FTCE ESE UPDATED EXAM SCRIPT QUESTIONS AND
ANSWERS GUARANTEE A+
✔✔Orthography - ✔✔System of representing oral language in writing
✔✔Motor Speech Disorders - ✔✔Reflect anatomical or physiological limitations in the
physical mechanisms used to produce speech
✔✔Dysarthria - ✔✔Weakness or paralysis of the musculature that controls speech,
typically resulting from illness or injury
✔✔Apraxia - ✔✔Impairment in the ability to translate speech plans into actual speech
✔✔Articulation Disorder - ✔✔Difficulties producing certain speech sounds
✔✔Cluttering - ✔✔Speaking rate is unusually fast and/or irregular
✔✔Fluency Disorder - ✔✔Difficulties with the rhythm and timing of speech
✔✔Voice Disorder - ✔✔Difficulties in producing language sounds of appropriate quality,
pitch, and/or loudness
✔✔Phonation Disorder - ✔✔Result in excessive hoarseness, raspiness, sudden
changes in volume, and/or sudden changes in speech while speaking
✔✔Resonance Disorder - ✔✔Result in either too much or too little nasal emission of air
while speaking
✔✔Phonological Disorder - ✔✔Impairments in the ability to distinguish specific
phonemes
✔✔Expressive Language Disorder or Specific Language Impairment - ✔✔Expressive
language abilities that are much lower than expected for age, although mental
functioning and receptive language skills fall within the normal range
✔✔Alphabet Knowledge - ✔✔Ability to name the letters of the alphabet and recognize
these letters in print (learning to read stage)
✔✔Alphabetic Principle - ✔✔Understanding that letters represent sounds in systematic
and predictable ways
✔✔Phonological Awareness - ✔✔Ability to consciously recognize, discriminate among,
and manipulate language of sounds such as phonemes and syllables
, ✔✔Response to Intervention (RTI) - ✔✔Framework: a school-wide, multi-level approach
to identifying students at risk for reading difficulties and other problems
✔✔Pre-alphabetic - ✔✔Children can identify words, but they do so by treating words as
visual objects, rather than applying letter-sound associations
✔✔Partial-alphabetic - ✔✔Children know some letters and letter-sound associations
and can use them, along with contextual cues such as the visual appearance of words,
to engage in decoding
✔✔Full-alphabetic - ✔✔Children apply alphabet knowledge systematically when
decoding and they often decode letter by letter
✔✔Consolidated-alphabetic - ✔✔Children recognize that certain groups of letters
function as units
✔✔Grapho-phonemic knowledge - ✔✔Understanding that letters represent sounds in
systematic and predictable ways
✔✔Diagraphs - ✔✔Pairs of letters that represent a single sound
✔✔Consonant Clutters - ✔✔Pairs of consonants that appear together in a syllable
✔✔Syllables - ✔✔Units of pronunciation containing one vowel sounds
✔✔Free Morphemes - ✔✔Can stand alone as words
✔✔Bound Morphemes - ✔✔Cannot stand alone as words
✔✔Structural Analysis - ✔✔Reader's use of knowledge about morphemes to help
recognize familiar words, pronounce familiar as well as new words, and understand the
meanings of new words
✔✔Contextual Analysis - ✔✔Students use information from the context in which a new
word appears to help determine to make a reasonable guess about the meaning
✔✔Reciprocal Teaching - ✔✔Prediction, questioning, clarification, and summarization
✔✔Explicit Phonics Instruction - ✔✔Proceeds from part to whole, in the sense that
children are first introduced about letters and letter-sound correspondences and then
taught how to blend sounds into syllables and words
ANSWERS GUARANTEE A+
✔✔Orthography - ✔✔System of representing oral language in writing
✔✔Motor Speech Disorders - ✔✔Reflect anatomical or physiological limitations in the
physical mechanisms used to produce speech
✔✔Dysarthria - ✔✔Weakness or paralysis of the musculature that controls speech,
typically resulting from illness or injury
✔✔Apraxia - ✔✔Impairment in the ability to translate speech plans into actual speech
✔✔Articulation Disorder - ✔✔Difficulties producing certain speech sounds
✔✔Cluttering - ✔✔Speaking rate is unusually fast and/or irregular
✔✔Fluency Disorder - ✔✔Difficulties with the rhythm and timing of speech
✔✔Voice Disorder - ✔✔Difficulties in producing language sounds of appropriate quality,
pitch, and/or loudness
✔✔Phonation Disorder - ✔✔Result in excessive hoarseness, raspiness, sudden
changes in volume, and/or sudden changes in speech while speaking
✔✔Resonance Disorder - ✔✔Result in either too much or too little nasal emission of air
while speaking
✔✔Phonological Disorder - ✔✔Impairments in the ability to distinguish specific
phonemes
✔✔Expressive Language Disorder or Specific Language Impairment - ✔✔Expressive
language abilities that are much lower than expected for age, although mental
functioning and receptive language skills fall within the normal range
✔✔Alphabet Knowledge - ✔✔Ability to name the letters of the alphabet and recognize
these letters in print (learning to read stage)
✔✔Alphabetic Principle - ✔✔Understanding that letters represent sounds in systematic
and predictable ways
✔✔Phonological Awareness - ✔✔Ability to consciously recognize, discriminate among,
and manipulate language of sounds such as phonemes and syllables
, ✔✔Response to Intervention (RTI) - ✔✔Framework: a school-wide, multi-level approach
to identifying students at risk for reading difficulties and other problems
✔✔Pre-alphabetic - ✔✔Children can identify words, but they do so by treating words as
visual objects, rather than applying letter-sound associations
✔✔Partial-alphabetic - ✔✔Children know some letters and letter-sound associations
and can use them, along with contextual cues such as the visual appearance of words,
to engage in decoding
✔✔Full-alphabetic - ✔✔Children apply alphabet knowledge systematically when
decoding and they often decode letter by letter
✔✔Consolidated-alphabetic - ✔✔Children recognize that certain groups of letters
function as units
✔✔Grapho-phonemic knowledge - ✔✔Understanding that letters represent sounds in
systematic and predictable ways
✔✔Diagraphs - ✔✔Pairs of letters that represent a single sound
✔✔Consonant Clutters - ✔✔Pairs of consonants that appear together in a syllable
✔✔Syllables - ✔✔Units of pronunciation containing one vowel sounds
✔✔Free Morphemes - ✔✔Can stand alone as words
✔✔Bound Morphemes - ✔✔Cannot stand alone as words
✔✔Structural Analysis - ✔✔Reader's use of knowledge about morphemes to help
recognize familiar words, pronounce familiar as well as new words, and understand the
meanings of new words
✔✔Contextual Analysis - ✔✔Students use information from the context in which a new
word appears to help determine to make a reasonable guess about the meaning
✔✔Reciprocal Teaching - ✔✔Prediction, questioning, clarification, and summarization
✔✔Explicit Phonics Instruction - ✔✔Proceeds from part to whole, in the sense that
children are first introduced about letters and letter-sound correspondences and then
taught how to blend sounds into syllables and words
