History MSLE

Question 1

MSLE

Answer 1

Multi-sensory Structured Language Education

Question 2

Discovery learning involves these three pathways of learning

Answer 2

Visual, Auditory, Kinesthetic-Tactile

Question 3

Socratic questions

Answer 3

Guided questions or techniques used in auditory discovery

Question 4

Chalktalk and coding are techniques used in this type of discovery

Answer 4

Visual Discovery

Question 5

When you involve several of the pathways to learning, it is known as why type of teaching?

Answer 5

Multi-sensory teaching

Question 6

Samuel T. Orton

Answer 6

He was a neuropsychiatrist, pathologist, pioneer in reading failure and language.

Question 7

Anna Gillingham

Answer 7

She was an educator, psychologist, pioneer in focusing on reading failure and language processing.

Question 8

5 Components of Reading

Answer 8

Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency including oral reading skills, Comprehension

Question 9

Principles of MSLE Instruction

Answer 9

Simultaneous, Multi-sensory
Systematic, Cumulative
Direct Instruction
Diagnostic
Synthetic and Analytic Instruction

Question 10

What are the 4 properties of a letter?

Answer 10

Name, Sound, Shape, Feel

Most stable is the name

Question 11

Phonemic Awareness

Answer 11

The ability to notice, think about and work with the individual sounds in word. Falls under the phonological awareness umbrella.
c-a-t

Question 12

Phonics

Answer 12

The relationship between letters or letter combinations in written language (graphemes) and the 44 sounds in English spoken language (phonemes)

Question 13

IDA 2003 definition of dyslexia

Answer 13

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

Question 14

Fluency

Answer 14

Fluency in naming letters, knowing sounds, and phonemic awareness activities. The ability to read text accurately and quickly, recognize words, and gain meaning.

Question 15

Comprehension

Answer 15

Making sense of what we read. Good readers use metacognition and effective strategies such as question answering/generation, summarization, graphic semantic organizers, monitoring and cooperative learning.

Question 16

MSLE Instruction Content

Answer 16

Phonology/Phonological Awareness
Sound-Symbol Association
Syllable Instruction
Morphology
Syntax
Semantics