Deck 5: Early Reading: Strategies and Techniques

Question 1

Phonics is:

A) the same concept as phonemic awareness.
B) an ineffective strategy used by students to read unknown words.
C) the association between sounds and symbols.
D) a strategy used to read words as a whole.

Answer 1

C

Question 2

According to Fletcher et al. (2007), ____________________ percent to ____________________ percent of students with learning disabilities have problems with reading.

Answer 2

eighty, ninety,80, 90

Question 3

The ability to break a spoken word into phonemes is called ____________________.

Answer 3

segmenting

Question 4

Which of the following is NOT a common reading problem for students with mild disabilities?

A) They have weak word attack or decoding skills.
B) They see words backwards.
C) They have weak reading fluency skills.
D) They have difficulty with both sentence and passage level comprehension.

Question 5

When reading an unfamiliar polysyllabic word, skilled readers:

A) look at the first letter of the word and use context to make a guess.
B) skip the word.
C) break the word into chunks or syllables which are individually read and then blended.
D) sound each letter in the word and blend them all together.

Question 6

In Chall's Stage of Reading, children progress through Stage 0 - Prereading between:

A) birth and age 6
B) ages 6-7
C) ages 7-8
D) ages 9-13

Question 7

Characteristics of explicit instruction of reading skills include:

A) teacher modeling.
B) guided and independent practice.
C) corrective feedback.
D) discovery activities.

Question 8

The ability to combine phonemes to form a syllable or word is called ____________________.

Question 9

Characteristics of effective sight word instruction do NOT include:

A) teaching more than 10 new words each week.
B) teaching a maximum of 10 new words each week.
C) presenting a new sight words to students both before and after reading lessons.
D) teaching them to mastery.

Question 10

Phonological awareness is:

A) another word for phonics.
B) a broad term characterizing the ability to manipulate the units of sound in spoken language, which are words, syllables, onset and rime, and individual phonemes.
C) a specific term characterizing the ability to manipulate the individual sounds in words.
D) specifically the ability to blend phonemes to form a word.

Question 11

Some reading experts claim that merely ____________________ words account for over 25% of the words that children will encounter in print.

Question 12

A series of preplanned, sequentially organized books that contain short passages or stories is called ____________________ reading series.

Question 13

The Wilson Reading System is a commercial reading program based upon the principles of the ____________________ model.

Question 14

One of the most frequently used word lists for sight word instruction is the ____________________ Basic Sight Vocabulary list.

Question 15

Which of the following is NOT a tenet of a top-down model of reading?

A) A skilled reader goes directly from print to meaning, without transferring the information to speech.
B) Early stages of reading instruction focus on teaching decoding skills, sight words, and connected reading activities to gain meaning.
C) Reading is an active process in which the reader uses background knowledge to gain meaning as the text is read.
D) Only after decoding skills have become automatic can students begin to focus the majority of attention to the meaning of text.

Question 16

The individual sounds in a language are called ____________________.

Question 17

Which of the following is NOT a tenet of an interactive model of reading?

A) For students to become proficient in comprehension, they must first be fluent and efficient in decoding.
B) Neither the bottom-up model nor the top-down model alone can sufficiently explain the reading process.
C) Information is derived from both kinds of processing and combined to determine the most likely interpretation of print.
D) Readers may use top-down processing with familiar material; however, they may switch to bottom-up processing when difficulty is encountered.

Question 18

A central tenet of the ____________________ model of reading is that oral reading is essentially translating graphic symbols from print to sound to meaning.

Question 19

Phonemic awareness is:

A) another word for phonics.
B) a broad term characterizing the ability to manipulate the units of sound in spoken language, which are words, syllables, onset and rime, and individual phonemes.
C) a specific term characterizing the ability to manipulate the individual sounds in words.
D) specifically the ability to blend phonemes to form a word.

Question 20

According to Mather (1992) students with reading disabilities or mild disabilities do not intuitively learn how to read and therefore may require ____________________instruction in letter-sound relationships to crack the code of reading.

Question 21

What are the common reading problems experienced by students with mild disabilities?

Question 22

What is phonological and what is phonemic awareness? How are these two abilities alike and how are they different?

Question 23

With which of the three models of reading described in this chapter do you most agree - bottom-up, top-down, or interactive? For your answer, describe the model you have selected and explain why you agree with this model more than the others.

Question 24

What are "sight-words" and what principles should a teacher follow when developing a student's sight-word recognition?

Question 25

Describe the characteristics for each of the 6-syllable types. Moreover, list three words that are examples of each.

Question 26

Using what you know about syllable types, syllables, prefixes, suffixes, digraphs, diphthongs, blends, phonemes, long vowel sounds, and short vowel sounds, indicate at least 4 characteristics for each of the following words: table, share, should and which.

Question 27

Chall's Stages of Reading provide a vantage point from which the reading difficulties/delays of many students with reading disabilities can be understood. Based on what you know about the reading difficulties of students with mild disabilities, at which of Chall's stages to you think these students get "stuck?" For your answer, name the stage, describe the stage, and provide evidence that supports your argument that students with reading disabilities frequently get stuck at this stage.