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Praxis 5025 Exam 2024 Actual Exam Questions and Correct Answers Rated A+
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Praxis 5025 Exam 2024 Actual ExamQuestions and Correct Answers Rated
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Phonics -ANSWER-The study of the acoustical in articulatory
characteristics of human speech sounds
Phonological awareness -ANSWER-Refers to the awareness of the
sounds that make up a spoken language. It is an understanding of the
relationship between spoken and written language.
Phonological awareness -ANSWER-Focuses on the awareness of
speech sounds, which young children to develop and learn before
they learn to read.
Phonemic awareness -ANSWER-Refers to the awareness of the
individual phonemes or speech sounds used in the child's native
language, which the child hears in the language spoken by adults and
older children around them in their environment.
Phonics -ANSWER-The instructional method used to establish the
alphabetic principle and teach skills for decoding and encoding.
Alphabetic principle -ANSWER-The concept of sound to letter
correspondence.
Decoding -ANSWER-Breaking words down to their component
sounds/letters.
Encoding -ANSWER-Blending/combining individual sounds/letters to
form words.
Phonology -ANSWER-Is concerned with the rules for the
combinations of speech sounds with in a given language.
,Morphology -ANSWER-Focuses on the smallest
structure/grammatical units that can convey or affect meaning.
Semantics -ANSWER-Focuses on the meaning of morphine's, words,
and sentences.
Syntax -ANSWER-Refers to sentence structure and word order, and is
related to a language's rules for correctly combining morphemes and
words into suffixes/inflections, sentences, questions, imperatives, etc.
Pragmatics -ANSWER-Sexes own rules for using language
appropriately in various situations. How to speak at home versus how
to speak at school or work.
Reciprocal instructional approaches -ANSWER-Asking open ended
questions that enable two-way/three-way responses.
CAR teaching strategy -ANSWER-Comment, ask, and respond.
Real conversations -ANSWER-Conversations that interest the child
and consist of three or four exchanges between the child and the
adult.
English as a second language stages -ANSWER-The first stage
preproduction the first six months of learning.
ESL second stage -ANSWER-Early production stage six months to
one year into learning Limited English comprehension. They can add
her one or two word answers, essential words, I mail your phrases,
and present tense verbs
ESL 3rd stage -ANSWER-speech emergence stage last from 1 to 3
years into learning. Children comprehend English well, and can speak
simple sentences but still make mistakes in pronunciation and
grammar.
,ESL 4th stage -ANSWER-Intermediate fluency begins about three
years into the language acquisition process and extends to the fifth
year. Children have attained excellent English listening
comprehension, and do not make grammatical errors.
ESL 5th stage -ANSWER-Advanced fluency children's English-
language proficiency is similar to that of a native English speaker.
Children typically reach the stage between five and seven years after
they start learning English.
ZPD -ANSWER-Zone of proximal development used in ESL training.
Providing scaffolding until the student progresses.
Word walls: uses visuals to illustrate concepts represented that
vocabulary words as well as by related words. -ANSWER-Young ES L
children learn English vocabulary words by repeatedly singing the
same familiar songs and chance, and I hearing the same stories many
times.
Articulation -ANSWER-Pronunciation of specific speech sounds in
phonemes.
Articulation disorders. -ANSWER-Multiple factors can affect
articulation, including hearing loss, misaligned teeth, missing teeth, a
tongue that is shorter or longer than normal, velopharyngeal
insufficiency interfering with complete vocal track closure, breathing
problems, mild cerebral palsy causing your muscular weakness and in
coordination
Aphasia -ANSWER-Aphasia is a language processing deficit caused
by the neurological damage or deficiency.
Alphabetic principle -ANSWER-The concept that written/printed letters
and their patterns correspond to speech sounds is called the
alphabetic principle.
, Singing the ABC song and reciting runs help children learn letter
names. -ANSWER-Children follow a sequence of first learning letter
names, then learning letter shapes, and finally learning letter sounds.
Letter shapes -ANSWER-Play with letter blocks, large 3-D letters, and
alphabet books helps them learn letter shapes.
Teaching the alphabetic principle -ANSWER-First teacher should give
children explicit instruction in isolation letter sound correspondence.
Second during each day's lesson and activity teacher should give
children opportunities to practice their developing knowledge of letter
sound relationships. Teacher should both review children's learning
and letter sound correspondence already taught and create
opportunities for children to practice new letters and relationships they
are just learning.
Phonemes to be taught first -ANSWER-The highest utility phonemes
are M, A, T, S, P, and H are used most frequently.
Alphabetic principle instruction -ANSWER-Research has found that
direct and explicit instruction controled by the teacher is the most
effective for teaching children the alphabetic principle.
Consonant blends -ANSWER-ST, CL, PR, DR,
Consonant digraphs -ANSWER-CH, SH, Th, WH,
Vowel digraph -ANSWER-Ou, 0W
Consonant clusters -ANSWER-Str, Stl
Print awareness also called print literacy -ANSWER-Emerges
gradually during the preschool years in normally developing children.
The understanding that print conveys meaning and understanding of
prints form and function.
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