CALT Exam Study Guide questions and answers 2023

This study source was downloaded by from CourseH on :33:36 GMT -05:00 CALT Exam Study Guide questions and answers 2023 Rhyming - answerOne of the first phonological awareness skills to develop Blending & segmenting at syllable level - answerDevelops at 3-4 years Segmenting phonemes - answerDevelops at 4-5 years Isolating beginning sound in words, segmenting phonemes in CVC words - answerDevelops in kindergarten Segmenting words with consonant blends - answerDevelops in first grade Receptive oral language - answerListening Expressive oral language - answerSpeaking Receptive written language - answerReading Expressive written language - answerWriting letters representing phonemes - answer26, 44 5 vowel letters, vowel sounds - answer15 Long vowels - answerTense Vowels. (Beet, bait, boat, boot, bite, boy, bout) (a, e, i, o, u, oy, ou, oo) Short vowels - answerLax vowels - pat, pet, pit, pot, put, putt (a, e, i ,o, u, oo) Fricatives - answerproduced by a constant flow of air through the vocal tract (f and v) Affricates - answerch/j Glides - answerW, y Liquids - answerl, r Alphabetic principle - answeran understanding that letters and letter patterns represent the sounds of spoken language This study source was downloaded by from CourseH on :33:36 GMT -05:00 Six syllable types - answerclosed, open, VCe, C+le, R controlled, vowel pairs This study source was downloaded by from CourseH on :33:36 GMT -05:00 Semantics - answerLanguage content— meaning of words and the relationship between and among words Pragmatics - answerLanguage use— reasons, codes/styles, conversation rules Phonology - answerthe study of speech sounds in language Morphology - answerunits of meaning involved in word formation Syntax - answerthe rules for combining words into grammatically sensible sentences in a given language Teutonic Invasion - answerShifted the balance of power in Central Europe leading up to the Christianizing of Britain Norman Conquest - answerBegan 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 - answer"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 - answera phonetic shift in the way that long vowels were pronounced in English Dyslexia - answerA 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 - answerBroca's area — articulation and word analysis Parieto-temporal area - answerBrain part responsible for word analysis Occipito-temporal region - answerThe vision center — word form Angular gyrus - answertransforms visual representations into an auditory code Wernicke's area - answercontrols language reception - a brain area involved in language comprehension and expression; in the parieto-temporal lobe Decode - answerDetermine pronunciation of a word by breaking it down into sounds Encode - answerTo spell This study source was downloaded by from CourseH on :33:36 GMT -05:00 Child pretends to read, can name letters of alphabet (6 mos-6 yrs) - answerJean 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) - answerJean Chall's Stages of Reading Development, stage 1-initial reading and decoding Child reads simple stories with increasing fluency (grades 2.5-3) - answerJean Chall's Stages of Reading Development, stage 2-confirmation and fluency Reading is a tool for acquiring new knowledge (grades 4-8) - answerJean Chall's stage 3 - Reading for New Learning Child reads critically from a broad range of complex materials (high school) - answerJean 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) - answerJean Chall's stage 5- Construction and Reconstruction Prephonetic Stage of spelling development - answerNot all sounds of the words are represented by letters (example: js for dress) Semiphonetic Stage of Spelling Development - answerChild strings together consonants to represent speech sounds (example: ntr for enter) phonetic stage of spelling development - answerEvery sound is represented but lacking the complete knowledge of conventional orthography (example: sede for seed) Writing Stage 1 - answerImitation (preschool-first grade)— pretending to write, can organize letters and shapes in a line Writing Stage 3 - answerProgressive Incorporation (late second to fourth grade)— students gradually incorporate standards of mechanics; little advanced planning Writing Stage 2 - answerGraphic 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 - answerAutomatization (fourth-seventh grade)— students apply rules of mechanics automatically, sentences become more sophisticated, begin to assess their own writing Writing Stage 5 - answerElaboration (seventh-ninth grade)—writing to express a viewpoint, synthesizing, writing level exceeds their own speech This study source was downloaded by from CourseH on :33:36 GMT -05:00 Writing Stage 6 - answerPersonalization-Diversification (ninth grade and beyond)—use of different writing styles, creative, complex, sophisticated vocabulary Phonological processing - answerUmbrella term for broad category of oral language processing abilities related to sounds in words and associated with the ability to read well Phonological memory - answerability to remember speech sounds briefly Phonological awareness - answerthe ability to reflect on and manipulate the sound segments in words; phonemic awareness is one component Naming speed - answerThe rate at which a child can recite "overlearned" stimuli such as letters and single-digit numbers. Dysarthria - answerthe 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 - answerSensorimotor 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 - answerA disorder that prevents certain complex muscular movements, caused by damage to the brain Echolalia - answerThe uncontrollable and immediate repetition of words spoken by another person Dysphasia - answerDifficulty in learning both listening and speaking skills despite adequate hearing, intelligence, and opportunity otitis media - answerinflammation of the middle ear that can lead to hearing loss Alexia - answerthe loss of the ability to read, usually the result of brain injury Alveolar - answerArticulation made with the ridge behind the teeth Palatal - answerArticulation made with the roof of the mouth Velar - answerArticulation made at the back of the mouth Glottal - answerArticulation made from the throat Major syllable division patterns - answerVCCV, VCV, VCCCV, VV Root - answerA word part that carries meaning and provides the base for an affix This study source was downloaded by from CourseH on :33:36 GMT -05:00 Stem - answerA bound morpheme/word part that must have an affix Base word - answerThe simplest form of an English word Morpheme - answerThe smallest meaningful linguistic unit Free morpheme - answerUnbound word part, can stand alone as a word Inflectional endings - answersuffixes 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 - answerEndings 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 - answerThe Anglo-Saxon language spoken from approximately 450 to 1066 A.D. in what is now Great Britain. Middle English - answerThe language spoken in England roughly between 1066 and 1500 A.D. Word blindness - answer1877- 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 - answerA Stuttgart professor who first used the term dyslexia in 1887 Congenital word blindness - answerDr. 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 - answerterm meaning "twisted symbols" coined by Dr. Samuel T. Orton to describe specific dyslexia Specific language disability - answerAnna Gillingham used this term in 1955 and June Orton used it in 1962 Samuel T. Orton - answerFather of Dyslexia, used the term strephosymbolia, determined that dyslexia was not a visual problem but a language problem Simple View of Reading - answerPhilip Gough's idea that reading is comprised of two components: decoding and listening comprehension 85% - answerThe percentage of LD students who have a primary learning disability in reading and language processing This study source was downloaded by from CourseH on :33:36 GMT -05:00 15-20% - answerPercentage of people who have symptoms of dyslexia Norm-referenced tests - answerstandardized tests that compare an individual child's score to the average score of others her age (Woodcock-Johnson) Criterion-referenced tests - answerTests 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 - answerBackground/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 - answerThe structured, sequential, multisensory techniques established by Dr. Orton and Ms. Gillingham and colleagues in the 1930s Isabelle Liberman - answerPresented evidence that most cases of reading disability result from deficits in phonological processing and weaknesses with the language system in the brain. Keith Stanovich - answerHis 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 - answerCoined the term "double deficit" to describe students who had difficulty with both phonological processing and rapid naming (1986) Reid Lyon - answerNeuropsychologist in charge of NIH reading research. Confirmed importance of phonological awareness. He's at Southern Methodist U in Dallas. Section 504 - answerFalls under the Rehabilitation Act of 1973 and prohibits discrimination and ensures FAPE IDEA law - answerIndividuals with Disabilities Education Act, a federal Sped law that ensures FAPE in the least restrictive environment Fernald - answerDeveloped a kinesthetic system for teaching the deaf; Orton was influenced by her work Sibilant sounds - answerSubset of fricative sounds, using hissing sounds (s) (ks) (z) (ch) (sh) (zh) This study source was downloaded by from CourseH on :33:36 GMT -05:00 Was first to advocate for multisensory instruction for "congenital word blindness" - answerJames Hinshelwood Anna Gillingham and Bessie Stillman - answerDeveloped a phonics approach following Orrin's theories using V-A-K instruction Luke Waites - answerA pioneer in the treatment of dyslexia Aylett Cox - answerDeveloped Alphabetic Phonics curriculum with Dr. Waites and the staff at Scottish Rite. She built off of Gillingham, adding key words and discovery learning. 1968 - answerWorld Federation of Neurology approves dyslexia definition