KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
1. A word part that contains a syllable
vowel or, in spoken language,
a vowel sound
2. Two or more consecutive con- consonant blend
sonants which retain their in-
dividual sounds
3. Two consecutive consonants consonant digraph
that represent one phoneme,
or sound
4. Sources of information out- context clues
side of words that readers
may use to predict the iden-
tities and meanings of un-
known words. These may
be drawn from the immedi-
ate sentence containing the
word, from text already read,
from pictures accompanying
the text, or from definitions,
restatements, examples, or
descriptions in the text.
5. Sounds that can be held for continuous sounds
several seconds without dis-
tortion
6. Sequences for how informa- Coordinated Instructional Sequences
tion is selected, sequenced,
organized, and practiced.
These occur within each com-
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
ponent of reading where a
logical progression of skills
would be evident: easier skills
are introduced before more
difficult skills, so that skills
build progressively.
7. Instruction that builds upon Cumulative Instruction
previously learned concepts.
8. Text in which a high pro- Decodable Text
portion of words comprise
sound-symbol relationships
that have already been
taught.
9. These words contain phonic Decodable Words
elements that were previous-
ly taught.
10. A prefix or suffix added to a Derivational affix
root or base to form another
word (e.g., -un in unhappy ,
-ness in likeness).
11. The matching instruction that Differentiated Instruction
can meet the different needs
of learners in a given class- (Keyword: different)
room.
12. A group of two consecutive Digraph
letters whose phonetic value
is a single sound (e.g., /ea/ (Remember the word digraph has a digraPH)
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
in bread; /ch/ in chat; /ng/ in
sing)
13. A vowel produced by the Dipthong
tongue shifting position dur-
ing articulation; a vowel that (Remember the sentence, "wOW, yOU look good in that thong
feels as if it has two parts, (diphthong)! :)
especially the vowels spelled
ow, oy, ou, and oi.
14. The teacher defines and Direct Instruction
teaches a concept, guides stu-
dents through its application,
and arranges for extended
guided practice until mastery
is achieved.
15. Planned instruction to Direct Vocabulary Instruction
pre-teach new, important,
and difficult words to ensure
the quantity and quality of
exposures to words that stu-
dents will encounter in their
reading.
16. Strategies that help students During Reading Comprehension Strategies
engage the meanings of a
text (e.g., asking questions
at critical junctures; modeling
the thought process used to
make inferences; construct-
ing mental imagery).
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
17. A language-based disability Dyslexia
that affects both oral and
written language. It may also
be referred to as reading dis-
ability, reading difference, or
reading disorder.
18. A part of writing and prepar- Editing
ing presentations concerned
chiefly with improving the
clarity, organization, conci-
sion, and correctness of ex-
pression relative to task, pur-
pose, and audience; com-
pared to revising, a small-
er-scale activity often associ-
ated with surface aspects of a
text.
19. A framework used during Elkonin Boxes
phonemic awareness instruc-
tion. These are sometimes re-
ferred to as Sound Boxes.
When working with words,
the teacher can draw one box
per sound for a target word.
Students push a marker into
one box as they segment each
sound in the word.
20. The skills, knowledge, and at- Emergent Literacy
titudes that are developmen-
Study online at https://quizlet.com/_9rolam
1. A word part that contains a syllable
vowel or, in spoken language,
a vowel sound
2. Two or more consecutive con- consonant blend
sonants which retain their in-
dividual sounds
3. Two consecutive consonants consonant digraph
that represent one phoneme,
or sound
4. Sources of information out- context clues
side of words that readers
may use to predict the iden-
tities and meanings of un-
known words. These may
be drawn from the immedi-
ate sentence containing the
word, from text already read,
from pictures accompanying
the text, or from definitions,
restatements, examples, or
descriptions in the text.
5. Sounds that can be held for continuous sounds
several seconds without dis-
tortion
6. Sequences for how informa- Coordinated Instructional Sequences
tion is selected, sequenced,
organized, and practiced.
These occur within each com-
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
ponent of reading where a
logical progression of skills
would be evident: easier skills
are introduced before more
difficult skills, so that skills
build progressively.
7. Instruction that builds upon Cumulative Instruction
previously learned concepts.
8. Text in which a high pro- Decodable Text
portion of words comprise
sound-symbol relationships
that have already been
taught.
9. These words contain phonic Decodable Words
elements that were previous-
ly taught.
10. A prefix or suffix added to a Derivational affix
root or base to form another
word (e.g., -un in unhappy ,
-ness in likeness).
11. The matching instruction that Differentiated Instruction
can meet the different needs
of learners in a given class- (Keyword: different)
room.
12. A group of two consecutive Digraph
letters whose phonetic value
is a single sound (e.g., /ea/ (Remember the word digraph has a digraPH)
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
in bread; /ch/ in chat; /ng/ in
sing)
13. A vowel produced by the Dipthong
tongue shifting position dur-
ing articulation; a vowel that (Remember the sentence, "wOW, yOU look good in that thong
feels as if it has two parts, (diphthong)! :)
especially the vowels spelled
ow, oy, ou, and oi.
14. The teacher defines and Direct Instruction
teaches a concept, guides stu-
dents through its application,
and arranges for extended
guided practice until mastery
is achieved.
15. Planned instruction to Direct Vocabulary Instruction
pre-teach new, important,
and difficult words to ensure
the quantity and quality of
exposures to words that stu-
dents will encounter in their
reading.
16. Strategies that help students During Reading Comprehension Strategies
engage the meanings of a
text (e.g., asking questions
at critical junctures; modeling
the thought process used to
make inferences; construct-
ing mental imagery).
, KPEERI Exam Study Guide 2021 (www.dyfferencemakers.com)
Study online at https://quizlet.com/_9rolam
17. A language-based disability Dyslexia
that affects both oral and
written language. It may also
be referred to as reading dis-
ability, reading difference, or
reading disorder.
18. A part of writing and prepar- Editing
ing presentations concerned
chiefly with improving the
clarity, organization, conci-
sion, and correctness of ex-
pression relative to task, pur-
pose, and audience; com-
pared to revising, a small-
er-scale activity often associ-
ated with surface aspects of a
text.
19. A framework used during Elkonin Boxes
phonemic awareness instruc-
tion. These are sometimes re-
ferred to as Sound Boxes.
When working with words,
the teacher can draw one box
per sound for a target word.
Students push a marker into
one box as they segment each
sound in the word.
20. The skills, knowledge, and at- Emergent Literacy
titudes that are developmen-
