Domain III ELA/Reading Achievement

Question 1

Phonological Awareness

Answer 1

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Question 2

Phoneme Isolation

Answer 2

the ability to hear and recognize the individual sounds in words

Example.
What is the first sound you hear in dog? /d/

Question 3

Phoneme Substitution

Answer 3

the ability to substitute one phoneme for a different one

Example.
replace the first sound in ‘bug’ with ‘r’ . Rug

Question 4

Phoneme Blending

Answer 4

the ability to blend two sounds to make a word

Example.
Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

Question 5

Phoneme Deletion

Answer 5

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.

Example.
“What is bat without the /b/?” “at”

Question 6

Letter–Sound Correspondence

Answer 6

knowing what sound(s) each letter makes

Example.
the letter “f” makes the first sound in the word “foot”

Question 7

Early Reader (Stage of Reading Development)

Answer 7

Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print

Question 8

Informal Reading Inventory

Answer 8

multi-step reading assessment used to gauge a student’s oral and silent reading abilities

Question 9

Word Awareness

Answer 9

knowing that individual words make up a sentence

Example.
“A brown cat jumped over the car.” has 7 words

Question 10

Alphabetic Principle

Answer 10

the understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English

Question 11

Phonemic Awareness / Sound Awareness

Answer 11

the ability to hear, identify, and re-create individual sounds in spoken words

Example.
A student can hear that /b/ makes first sound in the word blue.

Question 12

Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)

Answer 12

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

Question 13

Phoneme Segmentation

Answer 13

the ability to break down a word into separate sounds, as they say and count each sound

Example.
How many sounds are there in the word bug? /b/ /u/ /g/? There are three.

Question 14

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 14

the ability to hear individual parts/syllables of words

Example.
“Education” has four syllables “ed-u-ca-tion

Question 15

Instructional Reading Level

Answer 15

reading level that is challenging for the student but manageable with teacher support; they have difficulty with no more than one out of every ten words

Question 16

Phoneme Addition

Answer 16

the ability to make a new word(s) by adding a phoneme to an existing word

Example.
What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

Question 17

Phoneme Manipulation

Answer 17

the ability to perform phoneme deletion, addition, and substitution.

Question 18

Alphabetic Knowledge

Answer 18

the ability to recognize, name, and write letters

Question 19

Decoding

Answer 19

in reading out loud, being able to sound out words by breaking them into simple forms; in reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

Question 20

Independent Reading Level

Answer 20

reading level in which a student can read and comprehend independently; they have difficulty with no more than one out of every twenty words

Question 21

Schema (Reading)

Answer 21

background knowledge a reader brings to a text

Example.
Someone who plays baseball can use his experience to understand a biography of Babe Ruth.

Question 22

Phoneme

Answer 22

the smallest individual sounds in a word

Example.
The word “bit” has three phonemes – b – i – t.

Question 23

Phonics / Graphophonemic Principle

Answer 23

using the relationship between symbols (letters and words) and sounds of a language to read and write

Question 24

Emergent Reader (Stage of Reading Development)

Answer 24

when children understand that written language has meaning and gives messages

Question 25

Onset and Rime Production

Answer 25

the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime Example. In the word cat, the onset is /c/ and the rime is /at/

Question 26

Structural / Morphemic Analysis

Answer 26

using meaningful word parts (morphemes) to study a word and determine its meaning

Question 27

Reading Fluency

Answer 27

ability to read with appropriate speed, accuracy, and prosody

Question 28

Prosody

Answer 28

the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Question 29

Functional reading instruction

Answer 29

refers to teaching reading skills with a practical, real-world application. It emphasizes teaching reading skills that are relevant to daily life. The aim is to equip learners with the ability to apply reading skills in various contexts, promoting independence.

Question 30

Functional writing instruction

Answer 30

incorporates the same practical, real-world application for writing tasks. The aim is to equip learners with the ability to effectively communicate in situations they may encounter in their daily lives.

Question 31

Remediation

Answer 31

o Reading: Offer guided practice with decoding and sight word recognition tailored to the students functional needs. o Writing: Offer scaffolded support for writing taks by providing templates or graphic organizers.

Question 32

Importance of Phonological Awareness on Literacy

Answer 32

Phonological awareness is the ability to recognize and manipulate the sounds of a spoken language. When a learner has phonemic awareness (a subset of phonological awareness), they are able to identify the individual sounds (the smallest units) in a word. For example, in the word my there are two phonemes, the /m/ sound, and the vowel sound. Having this knowledge is believed to help the reader decode words and, in turn, help them read.

Question 33

explicit phonological awareness instruction

Answer 33

Reading studies and research show that explicit phonological awareness instruction can help all students learn to read, including pre-kindergarten, kindergarten, first grade, and older, less able students. The development of these skills is also extremely helpful for all students in learning to spell. Students need to be able to hear individual sounds as they make efforts to "sound out" words in the process of spelling them. Additional information from the reading research indicates that teaching children to manipulate phonemes in words improves their reading.

Question 34

Process of Literacy Development

Answer 34

* students' ability to recognize letters (alphabetic knowledge) and their sounds (alphabetic principle) * students' ability to hear words, syllables, and sounds (phonological awareness) * being able to sound out words by breaking them into simple forms (decoding) * reading and comprehending * the ability to write with meaning

Question 35

Stages of Literacy Skill Development

Answer 35

The emergent stage of development is when children understand that written language has meaning and gives messages. The students begin to recognize words in the environment or in text such as signs at McDonald's, Walmart, etc. These students may be able to write a few letters, especially in their names, even though some of the letters could be reversed or in upper case. Early or beginning readers begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print. The students can usually identify most letters and know the sounds of some. These skills help them decode words and they sometimes even know a few words by sight, including times when they see the words in different locations/texts. Early readers are usually able to write a few words or at least the beginning sounds of words and should be able to re-read their own writing. Early fluent/fluent readers/proficient readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. Fluent readers do a better job at reading more easily and with accuracy and expression. These students are improving their skills in revising their writing and using correct punctuation and spelling.

Question 36

Alphabetic Principle and Word Analysis

Answer 36

The foundations for early reading skills typically start with exposure to texts before formal education begins. Depending on a student receiving special education service's specific learning disability, development of the skills may rely more heavily on direct, explicit instruction, while still being accompanied by traditional exposure opportunities.

Question 37

Alphabetic Knowledge

Answer 37

Alphabetic knowledge is the ability to recognize, name, and form letters. This is also commonly referred to as letter recognition. Students' alphabetic knowledge is a strong predictor of early reading success.

Question 38

Alphabetic knowledge

Answer 38

They develop alphabetic knowledge by: * Singing the alphabet song, looking at books, forming letters and hands on activities.

Question 39

The Alphabetic Principle

Answer 39

is the understanding that speech sounds (phonemes) are represented by graphemes made of letters. This understanding is the basis for phonics instruction.

Question 40

Word Identification Skills

Answer 40

Some strategies involve decoding, which is the ability to use knowledge of letter-sound relationships (including groups of letters) to correctly pronounce words.

Question 41

Phonics

Answer 41

understanding the relationship between letters and sounds

Question 42

Reading Comprehension

Answer 42

Not only do students need to be able to read words printed on a page, but they also need to determine the meaning and learn something from them. Otherwise, what's the point of reading? Reading comprehension describes the processes through which students construct meaning from the printed page. Comprehension is the primary reading skill: all other skills are based upon it. Students cannot acquire any other reading skills, such as identifying the main idea and supporting details or inferring, if they do not have comprehension.