5200-Test 4-Set 5
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Created by:
moochaz Plus on March 24, 2012
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34 terms
Terms | Definitions |
|---|---|
 What are predictable storybooks? | In predictable books, a phrase or sentence is repeated over and over while one or more of the words are changed. |
| What are the benefits of predictable storybooks? | Very appealing to a lot of children. Gives children many opportunities to listen to, anticipate, predict, and produce the patterns,allows children to produce more divergent responses. |
| The course of reading and writing development is not ______ and it doesn't occur in a fixed sequence. However, _______________ are helpful so we can see where the children are at in their development. | linear, checklists |
| ._______________ reading of the book and _____________ procedures are ESSENTIAL! | Repeated, cloze |
| Name 7 strategies to use during storybook reading | 1. cloze procedures 2. expansion/extensions 3. questioning 4. predicting 5. wait time 6. summarizing 7. think alouds |
| What is phonological awareness? | the awareness that spoken language has a sound structure -it is made up of words, syllables, onsets and rimes, and phonemes. |
| What is PHONEMIC awareness? | Phonemic Awareness is a subcategory of Phonological Awareness. An example of phonemic awareness is the ability to identify where a phoneme occurs in a sound sequence. ie.- Where do you hear the /s/ sound in 'sun'? -(phoneme manipulation) |
| What are the 3 categories of Phonological awareness? (SOP) | 1. syllable awareness 2. onset-rime 3. phoneme awareness |
| Why is phonological development important? | It is crucial to learning to read and spell |
| Phonological Intervention is NOT aimed at | mastery of complex phoneme tasks. |
| What are 6 factors that influence the wide variance in children's phonological awareness development | 1.Vocabulary development, 2.Knowledge of nursery ryhmes 3.Letter-name knowledge 4.The quality of the child's phonological representation of spoken words. 5.Socioeconomic factors 6.Native language experiences |
| What is the easiest PA task? |  rhyming recognition |
| What is the hardest PA task? | phoneme deletion/ replacement |
| Segmenting words is easier than | segmenting/blending syllables |
| .Segmenting syllables is easier than | segmenting/blending onset rime |
| Segmenting/blending onset rime is easier than | segmenting/blending phonemes |
| The more advanced forms of PA (like phoneme manipulation) only develop after __________________________. | direct literacy instruction |
| The focus of PA assessment in preschool children is to do what 2 things? | Observe the child's current level of PA development. Monitor early PA development to determine if the child is gaining early PA skills through the home or preschool environment. |
| The PA assessment needs to be viewed in the context of other variables, including what 4 things | 1.The child's environment 2.The child's culture 3.The child's cognitive abilities 4.The nature and severity of the child's speech / language impairment |
| What is the Goal of PA Intervention? | To enhance reading and writing performance.Our primary aim is just to expose the child to a range of early-developing phonological awareness skills. |
| PA should focus on developing skills at the________________ level | phoneme |
| .PA should include activities to help make the connections between __________________ | speech and print |
| What are 5 characteristics that make a PA task easier or more difficult? | 1. SIZE of the phonological unit 2. NUMBER of phonemes in the word 3. phoneme POSITION in words 4. phonological PROPERTIES of words 5. phonological awareness CHALLENGES |
| Studies show that _______________ can develop more easily from general speech and language stimulation than phoneme awareness does | syllable and rhyme awareness |
| .A child with language goals might also have a PA goal of ____________ | phoneme categorization |
| Plan PA activities at the syllable, onset-rime, and/or phoneme level that independent of ____________________ | other spoken language goals |
| The __________approach to intervention is not necessary at the preschool level. It is NOT necessary to master one level of PA before developing skills in another | vertical |
| PA activities need to provide the maximal opportunities to achieve a target goal in a short period of time (a 5 or 10 minute period) but ensure the | child's interest and enjoyment is maintained. |
| What kinds of activities can help facilitate syllable and rhyme knowledge? | reciting nursery rhymes, chanting stories and poems, reading rhyming stories, playing rhyming games |
| .For PA goals, the child is not required to master it (only 70% is the goal) but merely to expose... | the child to it, and give him an understanding of it. |
| When writing a goal, you must also include what 2 things? | baseline information and a treatment approach. |
| PA intervention for 3-4 year olds must be evaluated in the context of the child's primary speech and language goals and also _______________. | typical development. |
| A preventative model of PA intervention can only be considered successful if the skills taught at the preschool transfer to | early word recognition and spelling development. |
| When is a formal evaluation of PA skills recommended? | prior to starting school and then after 6 months and 12 months of school |
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