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EDU233 > WTW and LLFW Ch 1 > Flashcards

WTW and LLFW Ch 1 Flashcards

1
Q

What are the parts of the literacy braid?

A

Starts with oral language and stories then moves to the writing thread with a mix of vocab reading and spelling

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2
Q

Another word for spelling; the ways in which letters and letter patterns in words represent sound and meaning

A

orthography

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3
Q

In the 70s, who researched “invented spelling”

A

Charles Read and Carol Chomsky

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4
Q

Who studied the development of children’s spelling and also made an instructional model to support the development?

A

Edmund Henderson

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5
Q

What are the reoccurring spelling errors of many learners?

A

dealing with the alphabetic matching of letters and sounds, errors dealing with letter patterns, and errors dealing with words related in meaning

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6
Q

What are the three layers of English orthography in historical evolution of English spelling and developmental progression?

A

Alphabet, Pattern, Meaning

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7
Q

represents the relationship between letters and sounds; first layer of information at work

A

Alphabetic; Alphabetic Layer

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8
Q

What vowel sounds are problematic for novice spellers because there is no single letter that “says” the sound

A

Short vowel sounds

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9
Q

This layer overlies the alphabetic layer and guides the groupings of letters with some surprising consistency.

A

Pattern Layer

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10
Q

T/F Single sounds are sometimes spelled with more than one letter or are affected by other letters that do not stand for any sounds themselves

A

True

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11
Q

indicates that the preceding vowel letter stands for a long vowel sound

A

vowel marker

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12
Q

the last layer of the English orthography; students learn that groups of letters can represent meaning directly; includes group of prefixes, suffixes, and roots

A

meaning layer

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13
Q

the smallest units of meaning in a language (e.g. prefixes, suffixes)

A

morphemes

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14
Q

oldest words in the English language, easiest to read and the most familiar

A

Anglo-Saxon

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15
Q

T/F word knowledge accumulates as students develop orthographic understandings at the alphabetic, pattern, and meaning levels

A

True

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16
Q

T/F Word study is a one-size-fits-all program where instruction starts at the same place for everyone

A

False

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17
Q

powerful determinant of what may be learned

A

instructional level

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18
Q

gives students the chance to build on what they already know, to learn what they need to know to move on. first described by Vygotsky as the span between what the learner knows and can do independently and what they need help with

A

zone of proximal development (ZPD)

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19
Q

This stage encompasses the writing efforts of those that are not yet reading conventionally and have not been exposed to formal reading instruction. 2-5 year old

A

Emergent stage

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20
Q

little if any direct relationship between a character on the page and an individual speech sound

A

prephonetic

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21
Q

letters represent sounds in a systematic way, and words can be segmented into sequences of sound from left to right; moves form emergent stage to the next

A

alphabetic principle

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22
Q

encompasses that period during which students are first formally taught to read, typically during kinder and early first grade. 4-7 years

A

Letter Name-Alphabetic stage

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23
Q

students’ dominant approach to spelling

A

“letter names”

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24
Q

students in this stage can read and spell many words correctly because of their automatic knowledge of letter sounds and short-vowel patterns; this stage typically starts as students transition to independent reading at the end of 1st grade; think about words in more than one dimension; move away from the linear, sound-by-sound approach of the letter name spellers; 6-9 years

A

Within Word Pattern stage

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25
Q

most difficult patterns because the sound is neither long nor short and the same pattern may represent different sounds

A

ambiguous vowels

26
Q

sound the same but have different spellings and meanings

A

homophones

27
Q

this stage typically is achieved in middle to upper elem school, when students are expected to spell many words of more than one syllable; 8-12 years

A

Syllables and Affixes stage

28
Q

T/F Final syllables often give students difficulty because the vowel sound is not clear and may be spelled different ways

A

True

29
Q

in this stage, students examine how many words may be derived from base words and word roots; builds on and expands vocabulary; as early as 4th grade but more common in middle, high, and college

A

Derivational Relations stage

30
Q

a study is known as this because as students explore and learn about the word formation processes of English they are able to generate knowledge of thousands of words

A

generative

31
Q

T/F Word study addresses learning needs in all areas of literacy because development in one area relates to development in all other areas

A

True

32
Q

Relation to each area in development and the harmony of timing is defined as…

A

synchrony

33
Q

smallest unit of a sound in language

A

phoneme

34
Q

letter(s) used to represent a phoneme

A

grapheme

35
Q

during what stage do students lack an understanding of the alphabetic principle or show only the beginning of this understanding as they start to learn some letters; memorize words not read; fingerpoint read

A

emergent

36
Q

these readers have moved from pretend reading to the beginning of real reading as they start to use systematic letter-sound matches to identify and store words in memory

A

beginning readers

37
Q

a child’s ability to point accurately to a few lines of familiar text; corresponding what one reads and says

A

concept of word in text

38
Q

students in this reading stage become fluent because it is supported by a store of words that can be identified automatically “at first sight”; these students integrate more knowledge and skills acquired in the previous two stages and are more flexible with thinking about sounds, patterns, and meanings; writing and reading speeds increase significantly

A

transitional readers

39
Q

readers with automatic word recognition, leaving their minds free to think as rapidly as they can read; vocab is a central role in the connections between their reading and writing

A

intermediate and advanced readers

40
Q

T/F Speech operates like writing

A

False; speech has been around longer and is less permanent

41
Q

a single element of meaning that has a specific function

A

word

42
Q

word or word part with at least one vowel, made with one push of breath

A

syllable

43
Q

consonant sounds that come before a vowel in a syllable

A

onset

44
Q

the part of the word with the vowel and all that comes the start of a syllable

A

rime

45
Q

to translate graphemes into spoken word

A

decode

46
Q

take spoken words and put them into written form

A

encode

47
Q

these letter sounds are made by closing off or partially constricting the flow of air through the vocal tract. with them we tend to close our mouths

A

consonants; vowels you open your mouth

48
Q

two consonant letters that are adjacent that produce a new or unique speech sound; make unique sounds

A

digraphs

49
Q

groups of consonants pronounced quickly with each consonant retaining its own sound

A

consonant blend/cluster

50
Q

T/F each long vowel has several variations

A

T

51
Q

in these sound changes quality in the middle of the sound

A

dipthongs

52
Q

vowels that are not short, long, or r-controlled

A

other vowels

53
Q

vowel sound along with an r, seals the “vowelness” of a sound

A

R-controlled

54
Q

multiple word parts that convey meaning

A

multiple morphemes

55
Q

first morphemic layer, words

A

free morphemes

56
Q

two types of free morphemes

A

content words and function words

57
Q

word parts added to free morphemes to communicate some level of meaning

A

bound morphemes

58
Q

these affect the meaning of a word through their additions

A

prefixes

59
Q

hold the main meaning of the word

A

bound roots

60
Q

change tense or number

A

inflection suffixes

61
Q

change part of speech

A

derivational suffixes

62
Q

nouns, verbs, adjectives, and adverbs; these words also add meaning to sentences, paragraphs, and passages

A

content words

EDU233 (9 decks)

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