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Ftce Exceptional Student Education K-12 (Competency 5)
(Verified)
1. Receptive Language
: Refers to the ability to understand language. (Ability to understand speech, written text, and/or the elements of a sign language).
2. Expressive Language
: Refers to the ability to express oneself using language. (Ability to speak, write, and/or sign).
3. Phonology
: Refers to speech sounds.
4. Phoneme
: Each phoneme in s language consists of a distinct sound used to distinguish spoken words in the language. The English language contains 45 phonemes.
5. Semantic
: Refers to the MEANING of parts of words, words, sentences, and larger units. Vocabulary acquisition is an important part of semantic development, involving changes in both expressive and receptive language.
6. Grammar
: Refers to rules that govern the structure of language. Grammar can be further divided into 2 systems of rules, syntax and morphology.
7. Syntax
: Pertains to rules governing the placement of words in phrases, clauses, and sentences. (Example: "Steve here is now" should be "Steve is here now").
8. Morphology
: Refers to rules governing the use of MORPHEMES, the smallest parts of words that contribute to meaning. In English, for example, the verb, "learn" takes on somewhat different meanings depending on whether we refer to someone as "relearning," "unlearning," "learning," or "having learned," because the prefixes "re-" and "un-" and the suffixes "-ing" and "-ed" each modify the basic meaning of the verb. These prefixes and suffixes are morphemes. Also ending words with "s" to make them plural is as well.
9. Pragmatics
10. Orthography
: Refers to the system of representing oral language in writing. Rules of orthography pertain to spelling, punctuation, capitalization, use of hy- phens, and so on.
11. Motor Speech Disorders
: Reflect anatomical or physiological limitations in the physical mechanisms used to produce speech. The 2 general categories of motor speech disorders are dysarthria and apraxia.
12. Dysarthria
: Is a weakness or paralysis of the musculature that controls speech, typically resulting from illness or injury. May include excessively rapid or slow rate of speech, distorted vowels, unmodulated pitch and/or word flow, overly nasal speech, and so on.
13. Apraxia
: Is an impairment in the ability to translate speech plans into actual speech. Children know what they wish to say but their brains do not readily translate planned speech to the necessary movements of lips, tongue, and other parts of the speech apparatus.
14. CAS-Childhood Apraxia of Speech: If the apraxia is not the result of illness or injury. Children will
show language delays and other abnormalities beginning in infancy.
15. Articulation Disorders: Are reflected in difficulties producing certain speech sounds. (Example-a
child who says "wight" when attempting to say "right").
16. Fluency Disorders: Are reflected in difficulties with the rhythm and timing of speech. Two examples
are stuttering and cluttering.
17. Stuttering: A problem in which speech is disrupted by involuntary pauses, also known as blocks, as
well as repetitions and/or prolongations of sounds, syllables, words, or phrases.
18. Cluttering: A problem in which speaking rate is unusually fast and/or irregular.
19. Voice Disorders: Are manifest as difficulties in producing language sounds of appropriate quality,
pitch, and/or loudness.
20. Phonation Disorders: Result in excessive hoarseness, raspiness, sudden changes in volume,
and/or sudden changes in pitch while speaking.
21. Resonance Disorders: Result in either too much or too little nasal emission of air while speaking.
22. Language Impairments: Can be discerned when children have difficulties in expressing their
thoughts, needs or feelings, and/or in understanding what others say. Three of the main types of language impairments are phonological disorders,
32. Augmentative and Alternative Communication: Is often used to describe a broader category of
methods that includes both assistive technologies and alternative communication systems.
33. Braille: Consists of raised dots that represent letters, numbers, and punctua- tion marks.
34. Screen Readers: Read aloud text that is presented on a computer screen, including the main text as
well as "extras" such as drop-down menus and dialog boxes.
35. Digital Book Readers: Read books aloud and provide numerous interactive features.
36. Scan/Read Systems: Allows printed materials to be scanned and then read aloud.
37. Screen Magnification Software: Allows the user to magnify all or part of what is presented on a
computer screen.
38. Hearing Technologies: Enhances the volume and quality of spoken language and other sounds.
39. Assistive Listening Devices: Increase volume as well as minimize the effects of background noise,
the acoustics of the surrounding room, and so on. These devices can be used by individuals or groups.
40. Personal Amplification Devices: Such as hearing aids increase the quality of sound for individuals.
41. Alerting Devices: Are designed to gain the attention of an individual by means of an amplified sound,
flashing light, or vibration.
42. Communication Supports: Consist of technologies that facilitate communi- cation among students
who are deaf or hearing-impaired.
43. Sign Language: An alternative communication system that is used by many children who are deaf or
have significant hearing Impairments.
44. ASL-American Sign Language: Represents a distinct natural language, with rules of semantics,
grammar, and pragmatics that are largely independent of spoken English.
45. Communication Boards: Allow students to choose among photos, pictures, or symbols arranged on
a board.
46. Voice Output Communication Aids: Also known as "speech-generating de- vices") are devices that
48. Alphabet Knowledge: The ability to name the letters of the alphabet and recognize these letters
in print.
49. Alphabetic Principle: The understanding that letters represent sounds in systematic and
predictable ways.
50. Phonological Awareness: The ability to consciously recognize, discriminate among, and manipulate
language sounds such as phonemes and syllables. Put simply, knowledge of the relationship between spoken and written words (alpha- betic principle) supports and is in turn supported by awareness that spoken words are composed of units of sound (phonological awareness).
51. Decoding: The sounding out of words.
52. Sight Words: High-frequency words that are recognized automatically, such as, "you," "and," "the".
53. Fluency: The ability to read quickly, effortlessly, accurately, and expressively.
54. Core Reading Program: The basic program for teaching reading in the gen- eral education
classroom.
55. Supplemental Reading Program: Are used to supplement a core reading program. Does not replace
the core program but rather supports and extends the core.
56. Intensive Intervention Programs: Are intended to support students with reading difficulties. These
programs may focus on one, several, or all components of reading. The goal of these programs is for students to be functioning at grade level.
57. RTI-Response To Intervention: A school-wide, multi-level approach to identi- fying students at risk for
reading difficulties and other problems, monitoring student progress, and providing interventions to students who need them.
58. Dyslexia: Considered a learning disability that primarily affects reading. Indi- viduals with dyslexia read
at a level much lower than would be expected, given that their intelligence is at least normal.
59. Developmental Dyslexia: Dyslexia that can be observed in early childhood.
60. Alexia: Dyslexia that is acquired as a result of disease or injury to the brain.
61. Pre-Alphabetic: Children can identify words, but they do so by treating words as visual objects, rather
than by applying letter-sound associations. Example: a child that reads "stop" on a stop sign.
familiar words, pronounce familiar as well as new words, and understand the meanings of new words. Example: a child can decode the word "untested" in a story more quickly as result of familiarity with the prefix "un" and the suffix "ed."
75. Word Walls: Organized lists of words placed on the wall of a classroom.
76. Word Banks: Consists of collections of words stored in one place (index cards, small box) that
students can use for reading practice, for consultation when writing, and so on.
77. Word Games: Structured activities that allows children to make use of words they are learning.
78. Repeated Readings: Promote fluency by allowing students to read the same passage more than
once.
79. Timed Readings: Repeated readings in which the amount of time spent read- ing each passage is
recorded, and targets are set for subsequent passages.
80. Read-Alouds: Involves reading texts out loud to children.
81. Choral Reading: Occurs when an entire class or group of students read together in unison, with
or without the teacher.
82. Word Analysis: Students use knowledge of the parts of new words to help determine word
meanings.
83. Contextual Analysis: Students use information from the context in which a new word appears to help
determine, or make a reasonable guess about the meaning. The meaning of the word may be stated. The meaning of the word may be indicated through comparison or contrast. The meaning of the word may be indicated by means of a synonym or antonym.
84. Graphic Organizers: Visual representations of concepts and facts as well as relationships between
them. Examples: Venn diagrams, flow charts, cause-and-ef- fect diagrams, story maps, and so on.
85. Semantic Organizer: A type of graphic organizer consisting of a central con- cept, to which related
concepts are linked by means of branching lines.
86. Comprehension Monitoring: Refers to the reader's ongoing awareness of whether the text makes
sense or not. The reader keeps track of how well they understand the text, and makes notes of characteristics. A form of metacognition.
87. Metacognition: Thinking about one's own knowledge, mental capacities, and thought processes.
89. Phonics: Refers to a family of instructional methods designed to teach children letter-sound
correspondences and to help them use these correspondences during the process of decoding.
90. Explicit Phonics Instruction: Proceeds from PART TO WHOLE, in the sense that children are first
instructed about letters and letter-sound correspondences and then taught how to blend sounds into syllables and words.
91. Implicit Phonics Instruction: Proceeds from WHOLE TO PART, in the sense that children are taught
whole words and then learn how to analyze words into consistent parts, including syllables and letters.
