sensory instruction
Name 4 diphthongs
oi, oy, ou, ow
Name a word that silent e is not used
awe
What is the best way to teach short vowel sound to long vowel sound?
discovery method– add the final vowel e and give the words, then go through to explain what happened
What syllables are in the word turpentine?
tur- r controlled;
pen- closed syllable,
tine- VCe
When a teacher observes an issue in the classroom, what type of assessment did she use?
informal assessment
Why is “gymnasium” a greek word?
due to the medial vowel y
Name a word that is not r-controlled
merry or berry
Why do you double ‘n’ in the word beginning and not in opening ?
you double the final consonant in the accented short vowel-consonant syllable
What is receptive language?
It involves understanding the words, sentences and meaning of what others say or what is read
What is expressive language?
being able to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate.
A teacher teaches short vowel i, then makes sure the students understand before continuing with the next vowel. What type of teaching is this?
sequential (information that must be presented in a sequence that builds logically on previously taught information) and cumulative (child acquires one competency before proceeding to another)
What is ADD?
a developmental disorder that is marked especially by persistent symptoms of inattention (such as distractibility, forgetfulness, or disorganization) or by symptoms of hyperactivity and impulsivity (such as fidgeting, speaking out of turn, or restlessness) or by symptoms of all three and that is not caused by any serious underlying physical or mental disorder
What are the 5 components of reading as defined by the National Panel of Reading?
Phonemic Awareness, Systematic Phonics, Fluency, Vocabulary and Comprehension
What is a specific learning disability according to IDEA?
“a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.” This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder).
Is skate regular or irregular for spelling?
irregular; (k) a, o, u = c
An education law that requires schools to provide special education and related services to students with disabilities who need them
IDEA
A civil rights law that prohibits discrimination on the basis of disability at schools that receive federal funding
Section 504 of the Rehabilitation Act
Dyscalculia
difficulty with math
What is the origin of ‘lexia’?
Greek orgin
Dysphasia
loss of ability to use or understand language due to brain injury or disease; less severe form of aphasia
Does syllable division provide synthetic, analytic or both types of instruction?
Both analytic and synthetic
What should you use to provide a student with fluency practice with long vowel sounds?
a practice page reading with long vowels sounds (RAP) repeated accurate practice
Example of synthetic activity
decoding
In the word ‘permit’, if the accent is changed, what happens to the word?
the meaning of the word changes
Chalk Talk
technique used in visual discovery
acuity
keenness of vision; visual performance
echolalia
repetition of speech by a child learning to talk; a common symptom of receptive language disorders is echolalia, which refers to the parroting of words or phrases; automatic
Handedness, pattern, laterally and heredity are all
neurological
What 3 areas of learning can support and improve ADHD?
oral language, literacy, and academic learning
language processing difficulties are often misidentified as __
ADHD
What syllable contains the schwa sound?
unaccented syllable
Alphabetic Principle
an understanding that letters and letter patterns represent the sounds of spoken words.
Lindamood-Bell, CTOPP and PAT all test _
phonemic awareness
asphasia
loss of ability to understand or express speech, caused by brain damage
Who is the most recent advocate of decoding?
Lyon
Orton was what kind of doctor?
Neuropsychiatrist
linguistics
the scientific study of the structure, sounds, and meaning of language
pragmatics of language
“practical” rules of using language; an understanding between people to obey certain rules of interaction
the meaning of words and grammar used semantically, except within context (inferred meanings); taking turns speaking
–>idioms
Semantics
the set of rules by which we derive meaning from morphemes, words, and sentences in a given language; also, the study of meaning
syntax
Sentence structure
Analytic Phonics
In this approach, instruction begins with the identification of a familiar word. The teacher then introduces a particular sound/spelling relationship within that familiar word
Synthetic Phonics
In this systematic and explicit approach, students learn to transform letters and letter combinations into sounds and then the sounds together to form recognizable words. “sounding it out”
double deficit
deficit in Phonological Awareness and Rapid Naming
Onset and Rime
In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is “s” and the rime is “at”. In the word flip, the onset is “fl” and the rime is “ip”).
orthography
a method of representing the sounds of a language by written or printed symbols
encoding
spelling
etymology
the study of the origin of words and the way in which their meanings have changed throughout history
norm-referenced tests
Tests where a student’s performance is compared with a norm group, or a representative sampling students similar to the student. A person’s score on a norm-referenced test describes how the student did in relation to the norm group. Tests results are reported in such formats as standard scores or percentiles.
C makes the /s/ sound …
before e, i, or y
How many CEUs must a therapist have in a year?
10 CEUs in one year or 30 in 3 years
implicit
To say or write something that suggests and implies but never says it directly or clearly.
Acute Otitis Media (AOM)
middle ear infection
phonological awareness
the ability to reflect on and manipulate the sound structure of spoken language
phonology
the study of speech sounds in language
5 areas to be assessed for dyslexia
phonological awareness
decoding
word recognition
rate
spelling
Name a word that is regular for reading and spelling
book
reading, writing and spelling are all forms of _
expressive language
When asking a student to read nonsense words, you are evaluating their __ skills
word attack
Recognition of the visual symbol, symbol/sound correspondence and blending sounds into words are all part of __
decoding
Eu and chloro are __ elements
Greek
Grade equivalent score
Test score indicating the grade level of students to whom a test taker performed most similarly.; not dependable representation of progress
3 core subtypes of executive function
cognitive flexibility, inhibitory control, and working memory
A linguistics-based beginning reading approach
Learning to recognize word families (bat, cat, hat, )
Research by NICHD indicates that of the students with specific learning disabilities receiving special education services— _% have a deficit in reading
70-80%
According to the National Reading Panel Report of 2000, a deficit in what represents the strongest indication of a reading disability?
deficit in phonology
A person who has a history of having, or is regarded as having an impairment that significantly limits one or more of life’s major functions is entitled to benefits under __
both Section 504 and IDEA
According to the IMSLEC & ALTA Codes of Ethics, as an MSL teacher/therapist you should***
provide reasonable expectations of student outcomes to students & parents
Which on the following is a feature in Chall’s pre-reading stage, ages 6 months to 6 years?
language appreciation
awareness of printed words
mastery of the alphabet and simple words
pseudoreading
- not sound symbol association *
Trigraphs
Three-letter that make one consonant sound.
Graphemes
printed letters
“g” usually has a (g) sound before
a, o, u, or any consonant
which “ed” is pronounced (t)?
fluffed
the number of new letters presented weekly to a student depends on
the systematic curriculum; student’s age, degree of disability, student motivation, and student’s rate of absorption
a student that learns better from a lecture rather than from a printed page is
Is an auditory learner
Structural Analysis
the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words.