LETRS Unit 1 Sessions 1-8 Test 100% Correct Answers.

(complete LETRS Unit 1 - Sessions) LETRS Unit 1 Sessions 1-8 Assessment/Quizzes. LETRS Unit 1 Session 1 phonics the study of the relationships between letters and the sounds they represent; also used as a descriptor for code-based instruction phonemic awareness the conscious awareness of the individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Five Essential Components of Reading Instruction Phonemic awareness, phonics, fluency, vocabulary, and comprehension. pictographs primitive writing system that directly represented or made pictures of the intended meaning (hieroglyphics) logographs writing system where symbols were used to represent meanings rather than sound (Chinese radicals and Mayan gylphs) syllabic symbols writing system that directly represented whole syllables (cherokee) alphabetic writing a system in which graphic signs represent individual consonants and vowels, or phenomes syllable a unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel morphemes The smallest units of meaning in a language; meaningful parts of words; it may be a word or part of a word; it may be a single sound (plural /s/); one syllable (suffix -ful) or multiple syllables (prefix inter-) orthography A writing system for representing language. shallow orthography the sound-symbol correspondences in the alphabetic writing system are regular and predicable, with one sound represented by one symbol or letter (Spanish) deep orthography the sound-symbol correspondences in the alphabetic writing system represent both morphemes (meaningful parts) and speech sound (English) morphophonemic a deep alphabetic writing system organized by both "sound-symbol" correspondences and morphology (English orthography falls under this category) Consider examples that share a consistently spelled root or meaningful part (morpheme) but have different pronunciations of the root: compress, compression (s, or sh) rite or ritual (t or ch) cognate a word in one language that shares a common ancestor and meanings with a word from another language; promblema or diagrama metalinguistic awareness the ability to think about and reflect on the structure of language itself The invention of the alphabet was an achievement in metalinguistic awareness. Simple View of Reading (SVR) word recognition x language comprehension = reading comprehension word recognition the accurate and fast retrieval of decoded word forms; essential for the development of reading (SVR) language comprehension listening comprehension or the linguistic processes involved in the comprehension of oral language (SVR) decoding The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. LETRS Unit 1, Session 2 b. It does not use paragraphs and tends to be disorganized. Which is a characteristic of discourse in spoken language? a. It generally uses complete, well-formed sentences. b. It does not use paragraphs and tends to be disorganized. c. It may use unusual or topic-specific vocabulary. d. Its sounds are coarticulated in words. a. As children get older, verbal comprehension becomes more important than oral reading fluency. Which statement best describes the relative importance of oral reading fluency and verbal comprehension as factors in reading comprehension? a. As children get older, verbal comprehension becomes more important than oral reading fluency. b. Oral reading fluency and verbal comprehension are equally important throughout childhood and adolescence. c. As children get older, verbal comprehension matters less, and oral reading fluency becomes more important. d. Although oral reading fluency and verbal comprehension are both important, a child with problems in one domain can usually use the other domain to compensate. b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for it to be highly structured. How does the language system of ipragmatics/i help us to understand why written language is more structured than spoken language? a. Written language is highly structured because we expect certain types of writing, such as stories, to follow established organizational conventions. b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for it to be highly structured. c. We must process written language in a highly structured way—reading letters that represent specific sounds and decoding them by reading from left to right. d. Spoken language is less structured because we tend to use sentences that are incomplete, run-ons, or otherwise ungrammatical. d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one." Which of these is an example of morphology? a. We use polite phrases like "excuse me" and "thank you" when addressing someone of higher social status. b. We recognize that the nonsense word "hufflelumps" could be a real word in English, but "ngapkez" could not. c. We tend to structure paragraphs with a main idea supported by details. d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one." a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial expressions, etc., to support meaning. b. Reading and writing require learning new forms of language, such as changes to sentence structure, discourse, and presentation of vocabulary and semantics. What adds to the challenge of becoming literate? Select all that apply. a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial expressions, etc., to support meaning. b. Reading and writing require learning new forms of language, such as changes to sentence structure, discourse, and presentation of vocabulary and semantics. c. Written sentences are often less grammatical than spoken ones. d. Nothing; children already have been exposed to literature from an early age. academic language What is written or spoken language that is more stylistically formal than spoken conversational language - language that is most often used in academic discourse and text? a separate neural system for each language What does the brain establish if a student is learning two languages simultaneously, as in bilingual households? True T/F Listening comprehension may exceed reading comprehension, but the reverse is not true. One cannot understand by reading what one cannot understand by listening. a. brillig d. martabastical Which of the following nonsense words COULD be an English word based on phonology? Select all that apply. a. brillig b. ngangmt c. pkumlekp d. martabastical e. tslenuts False T/F "There are no set rules for how sounds are represented in written English beyond the correlation of one sound per symbol in the alphabet." a. civilian, civilization, civilized, civic d. malware, malignant, malicious, malfeasance Which of the following groups of words are built around a similar morpheme? Select all that apply. a. civilian, civilization, civilized, civic b. uninterested, unit, uniform, unimportant c. above, abstract, abuse, about d. malware, malignant, malicious, malfeasance True T/F "Semantics helps us understand words' meanings based on the context in which they occur." b. Maria picked green and red peppers. Which sentence has the correct English syntax? a. Maria green peppers and red picked. b. Maria picked green and red peppers. a. essay structure b. paragraph structure d. story structure Which of the following is an example of discourse? Select all that apply. a. essay structure b. paragraph structure c. sentence structure d. story structure a. You address a stranger as "ma'am," but not your best friend. c. You never use profanity at work but sometimes use it at home. d. If you accidentally jostle a stranger, you say "excuse me." Which of the following is an example of pragmatics? Select all that apply. a. You address a stranger as "ma'am," but not your best friend. b. When you tell a story, you try to build up excitement and suspense. c. You never use profanity at work but sometimes use it at home. d. If you accidentally jostle a stranger, you say "excuse me." LETRS Unit 1 Session 3 orthographic mapping The mental process used to store words for immediate and effortless retrieval. It requires phonemic awareness, letter-sound knowledge, and the mechanism for sight word learning - or matching of letters and letter sequences with the sounds of the spoken word. The four region of the brain involved in reading frontal, temporal, occipital, and parietal lobes The frontal lobe is responsible for the phonological processing system - pronunciation and articulation The temporal lobe is responsible for phoneme analysis and phoneme-grapheme association and language comprehension (connected spoken words and their meaning) The occipital lobe is responsible for the visual word form area or the "brain's letterbox" Planum temporale the junction of the parietal, occipital, and temporal lobe where the phonological and orthographic processing systems connect within 250 milliseconds. This area maps phenomes to graphemes or associating speech with printed text. Brains letterbox located in the temporal lobe; specialized for processing printed words ONLY; specialized for memory, storage, recognition, and recall of printed words as reading skills is acquired. It also helps to recognize other aspects of print such as punctuation marks, diacritical marks, and spaces thin in turn represent aspects of linguistic meaning The four part processing model for word recognition phonological - orthographic meaning context phonological processing center several areas in the brain which enable us to perceive, remember, interpret, and produce the speech-sound system of our own language and learn the sounds of other languages lexicon the name for the mental dictionary in every person's phonological processing system difficulty in the phonological processing system can result in difficulty remembering sounds for letters or blending them together, difficulty recognizing the subtle differences between similar sounds and words, and trouble spelling all the speech sounds in a word orthographic processing system encompasses several functions related to recognition and recall of written language symbols. This system is wired into the the left hemisphere and the language-processing side of the brain. It does not perform other visual functions, such as object or face recognition grapheme A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). orthographic process difficulty will result in struggle to acquire basic reading skills, spelling difficulties, trouble forming sight words, trouble with automatic word-recognition habits, misspell common words, read slowly because they continue to sound out words even after they should be prosody the stress patterns in speech including the rise and fall of the voice / pitch during phrasing phonological lexicon recognizing, pronouncing, and retrieving spoken words from the mental dictionary meaning processor involves many regions of the brain and is also called the semantic processing system because it interprets the meaning of words in and out of context semantic lexicon the brain's mental dictionary of word meanings including synonyms and related mental concepts lexical quality hypothesis states that the better a reader knows all aspects of a word's form and meaning the more quickly he or she can recognize that word in both speech and print. High quality mental images of words in our mental dictionaries facilitate fast word recognition , passage reading fluency, comprehension, and recall of word during writing context processing system