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ALTA Certification Review
Vowel - 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 - 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 - 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 - 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 - A syllable ending with a long vowel sound. (labor, freedom) Closed Syllable - A syllable ending with one or more consonants. The vowel is usually short. Base Word - A word to which affixes are added. A base word can stand alone. Derivative - A word made from a base word by the addition of one or more affixes Affix -
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 - An affix attached to the beginning of a word that changes the meaning of that word. Suffix - 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 - The flat diacritical mark above a vowel in a send picture or phonic/dictionary notation that indicates a long sound. Breve - 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 - 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 - 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 - Two adjacent letters repressing a single consonant sound Consonant Digraph -
The writing system of a language. Correct or standardized spelling according to established usage. Ability - An ability test is designed to measure either your general intelligence or your mental aptitude in a particular area. For example Achievement test - 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 - 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 - 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 - 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 - Comprehensive end-of-year exams, reflecting the specific subject matter outlines in the curriculum. Diagnostic tests - 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 - 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 - A student with mastery can utilize the information successfully, but may struggle or need to call upon learning strategies to do so. Modification - 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 - 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 - 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 - a graphic compilation of the performance of an individual on a series of assessments. Raw score - Scores expressed in their original form without statistical treatment, such as the number of correct answers on a test. Standard score - A way of describing, in standard deviation units, a raw score's distance from its distribution means. Standard deviation -
and speaking, teaching is child centered and emphasizes motivation and interest, instruction is offered not the basis of need. Phonics - 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 - 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 - Whole language. Founder of Whole language concept Kenneth and Yetta Goodman - Whole language, Drop Everythng and read, evaluation through miscues, founds of whole language Keith Stanovich - 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 - 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 - alphabetic principle" and its relationship to phonemic awareness and phonological awareness in reading Three Layers of Language -
Anglo-Saxon Latin Greek Anglo-Saxon layer of language - Vocabulary stressed the events of daily life Common, everyday, down to earth words Most are one syllable words Latin layer of language - 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 - Scientific terminology and often appear in science texts Greek roots are often combining forms and compound to form words. Multisensory - Any learning activity that includes 2 or more sensory modalities simultaneously to take in or express information. Great Vowel Shift - 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 (1860-1943), 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 - 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.
Feeling through fingertips Kinesthetic - Whole body learning Phonology - study of sounds and how the work within their environment Phonological Awareness - understanding of the internal linguistic structure of words Phonemic Awareness - The ability to segment words into their component phonemes. Is an important aspect of phonological awareness Sound Symbol Association - 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... - 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 - Instruction must include the six basic types of these and the division rules. Six basic types of syllables - closed syllable open syllable vowel- consonant-e
r controlled syllable vowel team final stable syllable VC - Closed syllable V > - Open syllable V-e - Vowel - consonant - e syllable Vr - r-controlled syllable VV - Vowel team syllable (digraph, dipthong) [-'le - Final stable syllable Morphology - Study of how morphemes are combined into words - must include study of base words, roots, and affixes Syntax - 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 Semantics -
Adolf Kusmaul - 1877 - first to use the term "word-blindness" Dr. Rudolf Berlin - 1887 - ophthalmologist - introduced the term dyslexia Dr. W. Pringle Morgan - 1896 - wrote first article in medical literature on "word blindness" in children James Hinshelwood - 1904 - reported 2 cases of "congenital word blindness", called for schools to establish procedures for screening as well as appropriate teaching of those that were identified with congenital word-blindness Samuel T. Orton - 1925 - Coined the term "strephosymbolia" which means twisted symbols; Pathologist, neurologist and psychitrist in the US, studied with Dr. Alzheimer in Germany, work influenced by James Hinshelwood Anna Gillingham - 1930 - Psychologist and teacher in New York; along with Samuel T. Orton at Columbia University, developed a non-traditional approach to teaching written language skills. Trained one teacher at a time. began working with Sally Childs and trained 50 teachers. 5 disorders the related to dyslexia - Developmental Auditory Impercepion Dysphasia Specific Developmental Dyslexia Developmental Dysgraphia Developmental Spelling Disability Oral Language - Ability to understand and express spoken language
Receptive language - listening, remembering, and understanding what someone else says. Expressive language - the ability to organize thoughts and express them verbally to convey meaning to others Social language - involve at least two people. It includes the ability to maintain eye contact, understand body language of others, take turns in a conversation, stick to the subject, and use oral language appropriate for the situation. Attention - Selective focus on what is important while screening out distractions. Auditory Processing - Given normal hearing, the ability to understand spoken language in a meaningful way. Visual Processing - Given normal vision, the ability to recognize and interpret information taken in with the eye. Cognition - Ability to think reason and solve problems. Skills are usually measured by an individual test of intelligence/IQ test. Requires being able to generalize from past experience and use that knowledge to respond to new situations. Impulsivity - behaving without thinking about possible consequences. May act or speak without first thinking about how their behavior might make other people react of feel Rehabilitation Act of 1973/504 - Federal Law. Nondiscrimination on the basis of handicap in programs receiving federal $$. Civil Rights Law - to protect people with disabilities by allowing full participation in the workplace.
Districts must provide a parent education program 4 Principles of ALTA Code of Ethics - Standards of Personal Conduct Standards of Professional Conduct Conflict of Interest Confidentiality Dyslexia - Is a specific learning disability that is neurological 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 or effective classroom instruction. Secondary consequent may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary. Social and emotional problems related to dyslexia - Children may be physical and socially immature may be awkward in social situations may have difficulty reading social cues may have trouble finding the right words, stammering. may feel anxious in school Pre-English - The ancient Britons (Celts) conquered by Caesar in 54 c.e. Celtic and Latin languages co-exist. Teutonic tribes (Jutes, Angles and Saxons invade). Anglo-Saxon layer of language Old English - Teutonic invasion and settlement. The Christianizing of Britain. The creation of a national English culture.
Danish-English warfare. Political adjustment and cultural assimilation and the decline of Old English as a result of The Norman Conquest. Middle English - Edward III, English again becomes the official language of the state. Chaucer - Canterbury Tales. English borrows from Latin and Greek languages. Anglo-French compounds appear (gentlewomen, gentlemen, faithful, etc) Latin layer of language Greek layer of language Modern English - Shakespeare Samuel Johnson - first comprehensive dictionary of English Noah Webster - first dictionary of American English Oxford Dictionary published in full 1928 Chall's Six Stages of Reading - Students proceed trough predictable stages of learning to reading. Chall's Stage 0 - Pre-reading - Oral Language Development Chall's Stage 1 - Initial Reading - Letters represent sounds, sound-spelling relationships Chall's Stage 2 - Confirmation and Fluency - Decoding skills, Fluency, additional strategies Chall's Stage 3 -
Composite Score - A score that combines several scores according to a specified formula. Derived Score - A score to which raw scores are converted by numerical transformation ( conversion of raw scores to percentile ranks or standard scores) Percentile - The percentage is defined to include scores in a specified distribution that fall below the point at which a given score lies. Reliability - Refers tot he measurement consistency of a test Standard Scores - A type of derived score such that the distribution of these scores for a specified population has convenient known values for the mean and standard deviation. Stanine Scores - Normalized standard scores with a range of 1 to 9. They are status score within a particulur norm group. RTI - Response to Intervention - a multi-step or tiered approach to providing services and interventions at increasing intensity to students or an entire class. Progress Monitoring - A quick probe that is done frequently in order to make instructional changes in a timely fashion. Universal Screening -
A step taken by school personnel to determine which students are at risk for not meeting grade level standards. Phonics approach - most soundly supported by research for effective instruction in beginning reading Must be explicitly taught Must be systematically organized and sequenced Must include learning how to blend sounds together Multi-Sensory Approach - effective for special needs Uses all possible senses - tracing, saying, listening, looking Typically called VAKT Visual, Auditory, Kinesthetic, Tactile Can be used with either Phonics or Whole Language Linguistic Method - supported only by "qualitative research" instead of quantitative research Teaches "whole words" in word families Students are not explicitly taught that there is a relationship between letters and sounds for most sounds Language Experience - called "Whole Language" Expects child to learn reading as "naturally" as speech Uses child's oral language as content for reading Uses child's oral language as basis for spelling instruction Children learn to "read" by reading and re-reading "big books" together with the teacher and then the teacher gradually withdraws prompts so child appears to be reading that book Reading Comprehension Support - Explicitly teaches strategies and techniques for studying texts and acquiring meaning
