CALT Exam Prep complete solved solution

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 CALT Exam Prep complete solved solution 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 shortterm 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 longterm, 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 () - 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 () - 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