NYSTCE CST Multisubject Part 1 (241) with 100% correct answers

Phonics A method of teaching students to read by correlating sounds with letters or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new. Phonological Processing The use of phonemes to process spoken and written language. The broad category of phonological processing includes phonological awareness, phonological working memory, and phonological retrieval. Phonological Awareness Awareness of the sound structure of a language and the ability to consciously analyze and manipulate this structure via a range of tasks, such as speech sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels. Development of Phonological Awareness 1. Word awareness 2. Responsiveness to rhyme and alliteration during word play 3. Syllable awareness 4. Onset and rime manipulation 5. Phoneme awareness 1. Word awareness Tracking the words in sentences. Knowledge that words have meaning. (less important to teach directly) Strategy: read-aloud, alphabet chants, high-frequency word books 2. Responsiveness to rhyme and alliteration during word play Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme. (Flashcards can be used in sorting and classifying activities.) 3. Syllable awareness Counting, tapping, blending, or segmenting a word into syllables. Strategy: Flashcards w/ objects whose names contain different numbers of syllables. (Flashcards can be used in sorting activity.) 4. Onset and rime manipulation Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme. Strategy: Blending and substitution activities. 5. Phonemic awareness This is the student's awareness of the smallest units of sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units. - Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/"). - Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope"). - Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast"). - Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/"). - Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the /m/"). Strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds in words through substitution, deletion, and addition of phonemics. Elkonin boxes are provided for tactile blending and segmenting activities. Phonological Working Memory Involves storing phoneme information in a temporary, short-term memory store. This phonemic information is then readily available for manipulation during phonological awareness tasks. Phonological Retrieval Phonological retrieval is the ability to recall the phonemes associated with specific graphemes, which can be assessed by rapid naming tasks. Phoneme Manipulation Task (Strategy) Tasks that tap into phonological processing, such as phoneme manipulation tasks (say "cat" without the kuh), have proven to be some of the strongest correlates and predictors of learning to read. Orthographic Processing Defined as "the ability to form, store, and access orthographic representations." Orthography is the methodology of writing a language, which primarily consists of spelling, but includes, contractions, punctuation and capitalization. Semantic Processing Encode the meaning of a word and relate it to similar words with similar meaning. Syntactic Processing The order and arrangement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat." Discourse Processing Focus on the ways in which readers and listeners comprehend language. Development of Oral Language 1. Cooing 2. Babbling 3. One-Word Stage 4. Telegraphic Stage 5. Beginning Oral Fluency 1. Cooing As early as six weeks, infants begin to make cooing sounds, resemble vowel sounds. Children are learning to make sounds by manipulating their tongues, mouths, and breathing. 2. Babbling Around 4-6 mo, they begin to babble making repeated consonant-vowel sounds. More complex babbling develops around 8-10 mo. 3. One-Word Stage Around 1 yr, children begin to produce word-like units. Known as idiomorphs (invented word). Use a stable language unit to communicate meaning. 4. Telegraphic Stage Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone" 5. Beginning Oral Fluency By age 3-4, children are moderately fluent in language used at home. Development of Reading 1. Emerging pre-reader (6 mo to 6 yrs) 2. Novice reader (6-7 yrs) 3. Decoding reader (7-9 yrs) 4. Fluent, comprehending reader (9-15 yrs) 5. Expert reader (16 yrs +) 1. Emerging pre-reader The emergent pre-reader sits on 'beloved laps,' samples and learns from a full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life. The major insight in this period is that reading never just happens to anyone. Emerging reading arises out of years of perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language. By the end of this stage, the child "pretends" to read, can - over time - retell a story when looking at pages of book previously read to him/her, can names letters of alphabet; can recognise some signs; can prints own name; and plays with books, pencils and paper. The child acquires skills by being read to by an adult (or older child) who responds to the child's questions and who warmly appreciates the child's interest in books and reading. The child understand thousands of words they hear by age 6 but can read few if any of them. 2. Novice reader In this stage, the child is learning the relationships between letters and sounds and between printed and spoken words. The child starts to read simple text containing high frequency words and phonically regular words, and uses emerging skills and insights to "sound out" new one-syllable words. There is direct instruction in letter-sound relations (phonics). The child is being read to on a level above what a child can read independently to develop more advanced language patterns, vocabulary and concepts. In late Stage 2, most children can understand up to 4000 or more words when heard but can read about 600. 3. Decoding reader In this stage, the child is reading simple, familiar stories and selections with increasing fluency. This is done by consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and selections. There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting materials. The child is still being read to at levels above their own independent reading level to develop language, vocabulary and concepts. In late Stage 3, about 3000 words can be read and understood and about 9000 are known when heard. Listening is still more effective than reading. 4. Fluent, comprehending reader By this stage, reading is used to learn new ideas in order to gain new knowledge, to experience new feelings, to learn new attitudes, and to explore issues from one or more perspectives. Reading includes the study of textbooks, reference works, trade books, newspapers, and magazines that contain new ideas and values, unfamiliar vocabulary and syntax. There is a systematic study of word meaning, and learners are guided to react to texts through discussions, answering questions, generating questions, writing, and more. At beginning of Stage 4, listening comprehension of the same material is still more effective than reading comprehension. By the end of Stage 4, reading and listening are about equal for those who read very well, reading may be more efficient. Fluency Ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy. Developing Fluent Readers Strategies: choral reading, cloze reading, read aloud to a partner Choral reading - teacher and students read aloud together, following the teacher's pace. Cloze reading - teacher does most of oral reading. Once or twice every few sentences, the teacher omits an important vocabulary or content word.