ALTA Certification Exam Review Answered 100% Correct

Vowel - 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 - 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 - 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 - 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 - ANSWER-A syllable ending with a long vowel sound. (labor, freedom) Closed Syllable - ANSWER-A syllable ending with one or more consonants. The vowel is usually short. Base Word - ANSWER-A word to which affixes are added. A base word can stand alone. Derivative - ANSWER-A word made from a base word by the addition of one or more affixes Affix - 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 - ANSWER-An affix attached to the beginning of a word that changes the meaning of that word. Suffix - 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 - ANSWER-The flat diacritical mark above a vowel in a send picture or phonic/dictionary notation that indicates a long sound. Breve - 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. Tilde - ANSWER-A diacritical marking. A wavy line placed over any vowel before r in a combination to indicate the unaccented pronunciation eg letter. The tildes used both in coding words and in a sound picture. When the pronunciation of any unaccented vowel-r combination is respelled in the dictionary sound picture, the symbol (er) is used Cedilla - ANSWER-The curved line placed beneath c to indicate its "soft" or (s) pronunciation, as opposed to its hard or (k) pronunciation. Students use the coding on c before the letters e, i, or y (the softeners), to remind themselves to pronounced the (s) sound eg mice. Digraph - ANSWER-Two adjacent letters repressing a single consonant sound Consonant Digraph - ANSWER-Two adjacent letters repressing a single consonant sound Vowel Digraph - ANSWER-To adjacent letters representing a single vowel sound Trigraph - ANSWER-Three adjacent letters which represent one speech sound (tch) Quadrigraph - ANSWER-Four adjacent letters representing one sound (eigh) Combination - 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 - 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 - 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 - ANSWER-A single functioning or signaling unit of our word patterns. The separate sound units of spoken words. Morpheme - ANSWER-A base word or meaningful unit in there terminology of structural linguistics. Orthography - ANSWER-The writing system of a language. Correct or standardized spelling according to established usage. Ability - ANSWER-An ability test is designed to measure either your general intelligence or your mental aptitude in a particular area. For example Achievement test - 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 - 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 - 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 - 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 - ANSWER-Comprehensive end-of-year exams, reflecting the specific subject matter outlines in the curriculum. Diagnostic tests - 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. Grade equivalents - ANSWER-A score that describes student performance in terms of the statistical performance of an average student at a given grade level. Ranges from K.0 to 12.9 Are not a dependable representation of progress Mastery level - ANSWER-A student with mastery can utilize the information successfully, but may struggle or need to call upon learning strategies to do so. Modification - ANSWER-Changes in curriculum, supplementary aides or equipment, and provision of specialized facilities that allow students to participate in educational environment to fullest extent possible. Norm-referenced tests - ANSWER-A test in which a student's performance is compared to that of a norm group. Often used to measure and compare students, schools, districts and states. Percentile/ percentile rank - ANSWER-The percentile score on, for example, a test is the score that represents the percent of other scores to or lower than is. If a student performs in the 85% of his or her class, it means the 85% of the other scores of students who also took the test are equal to or lower than his or her score. Profile - ANSWER-a graphic compilation of the performance of an individual on a series of assessments. Raw score - ANSWER-Scores expressed in their original form without statistical treatment, such as the number of correct answers on a test. Standard score - ANSWER-A way of describing, in standard deviation units, a raw score's distance from its distribution means. Standard deviation - 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 - ANSWER-An objective test that is given and scored in a uniform manner. Scores are often norm-referenced. For example SAT Rate - ANSWER-The number of words which a reader can translate meaningfully in a given period of time Accuracy - ANSWER-The number of words a student can read correctly in a given period of time. Fluency - ANSWER-The ability to translate print to speech with rapidity and automaticity that allows the reader to focus on meaning. Comprehension - ANSWER-Making sense of what we read. Comprehension is dependent on good word recognition, fluency, vocabulary, worldly knowledge, and language ability. Sight Words - 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 - ANSWER-Words that are able to be broken apart by the position of the vowels and consonants in order to pronounce. Whole Language - 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 - 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 - 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 achievement. The term is named after a passage from the New Testament: "For unto everyone that hath shall be given, and he shall have abundance: but for him that hath not shall be taken away even that which he hath." Frank Smith - ANSWER-Whole language. Founder of Whole language concept Kenneth and Yetta Goodman - ANSWER-Whole language, Drop Everythng and read, evaluation through miscues, founds of whole language Keith Stanovich - ANSWER-His research in the field of reading was fundamental to the emergence of today's scientific consensus about what reading is, how it works and what it does for the mind. Joe Torgesen - ANSWER-nationally known for research on both the prevention and remediation of reading difficulties in young children as well as work on assessment of phonological awareness and reading Alvin and Isabel Liberman - ANSWER-alphabetic principle" and its relationship to phonemic awareness and phonological awareness in reading Three Layers of Language - ANSWER-Anglo-Saxon Latin Greek Anglo-Saxon layer of language - ANSWER-Vocabulary stressed the events of daily life Common, everyday, down to earth words Most are one syllable words Latin layer of language - 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 - ANSWER-Scientific terminology and often appear in science texts Greek roots are often combining forms and compound to form words. Multisensory - ANSWER-Any learning activity that includes 2 or more sensory modalities simultaneously to take in or express information. Great Vowel Shift - 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 (), 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 - 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 - 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 - 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 - 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 - ANSWER-take frequent study breaks move around to learn new things work at a standing position chew gum while standing listen to music while studying skim material first then read in detail Tactile - ANSWER-Feeling through fingertips Kinesthetic - ANSWER-Whole body learning Phonology - ANSWER-study of sounds and how the work within their environment Phonological Awareness - ANSWER-understanding of the internal linguistic structure of words Phonemic Awareness - ANSWER-The ability to segment words into their component phonemes. Is an important aspect of phonological awareness Sound Symbol Association - ANSWER-The knowledge of the various sounds in the English language and their correspondence to the letter or letters that represent those sounds. Sound Symbols Association is taught to mastery in two directions... - ANSWER-Taught visual to auditory Taught auditory to visual Students should also master blending of sounds into words and as well segmenting whole words into individual sounds. Syllable Instruction - ANSWER-Instruction must include the six basic types of these and the division rules. Six basic types of syllables - ANSWER-closed syllable open syllable vowel- consonant-e r controlled syllable vowel team final stable syllable VC - ANSWER-Closed syllable V - ANSWER-Open syllable V-e - ANSWER-Vowel - consonant - e syllable Vr - ANSWER-r-controlled syllable VV - ANSWER-Vowel team syllable (digraph, dipthong) [-'le - ANSWER-Final stable syllable Morphology - ANSWER-Study of how morphemes are combined into words - must include study of base words, roots, and affixes Syntax - 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