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Vowel | - | Correct | answer | ✔A | class | of | open | speech | sounds | produced | by | the | easy | passage | of | air | through | a | relatively | open | vocal | tract. | A, | E, | I, | O, | U Consonant | - | Correct | answer | ✔One | of | a | class | of | speech | sounds | in | which | sound | moving | through | the | vocal | tract | is | constricted | or | obstructed | by | the | lips, | tongue | or | teeth | during | articulation. Accent | - | Correct | answer | ✔Stress | or | emphasis | on | one | syllable | in | a | word | or | on | one | or | more | words | in | a | phrase | or | sentence. | The | accented | part | is | spoken | louder, | longer, | and/or | in | a | higher | tone. | The | speaker's | mouth | opens | wider | while | saying | an | accented | syllable. Syllable | - | Correct | answer | ✔a | spoken | or | written | unit | that | must | have | a | vowel | sound | and | that | may | include | consonants | that | precede | or | follow | that | vowel. | Syllables | are | units | of | sound | made | by | one | impulse | of | voice. Open | Syllable | - | Correct | answer | ✔A | syllable | ending | with | a | long | vowel | sound. | (labor, | freedom) Closed | Syllable | - | Correct | answer | ✔A | syllable | ending | with | one | or | more | consonants. | The | vowel | is | usually | short.
Base | Word | - | Correct | answer | ✔A | word | to | which | affixes | are | added. | A | base | word | can | stand | alone. Derivative | - | Correct | answer | ✔A | word | made | from | a | base | word | by | the | addition | of | one | or | more | affixes Affix | - | Correct | answer | ✔A | letter | or | a | group | of | letters | attached | to | the | beginning | or | ending | of | a | base | word | or | root | that | creates | a | derivative | with | a | meaning | or | grammatical | form | that | is | different | that | the | base | word | or | root. Prefix | - | Correct | answer | ✔An | affix | attached | to | the | beginning | of | a | word | that | changes | the | meaning | of | that | word. Suffix | - | Correct | answer | ✔A | morpheme | attached | to | the | end | of | a | word | that | creates | a | word | with | a | different | form | or | use. | Suffixes | include | inflected | forms | indicating | tense, | number, | person | and | comparatives. Macron | - | Correct | answer | ✔The | flat | diacritical | mark | above | a | vowel | in | a | send | picture | or | phonic/dictionary | notation | that | indicates | a | long | sound. Breve | - | Correct | answer | ✔The | curved | diacritical | mark | above | a | vowel | in | a | sound | picture | or | phonic/dictionary | symbol | notation | that | indicates | a | short | sound | in | a | closed | syllable | in | which | at | least | one | consonant | comes | after | the | vowel | in | the | same | syllable.
Combination | - | Correct | answer | ✔A | pattern | of | letters | (found | in | a | single | syllable) | which | occurs | frequently | together. | The | pronunciation | of | at | least | one | of | the | component | parts | is | unexpected | or | the | letters | stand | in | an | unexpected | sequence | ( | ar, | er, | ir, | or, | us, | qu, | wh) Diphthong | - | Correct | answer | ✔Two | vowels | standing | adjacent | in | the | same | syllable | whose | sounds | blend | smoothly | together | in | one | syllable. | There | are | only | four | diphthongs | in | English. | These | are | ou/out, | ow/cow, | oi/oil, | oy, | boy Grapheme | - | Correct | answer | ✔A | significant | unit | of | visual | shape. | We | use | the | visual | shape | as | to | cover | not | only | writing, | but | also | any | other | shape | perceived | by | the | eye | which | is | a | visible | representation | of | a | unit | of | speech. | A | single | graphic | letter | or | letter | cluster | which | represents | a | speech | sound. Phoneme | - | Correct | answer | ✔A | single | functioning | or | signaling | unit | of | our | word | patterns. | The | separate | sound | units | of | spoken | words. Morpheme | - | Correct | answer | ✔A | base | word | or | meaningful | unit | in | there | terminology | of | structural | linguistics. Orthography | - | Correct | answer | ✔The | writing | system | of | a | language. | Correct | or | standardized | spelling | according | to | established | usage. Ability | - | Correct | answer | ✔An | ability | test | is | designed | to | measure | either | your | general | intelligence | or | your | mental | aptitude | in | a | particular | area. | For | example
Achievement | test | - | Correct | answer | ✔A | standardized | test | designed | to | efficiently | measure | the | amount | of | knowledge | and/or | skill | a | person | has | acquired, | usually | as | a | result | of | classroom | instruction. | Such | testing | produces | a | statistical | profile | used | as | a | measurement | to | evaluate | student | learning | in | comparison | with | a | standard | or | norm. Accommodation | - | Correct | answer | ✔Provide | different | ways | for | kids | to | take | in | information | or | communicate | their | knowledge | back | to | you. | The | changes | do | not | alter | or | lower | the | standards | or | expectations | of | a | subject | or | a | test. Age | equivalent | - | Correct | answer | ✔A | type | of | test | score | that | is | calculated | based | on | the | age | that | an | average | person | earns | a | given | score | within | the | tested | population. Criterion | referenced | tests | - | Correct | answer | ✔A | test | in | which | the | results | can | be | used | to | determine | a | student's | progress | toward | mastery | of | a | content | area. | performance | is | compared | to | an | expected | level | of | mastery | in | a | content | area | rather | that | to | other | student's | scores. | Such | tests | usually | include | questions | based | on | what | the | student | was | taught | and | a | designed | to | measure | the | student's | mastery | of | designates | objectives | of | an | instructional | program. Curriculum | referenced | tests | - | Correct | answer | ✔Comprehensive | end-of-year | exams, | reflecting | the | specific | subject | matter | outlines | in | the | curriculum. Diagnostic | tests | - | Correct | answer | ✔Tests | used | to | identify | the | nature | and | source | of | an | individual's | educational, | psychological, | or | medical | difficulties | or | disabilities | in | order | to | facilitate | correction | or | remediation.
Raw | score | - | Correct | answer | ✔Scores | expressed | in | their | original | form | without | statistical | treatment, | such | as | the | number | of | correct | answers | on | a | test. Standard | score | - | Correct | answer | ✔A | way | of | describing, | in | standard | deviation | units, | a | raw | score's | distance | from | its | distribution | means. Standard | deviation | - | Correct | answer | ✔Statistical | measure | of | the | degree | of | dispersion | in | distribution | of | scores. | Measures | spread | of | a | set | of | data | around | mean | of | the | data. | The | more | widely | the | values | are | spread | out, | the | larger | the | standard | deviation. Standardized | test | - | Correct | answer | ✔An | objective | test | that | is | given | and | scored | in | a | uniform | manner. | Scores | are | often | norm-referenced. | For | example | SAT Rate | - | Correct | answer | ✔The | number | of | words | which | a | reader | can | translate | meaningfully | in | a | given | period | of | time Accuracy | - | Correct | answer | ✔The | number | of | words | a | student | can | read | correctly | in | a | given | period | of | time. Fluency | - | Correct | answer | ✔The | ability | to | translate | print | to | speech | with | rapidity | and | automaticity | that | allows | the | reader | to | focus | on | meaning.
Comprehension | - | Correct | answer | ✔Making | sense | of | what | we | read. | Comprehension | is | dependent | on | good | word | recognition, | fluency, | vocabulary, | worldly | knowledge, | and | language | ability. Sight | Words | - | Correct | answer | ✔A | word | that | is | immediately | recognized | as | a | whole | and | does | not | require | decoding | to | identify. | A | sight | word | may | or | may | not | be | phonetically | regular. Phonemic/ | decodable | words | - | Correct | answer | ✔Words | that | are | able | to | be | broken | apart | by | the | position | of | the | vowels | and | consonants | in | order | to | pronounce. Whole | Language | - | Correct | answer | ✔Reading | can | be | learned | as | naturally | as | speaking, | reading | is | focused | on | constructing | meaning | from | texts | using | children's | books | rather | than | basal | or | controlled | readers, | reading | is | best | learned | in | the | context | of | the | group, | phonics | is | taught | indirectly | during | integration | of | reading, | writing, | listening | and | speaking, | teaching | is | child | centered | and | emphasizes | motivation | and | interest, | instruction | is | offered | not | the | basis | of | need. Phonics | - | Correct | answer | ✔Paired | association | between | letters | and | letter | sounds; | an | approach | to | teaching | of | reading | and | spelling | that | emphasizes | sound-symbol | relationships, | especially | in | early | instruction. Matthew | Effect | - | Correct | answer | ✔A | term | coined | by | Stanovich | to | describe | a | phenomenon | observed | in | findings | of | cumulative | advantage | for | children | who | read | well | and | have | good | vocabulary | and | cumulative | disadvantage | for | those | who | have | inadequate | vocabularies | and | read | less | and | thus | have | lower | rates | of |
Anglo-Saxon | layer | of | language | - | Correct | answer | ✔Vocabulary | stressed | the | events | of | daily | life Common, | everyday, | down | to | earth | words Most | are | one | syllable | words Latin | layer | of | language | - | Correct | answer | ✔Words | used | in | more | formal | settings Often | found | in | literature, | science, | social | studies | in | upper | elem. | texts. | Longer | than | words | of | Anglo-Saxon | Origin. Greek | layer | of | language | - | Correct | answer | ✔Scientific | terminology | and | often | appear | in | science | texts Greek | roots | are | often | combining | forms | and | compound | to | form | words. Multisensory | - | Correct | answer | ✔Any | learning | activity | that | includes | 2 | or | more | sensory | modalities | simultaneously | to | take | in | or | express | information. Great | Vowel | Shift | - | Correct | answer | ✔Was | a | major | change | in | the | pronunciation | of | the | English | language | that | took | place | in | England | between | 1350 | and | 1500.[1] | This | was | first | studied | by | Otto | Jespersen | (1860-1943), | a | Danish | linguist | and | Anglicist, | who | coined | the | term. | Because | English | spelling | was | becoming | standardised | in | the | 15th | and | 16th | centuries, | this | is | responsible | for | many | of | the | peculiarities | of | English | spelling The | Norman | Conquest | - | Correct | answer | ✔Was | a | pivotal | event | in | English | history. | It | largely | removed | the | native | ruling | class, | replacing | it | with | a | foreign, |
French-speaking | monarchy, | aristocracy, | and | clerical | hierarchy. | This, | in | turn, | brought | about | a | transformation | of | the | English | language | and | the | culture | of | England | in | a | new | era | often | referred | to | as | ________ | England. Anglo | Saxon | - | Correct | answer | ✔The | term | is | also | used | for | the | language | now | called | Old | English, | spoken | and | written | by | the | ________ | and | their | descendants | in | much | of | what | is | now | England | and | some | of | southeastern | Scotland | between | at | least | the | mid-5th | century | and | the | mid-12th | century. Visual | Learners | - | Correct | answer | ✔Use, | pictures, | charts, | maps, | graphs, | etc... clear | view | of | teacher color | to | highlight | important | text ask | teacher | to | provide | handouts illustrate | ideas | as | pictures | before | writing | them | down | use | multi | media Auditory | Learners | - | Correct | answer | ✔participate | in | classroom | discussions make | speeches/presentations use | tape | records | during | lectures read | text | out | loud create | musical | jingles create | mnemonics | to | aid | memorization discuss | ideas | verbally Tactile/Kinesthetic | Learners | - | Correct | answer | ✔take | frequent | study | breaks
Taught | auditory | to | visual | Students | should | also | master | blending | of | sounds | into | words | and | as | well | segmenting | whole | words | into | individual | sounds. Syllable | Instruction | - | Correct | answer | ✔Instruction | must | include | the | six | basic | types | of | these | and | the | division | rules. Six | basic | types | of | syllables | - | Correct | answer | ✔closed | syllable open | syllable vowel- | consonant-e r | controlled | syllable vowel | team | final | stable | syllable VC | - | Correct | answer | ✔Closed | syllable V | > | - | Correct | answer | ✔Open | syllable V-e | - | Correct | answer | ✔Vowel | - | consonant | - | e | syllable Vr | - | Correct | answer | ✔r-controlled | syllable VV | - | Correct | answer | ✔Vowel | team | syllable | (digraph, | dipthong)
[-'le | - | Correct | answer | ✔Final | stable | syllable Morphology | - | Correct | answer | ✔Study | of | how | morphemes | are | combined | into | words | - | must | include | study | of | base | words, | roots, | and | affixes Syntax | - | Correct | answer | ✔Set | of | principles | that | dictate | the | sequence | and | function | of | words | in | a | sentence | in | order | to | convey | meaning | - | must | include | grammar, | sentence | types, | and | mechanics | of | language Semantics | - | Correct | answer | ✔Aspect | of | language | concerned | with | meaning. | Curriculum | should | include | comprehension | of | written | language. Simultaneous | teaching | - | Correct | answer | ✔Teaching | that | uses | all | learning | pathways | in | the | brain | (VAK-T) | simultaneously | in | order | to | enhance | memory | and | learning. Systematic | and | Cumulative | Instruction | - | Correct | answer | ✔MSLE | instruction | requires | that | organization | on | material | follow | the | logical | order | of | the | language. | Sequence | must | begin | with | the | easiest | and | progress | to | more | difficult | material. | Each | step | must | be | based | on | prior | knowledge. Synthetic | Instruction | - | Correct | answer | ✔present | the | parts | of | the | language | and | then | teaches | how | the | parts | work | together | to | make | a | whole. | Part | of | a | MSLE | Program
James | Hinshelwood | - | Correct | answer | ✔ 1904 | - | reported | 2 | cases | of | "congenital | word | blindness", | called | for | schools | to | establish | procedures | for | screening | as | well | as | appropriate | teaching | of | those | that | were | identified | with | congenital | word-blindness Samuel | T. | Orton | - | Correct | answer | ✔ 1925 | - | Coined | the | term | "strephosymbolia" | which | means | twisted | symbols; | Pathologist, | neurologist | and | psychitrist | in | the | US, | studied | with | Dr. | Alzheimer | in | Germany, | work | influenced | by | James | Hinshelwood Anna | Gillingham | - | Correct | answer | ✔ 1930 | - | Psychologist | and | teacher | in | New | York; | along | with | Samuel | T. | Orton | at | Columbia | University, | developed | a | non- traditional | approach | to | teaching | written | language | skills. | Trained | one | teacher | at | a | time. | began | working | with | Sally | Childs | and | trained | 50 | teachers. 5 | disorders | the | related | to | dyslexia | - | Correct | answer | ✔Developmental | Auditory | Impercepion Dysphasia Specific | Developmental | Dyslexia Developmental | Dysgraphia Developmental | Spelling | Disability Oral | Language | - | Correct | answer | ✔Ability | to | understand | and | express | spoken | language Receptive | language | - | Correct | answer | ✔listening, | remembering, | and | understanding | what | someone | else | says.
Expressive | language | - | Correct | answer | ✔the | ability | to | organize | thoughts | and | express | them | verbally | to | convey | meaning | to | others Social | language | - | Correct | answer | ✔involve | at | least | two | people. | It | includes | the | ability | to | maintain | eye | contact, | understand | body | language | of | others, | take | turns | in | a | conversation, | stick | to | the | subject, | and | use | oral | language | appropriate | for | the | situation. Attention | - | Correct | answer | ✔Selective | focus | on | what | is | important | while | screening | out | distractions. Auditory | Processing | - | Correct | answer | ✔Given | normal | hearing, | the | ability | to | understand | spoken | language | in | a | meaningful | way. Visual | Processing | - | Correct | answer | ✔Given | normal | vision, | the | ability | to | recognize | and | interpret | information | taken | in | with | the | eye. Cognition | - | Correct | answer | ✔Ability | to | think | reason | and | solve | problems. | Skills | are | usually | measured | by | an | individual | test | of | intelligence/IQ | test. | Requires | being | able | to | generalize | from | past | experience | and | use | that | knowledge | to | respond | to | new | situations. Impulsivity | - | Correct | answer | ✔behaving | without | thinking | about | possible | consequences. | May | act | or | speak | without | first | thinking | about | how | their | behavior | might | make | other | people | react | of | feel
Texas | Administrative | Code | 74.28 | - | Correct | answer | ✔State | Board | of | Education | Rule District | Board | of | Trustees | must | make | sure | dyslexia | procedures | are | given | to | the | district. District | must | use | SBOE | approved | strategies | for | screening | and | treating | dyslexia SBOE | does | not | recommend | programs. SBOE | does | provide | guidelines | and | descriptors Districts | must | notify | parents | prior | to | testing, | rights | under | 504 Insrtucion | musts | be | at | student's | campus. Early | identification | must | be | available Districts | must | provide | a | parent | education | program 4 | Principles | of | ALTA | Code | of | Ethics | - | Correct | answer | ✔Standards | of | Personal | Conduct Standards | of | Professional | Conduct Conflict | of | Interest Confidentiality Dyslexia | - | Correct | answer | ✔Is | a | specific | learning | disability | that | is | neurological | in | origin. | It | is | characterized | by | difficulties | with | accurate | and/or | fluent | word | recognition | and | by | poor | spelling | and | decoding | abilities. | These | difficulties | typically | result | from | a | deficit | in | the | phonological | component | of | language | that | is | often | unexpected | in | relation | to | other | cognitive | abilities | and | the | provision | or | effective | classroom | instruction. | Secondary | consequent | may | include | problems | in | reading | comprehension | and | reduced | reading | experience | that | can | impede | the | growth | of | vocabulary.
Social | and | emotional | problems | related | to | dyslexia | - | Correct | answer | ✔Children | may | be | physical | and | socially | immature may | be | awkward | in | social | situations may | have | difficulty | reading | social | cues may | have | trouble | finding | the | right | words, | stammering. | may | feel | anxious | in | school Pre-English | - | Correct | answer | ✔The | ancient | Britons | (Celts) | conquered | by | Caesar | in | 54 | c.e. Celtic | and | Latin | languages | co-exist. Teutonic | tribes | (Jutes, | Angles | and | Saxons | invade). Anglo-Saxon | layer | of | language Old | English | - | Correct | answer | ✔Teutonic | invasion | and | settlement. The | Christianizing | of | Britain. | The | creation | of | a | national | English | culture. Danish-English | warfare. Political | adjustment | and | cultural | assimilation | and | the | decline | of | Old | English | as | a | result | of | The | Norman | Conquest. Middle | English | - | Correct | answer | ✔Edward | III, | English | again | becomes | the | official | language | of | the | state.
