KPEERI Exam Questions and Answers 2023 100% correct

KPEERI Exam Questions and Answers 2023 100% correct phonology speech sound system of a language, how the sounds can be produced, sequenced, and combined to make words morphology smallest unit of meaning in a language, how the units combine to change meaning, prefixes, suffixes, base elements morpheme smallest unit of meaning phoneme smallest unit of sound semantics meanings of words, phrases, and sentences, and their relationship in a language, expressions and figurative language syntax rules for organizing words, phrases, and clauses to form sentences in a language, parts of speech, sentence types pragmatics rules for how language is used appropriately in different social contexts, linguistic and nonlinguistic, discourse orthography written or spelling system of a language What provides the foundation for working with written language (reading and writing)? Oral language Oral language is inherent. Literacy, the ability to read and write, is not inherent and must be learned. expressive language our ability to put thoughts and feelings into words and sentences receptive language our ability to understand information in spoken or written form Orthography deals with word recognition (alphabetic principal, decoding, spelling patterns, syllable patterns). Phonology deals with word recognition (phonological awareness, decoding, and spelling). Morphology deals with reading comprehension (vocabulary, word recognition, phonological awareness, decoding, and spelling). Semantics deals with reading comprehension (vocabulary and figurative language). Syntax deals with reading comprehension and written expression (sentence comprehension and sentence composition). Pragmatics deals with reading comprehension and written expression (audience participation, use of dialogue, cohesive texts, etc.). Simple view of reading word recognition X language comprehension = reading comprehension Language comprehension (deriving meaning from oral/written language) includes background knowledge, vocabulary, language structures (syntax/semantics), verbal reasoning (making inferences, predicting, figurative language), and literacy knowledge (text structure/genres). Word recognition (decoding) includes phonological awareness, decoding, and sight recognition. Inferior frontal gyrus controls speech-sound awareness, phonological processor, and expressive language. Parieto temporal lobe controls receptive language, context and meaning processor, word analysis. Occipito temporal lobe controls letter recognition, orthographic processor, words recognized by sight. Known as the brain's letterbox. dyslexia A 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. What are some secondary consequences of dyslexia? problems in reading comprehension reduced reading experience (impedes vocabulary and background knowledge) Part of the brain that allows you to sound out words parieto temporal lobe Part of the brain that recognizes words by sight occipito temporal lobe Part of the brain that thinks about how to pronounce words inferior frontal gyrus People with dyslexia have little to no neuronal activation in posterior reading systems and rely only on the inferior frontal gyrus (which causes an overactivation and disruption in gyrus). What percentage of the world's population have at least some symptoms of dyslexia? 15-20% What is an essential prerequisite to understanding that the sequences of individual spoken sounds are represented by sequences of printed letters on a page? phonological awareness language comprehension the ability to simultaneously integrate and organize information from various language systems into a single meaningful representation True or False: Typical reading comprehension strategy instruction (questioning, visualizing, summarizing, etc.) cannot replace a lack of language comprehension. True True or False: Everyone with dyslexia qualifies for special education services. False What we teach phonemic awareness, phonics, fluency, vocabulary, & comprehension How we teach explicit instruction, systematic & cumulative curriculum, differentiated instruction, opportunities for practice & feedback, and effective instructional strategies Corrective feedback... provides opportunities for teacher responses during and following the execution of tasks that account for an individual student's level of mastery. Cumulative instruction... builds on and regularly reviews what a student already knows. Diagnostic-Prescriptive instruction... uses an understanding of the individual needs of students to adapt instructional strategies. Information from initial and ongoing assessment of students' needs as well as their understanding, and application of skills taught are used to develop a teaching plan based on careful and continuous assessment; lessons paced on students' understanding and demonstration of understanding. Differentiated instruction... addresses the range of students' needs by using different materials, activities, technology, group size, and other accommodations and modifications. Explicit instruction... explains concepts clearly and directly. It often includes modeling and scaffolding through an "I do, we do, you do" progression. Practice... consists of frequent, distributed, and varied opportunities for students to execute a targeted skill with increasing independence and automaticity. Scaffolding... chunks information into smaller, logical steps. It also provides additional support necessary to connect new information with what is already known. Simultaneous-Multisensory Instruction... makes use of all sensory pathways, at the same time whenever possible. This includes multiple modalities including visual, auditory, tactile, and kinesthetic pathways. Systematic Instruction... follows a clearly defined sequence for learning how to read, using the logical order of language. All examples of fricatives /f/, /th/, /v/, /sh/ Example of nasal phoneme /ng/ Example of unvoiced stop /k/ Example of glide /y/ Examples of continuants /th/, /s/, /sh/, /m/ Example of a voiced affricative /j/