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ALTA Study Guide
Dyslexia: - An unexpected written language disorder that is neurological in origin. Difficulties with: Accurate/fluent word recognition Spelling Decoding abilities Misread common words, choppy, hesitant Normal intellect Core deficit- Phonological Awareness Dysgraphia- - difficulty or poor handwriting Strephosymbolia- - Twisted symbols, 1st term used to describe dyslexia coined by S. Orton Phonetics- - the study of speech sounds Phonological Awareness- - ability to focus on units of sounds in spoken language and sentence/words/syllable/phoneme levels Phonemic Awareness- - awareness of speech sounds/phonemes in spoken words Phonics- - instruction that connects sounds -> letters
Phonology- - rules that determine how sounds are used in spoken language Alphabetic Principle- - understanding that spoken sounds are represented in print by written letters Cox-Childs Phoneme- - smallest unit of sound Fluency- - reading with rapidity and automaticity Prosody- - rhythmic flow of oral reading Pragmatics- - set of rules that dictate communicative behavior- rules we communicate by Syntax- - sentence structure ***Grammar Semantics- - word meaning Grapheme- - a letter or cluster of letters that represent a single speech sound Orthography- - spelling of written language Orthographic memory- -
Phonemic- individual speech sounds Syntax vs. Semantics: - Syntax- grammar Semantics- word meaning, Examples: Homophones, Synonyms and Antonyms Analytic vs. Synthetic Instruction: - Analytic Instruction- *Whole Language, instruction that separates the whole into parts to reveal the relationship of the parts Synthetic Instruction- *Phonics Instruction, instruction that begins with parts and builds to the whole Bottom-Up vs. Top-Down Process: - Bottom-Up- theory of reading as a process that consists of accurate sequential reading of every word. Comprehension= text driven rather than concept driven Top-Down- theory of reading where reader uses own experiences/expectations to react to text Principles of Multisensory Teaching: Someone said doing drugs sucks - Simultaneous, multisensory Systematic and cumulative Direct instruction Diagnostic teaching Synthetic and analytic Components of Multisensory Teaching: Please sit still making sand structures - Phonology/phonological awareness Sound/Symbol association Syllable instruction Morphology Syntax
Semantics 4 Components of Language: - phonological- sounds semantics- word meaning syntax- grammar pragmatics- rules for communicating Elements of Phonological Training: - Rhyme and alliteration Sentences and Words Syllables Elements of Phonemic Training: - Initial sound Phonemes Letters Spelling Skills Instruction: - Phonological awareness Morphology Orthography 4 major patterns in English that indicate where a word will be divided into syllables: - VCCV, VCV, VCCCV, VV Achievement test- - test of student's academic achievement Curriculum-referenced tests- -
Qualitative- - research that collects data through various kinds of observations Quantitative- - research in which the results are based on a large sample that is representative of the population Formative Data- - Data that provide information about knowledge to be applied to short-term goals Diagnostic Measure- Assessment that provides a detailed analysis of a student's strengths and weaknesses To diagnose dyslexia, you need- - a series of formal and informal tests 2 tests for Phonological Awareness: - CTOP- Comprehensive test of Phonological Process: P.A., Phonological memory and Rapid Naming PAT- Connors- - used to rate ADD Samuel Orton: - Neurologist who coined "Strephosymbolia", developed a prototype of multisensory instruction with A. Gillingham (Psychologist) Grace Fernald: - Developed VAKT Bessie Stillman: - Teacher that developed the teaching manual for multisensory learning
Cox-Childs: - Developed Alphabetic phonics curriculum-> game OG a scope and sequence Kussmaul: - "Word Blindness" Stanovich: - "Matthew's Effect" Hinshelwood: - Ophthalmologist- screening for "Word blindness"- the difficulty in reading is primary Morgan: - Wrote first description of congenital word blindness Isabelle Liberman: - Researched phonological awareness Berlin: - coined "dys" meaning difficulty "lexia" pertaining to words Vellutin: - Suggested difficulty results from poor letter-sound relationships rather than visuo-spatial Sally and Bennett Shaywitz: - (1990) Used MRI to study dyslexia Bradley & Bryant: - Found that teaching kids sounds in spoken words before going to school significantly improves later reading success.
suffix- - a letter or group of letters added to the end of a base word root word- - a word part from Latin or Greek: mit, ject chameleon prefix- - a prefix whose final consonant changes based on the initial letter of the root (in- changes to ir- before regular, irregular) also an example of euphony derivative- - a word made from a base word by adding a suffix or a prefix or both Anglo-Saxon (25) - short, common every day words Latin (16)- - legal terms, long words with 3+ syllables, softer sounds in words Greek (10)- - words with -ology, theater, olympics, science, mathematics, harder sounds in words Left Temporal Cortex- - Area of the brain for Language Comprehension Left Frontal Cortex- - Area of the brain for Speech Production Angular Gyrus- - Area of the brain for Visual-Verbal Association
Occipital Cortex- - Area of the brain for Visual Processing
