CALT EXAM 2023 QUESTIONS WITH 100% CORRECT ANSWERS

CALT EXAM 2023 QUESTIONS WITH 100% CORRECT ANSWERS This study source was downloaded by from CourseH on :24:19 GMT -05:00 alphabetic language - ANSWER-English; meaning symbols and letters reflect pronunciation of a sound; ESL students' first lang may not be alphabetic because they use symbols; phonological knowledge must be taught, so alphabet needs to be taught Alphabetic Principle - ANSWER-an understanding that letters and letter patterns represent the sounds of spoken words. Analytic Phonics - ANSWER-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 - ANSWER-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. Teach individual parts and build to whole auditory discrimination - ANSWER-The ability to hear differences in sounds auditory span - ANSWER-the number of words, numbers, or sounds a student can hold in his working memory. Can limit dictation or note taking. blend - ANSWER-two or more sounds that are frequently grouped together- each sound can be separated into its individual components cedilla - ANSWER-a diacritical mark (,) placed below the letter c to indicate that it is pronounced as an s circumflex - ANSWER-the code marked placed over vowels to indicate an unusual pronunciation compensatory approach - ANSWER-one does not attempt to remediate the problem but instead recommends modifications within the learning environment which allows the student to be successful Cloze Procedure - ANSWER-The use of semantic and syntactic clues to aid in completing sentences."Fill in the blank" Coding - ANSWER-putting code marks on words- encourages kinesthetic involvement and discourages guessing This study source was downloaded by from CourseH on :24:19 GMT -05:00 combination - ANSWER-a pattern of letters which occurs frequently together. They form an unexpected sound (vr's, qu, wh) comorbid - ANSWER-two or more disorders in the same individual consonant - ANSWER-sounds that are blocked or partially blocked by the tongue teeth and lips Decoding - ANSWER-using the sound/symbol system and structural analysis to unlock unfamiliar words (synthetic) derivative - ANSWER-adding a prefix or a suffix to a base word diacritical markings - ANSWER-a mark indicating pronunciation dieresis - ANSWER-two dots over an a (a) diphthong - ANSWER-The sound produced by combining two vowels in to a single syllable or running together the sounds. (ow, oi) discovery method - ANSWER-Presentation of new material which can be deduced or discovered by the students (Socratic Method) Dolch List - ANSWER-high frequency word list which may be regular or irregular crossed, mixed dominance - ANSWER-the student who is NOT right handed, right eyed, and right footed or left handed, left eyed, left footed Dyscalculia - ANSWER-unusual difficulty with math, probably originating from a distinct part of the brain Encoding - ANSWER-to spell (analytic) etymology - ANSWER-the study of word origins Fernald - ANSWER-developed a kinesthetic system for teaching the deaf by tracing words. Orton used her work as his kinesthetic model and was influenced by her work. Grapheme - ANSWER-Letter or group of letters used to spell a phoneme. A written representation of a sound using one or more letters. irregular words - ANSWER-Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been). This study source was downloaded by from CourseH on :24:19 GMT -05:00 linguistics - ANSWER-study of the production, properties, structure, meaning and use of language. "Multisensory letter introduction" Mathew Effect - ANSWER-the widening gap over time between strong and weak readers- rich get richer, poor get poorer metalinguistic awareness - ANSWER-the ability to reflect on the use of language; meta: thinking about. This includes phonological awareness, decoding, encoding mnuemonics - ANSWER-a device used to assist memory Modality - ANSWER-the sense a person is using (auditory, visual, kinesthetic) Morpheme - ANSWER-in a language, the smallest unit that carries meaning; may be a single phoneme, single syllable, or multisyllabic. A word may have more than one morpheme (sleepiness) morphology - ANSWER-the study of the structure of words (prefixes, suffixes, root words) orthography - ANSWER-the conventional spelling system of a language; the study of spelling and how letters combine to represent sounds and form words (only domain at written level) phoneme - ANSWER-in language, the smallest distinctive sound unit Phonemic Awareness - ANSWER-The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. phonological awareness - ANSWER-an umbrella term that includes the ability to hear rhyme, to count syllables, and blend/unblend sounds Phonetics - ANSWER-the study of the sounds of a language- 44 speech sounds Phonics - ANSWER-the instructional method that teaches the use of writen symbols to represent the speech sounds for reading and spelling phonogram - ANSWER-synonym for grapheme Phonology - ANSWER-study of speech sounds, the rules and patterns of speech sound combinations and production- larger umbrella term than phonics- unconscious set of rules and patterns that automatically occur in spoken language- a in sank sounds different than in cat print awareness - ANSWER-word boundaries, left to right, top to bottom- CHALLS stage 1 This study source was downloaded by from CourseH on :24:19 GMT -05:00 psycholinguistic guessing game - ANSWER-kenneth goodman and frank smithlanguage is irregular, teaching phonics amounts to no more than guessing Quadrigraph - ANSWER-four letters that come together to make one sound Schwa - ANSWER-a pronunciation symbol with the sound of "uh" as in about; often the vowel sound in an unstressed syllable scribal o - ANSWER-an o that is pronounced short u- it is the thought that medieval scribes changed the u into an o (compass, love, and son) Semantics - ANSWER-the science of meaning -think semantic web sibilant - ANSWER-making or characterized by a hissing sound (s), (ks), (z), (ch), (sh), (j), or (zh) situation reading/spelling - ANSWER-the ideas that letters before or after a letter influences the reading and/or spelling of that letter sound picture - ANSWER-writing a word in parenthesis to illustrate the pronunciation of the sound sound-symbol correspondence - ANSWER-the ability to associate individual sounds with printed letters temporary and invented spelling - ANSWER-this is emerging spelling- it is encouraged in youth students ti develop sound/symbol knowledge for spelling strephosymbolia - ANSWER-means twisted symbols. The first term Orton used for dyslexia. Structural Analysis - ANSWER-the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words. suffix - ANSWER-a letter or group of letters added to the end of a word to change its meaning Syntax - ANSWER-the order of words in a sentence tilde - ANSWER-a diacritical mark (~) placed over over a vowel r in a combination to indictate the unaccented pronunciation Trigraph - ANSWER-three letters that come together to make one sound This study source was downloaded by from CourseH on :24:19 GMT -05:00 unvoiced, voiced - ANSWER-voiced sounds require the vibration of the vocal cords during their production. All vowels are voice. Some consonants are voiced. Wild Old Words - ANSWER-Anglo-Saxon- long i or o when unexpected; : mind, most, kind RAN - ANSWER-Rapid automatized naming Domains of Language - ANSWER-form (syntax, morphology, phonology), content (semantics), use (pragmatics) receptive language - ANSWER-comprehension of spoken language expressive language - ANSWER-how we express language; the ability to use sounds, signs, or symbols to communicate meaning Ladder of Language Acquisition - ANSWER-first on ladder ... bottom up- oral receptive- (listening), oral expressive-(speaking), written receptive (reading), written expressive (spelling, writing) top of ladder interactive components of language- - ANSWER-together they compose language form- observable features of language content- meaning component of language use- pragmatics pragmatics of language - ANSWER-social use of language- conversational skills, figurative language, feelings/emotions P-Possum - ANSWER-Pragmatics, phonology, orthography, semantics, syntax, uh uh dont need u, morphology Chall reading Stage 0- 6 months-6 years - ANSWER-pre-reading, pretends to read, retells story when looking at previously read book, names letters of alphabet, recognizes some signs, prints name, plays with books, pencils, and paper Chall reading stage 1-grades 1-2.5 - ANSWER-initial reading and decoding- learns relation between sounds and letters and between printed and spoken words- can read simple text containing high freq words and phonetically regular words; uses skill and insight yo sound out new one syllable words Chall reading stage 2- grades 2.5- 3 - ANSWER-confirmation and fluency-Child reads simple familiar stories and selections increasing fluency. Consolidating basic decoding elements, sight vocabulary, and meaning context Chall reading stage 3- grades 4-8 - ANSWER-reading for new learning- reading is a tool for acquiring new knowledge This study source was downloaded by from CourseH on :24:19 GMT -05:00 Chall stage 4- high school - ANSWER-reading from multiple viewpoints- reading critically from a broad range of complex materials Chall stage 5- college and beyond - ANSWER-construction and reconstruction- reading is used for ones own needs and purposes. it is rapid and efficient prephonetic stage of spelling development - ANSWER-stage in spelling dev not all sounds represented- js- dress semiphonetic stage of spelling development - ANSWER-stage in spelling dev consonant strings ntr- enter phonetic stage of spelling development - ANSWER-stage in spelling dev in which every sound is represented Writing stage one- imitation (preschool-first) - ANSWER-pretend to write, aware that letters can be arranged into words, organize letters and shapes in a line, print letters and numbers, crude motor skills Writing stage two-graphic presentation (1st/2nd grades) - ANSWER-adept at printing letters, preoccupied with appearance of letters, self conscious of classmates ability writing stage 3- progressive incorporation (2-4th) - ANSWER-incorporate capitalization, punctuation, syntax, and grammar/revisions and corrections are introduced writing stage 4- automatization (4th-7th) - ANSWER-apply rules of grammar, spelling, and punctuation automatically/longer sentences/write in outlines/multiple drafts writing stage 5- elaboration (7th-9th) - ANSWER-use writing to express a viewpoint/use writing for thinking, problem solving, and remembering/synthesisideas/writing exceeds their own speech writing stage 6- personalization/diversification (9th and beyond) - ANSWER-use variety of writing styles/get more creative/lengthier and more complex sentences/ increasingly sophisticated vocabulary Dysarthia - ANSWER-difficult poorly articulated speech resulting from interference in the control over the muscles of speech Dyspraxia - ANSWER-partial inability to initiate coordinated voluntary motor actsdifficulty getting the body to do what you want it to do Apraxia - ANSWER-inability to perform particular purposive actions, as a result of BRAIN DAMAGE- a- aquired This study source was downloaded by from CourseH on :24:19 GMT -05:00 Echolalia - ANSWER-automatic and immediate repetition of what others say- echorelated to autism dysphasia - ANSWER-difficulty in learning both receptive and expressive oral language, despite adequate hearing, intelligence, socio-cultural opportunity otitis media - ANSWER-inflammation of the middle ear aphasia - ANSWER-impairment of language, usually caused by left hemisphere damage either to Broca's area (impairing speaking) or to Wernicke's area (impairing understanding). result of brain injury or disease Alexia - ANSWER-the loss of the ability to read, usually the result of brain injury