Early Reading Skills Instruction
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Questions and Answers

What is the relationship between letter recognition and whole-word recognition, according to the text?

  • Letter recognition and whole-word recognition are independent skills.
  • Whole-word recognition is a component of letter recognition.
  • Letter recognition is a precursor to whole-word recognition, but not a component of it.
  • Letter recognition is a component of whole-word recognition. (correct)

    • Which of the following is NOT mentioned as a factor that influences the speed of letter naming?

  • Previous experience with letters.
  • The student's overall reading comprehension.
  • The physical similarity between letters.
  • The frequency with which a letter appears in written language. (correct)

    • How does simultaneous discrimination of letters facilitate the acquisition of letter naming?

  • It helps students learn the sounds associated with each letter.
  • It provides a direct comparison of different letters. (correct)
  • It allows students to focus on one letter at a time.
  • It allows for more practice with letter naming in a shorter time frame.

    • What is the importance of building speed in academic skills?

    <p>Faster skill execution improves fluency and efficiency. (C)</p> Signup and view all the answers

    What is the main argument presented in this passage about letter recognition and its impact on reading?

    <p>Letter recognition is a crucial skill that directly affects whole-word recognition and reading fluency. (B)</p> Signup and view all the answers

    What is the main point of the passage regarding letter naming?

    <p>Students who are taught letter naming beforehand will experience fewer errors when naming letters. (C)</p> Signup and view all the answers

    What does the term "delayed matching-to-sample" refer to?

    <p>A learning procedure where a student must select the comparison stimulus that is identical to the sample stimulus after a delay. (D)</p> Signup and view all the answers

    How does the author explain the relationship between naming the sample stimulus and delayed matching accuracy?

    <p>Naming the sample stimulus has been shown to increase delayed matching accuracy by improving the student's memory of the sample. (D)</p> Signup and view all the answers

    What is the main difference between simultaneous and successive letter discrimination?

    <p>Simultaneous discrimination involves comparing letters presented simultaneously, while successive discrimination involves comparing letters presented one after another. (C)</p> Signup and view all the answers

    Why does the author mention Figure 6.3 in the passage?

    <p>To illustrate different trial types in a delayed matching-to-sample procedure. (A)</p> Signup and view all the answers

    Which of the following skills is NOT directly linked to reading acquisition?

    <p>Awareness of larger units of language (D)</p> Signup and view all the answers

    What does the author suggest as a potential way to improve a child's ability to decode words?

    <p>Using matrix training to teach similar-sounding words (B)</p> Signup and view all the answers

    What is the main difference between the 'matrix training' approach and traditional sight word instruction?

    <p>Matrix training emphasizes phonemic awareness, traditional sight word instruction focuses on visual memory (A)</p> Signup and view all the answers

    Which of these authors wrote a book specifically targeting parents and non-experts on the topic of reading?

    <p>Adams (B)</p> Signup and view all the answers

    What is a key concept that Byrne and Fielding-Barnsley (1989) investigated regarding reading acquisition?

    <p>The relationship between phonemic awareness and letter knowledge in early literacy (D)</p> Signup and view all the answers

    Which of these sources focuses on the scientific basis of reading instruction?

    <p>Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (C)</p> Signup and view all the answers

    Which study investigated the role of naming in delaying matching tasks?

    <p>Constantine and Sidman (1975) (D)</p> Signup and view all the answers

    Which of these works contributed significantly to the understanding of early literacy development through its focus on the alphabetic principle?

    <p>The Foundation of Literacy: The Child’s Acquisition of the Alphabetic Principle (C)</p> Signup and view all the answers

    Flashcards

    Letter Recognition

    The ability to identify and name letters of the alphabet.

    Whole-Word Recognition

    The ability to recognize entire words rather than decoding them letter by letter.

    Simultaneous Discrimination

    Identifying letters presented at the same time to compare and select the correct one.

    Successive Discrimination

    Identifying letters presented one after the other in a sequence.

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    Fluency in Letter Naming

    The speed and accuracy of naming letters, which impacts overall reading skills.

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    Phonemic Awareness

    The ability to recognize and manipulate sounds in spoken language, crucial for reading development.

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    Alphabetic Principle

    Understanding that letters represent sounds, forming the foundation of reading skills.

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    Consonant Clusters

    Two or more consonants appearing together in a word without vowels in between them.

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    Matrix Training

    A teaching method that uses related words to enhance learning in students.

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    Reading Disability

    Challenges in reading accuracy, fluency, or comprehension, often linked to phonological processing.

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    Delayed Matching-to-Sample

    A task where a sample is shown, followed by a delay, and then comparisons are made to identify the correct match.

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    Arbitrary Matching

    Matching that does not rely on physical similarity between stimuli but rather learned associations.

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    Observing Response

    A response that initiates the presentation of comparison stimuli in the matching task.

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    Letter Knowledge

    Recognizing and naming letters and understanding their sounds and shapes.

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    Reading Instruction Approaches

    Methods and strategies used to teach reading, grounded in research findings.

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    Dyslexia Identification

    The process of distinguishing dyslexia from other learning disabilities based on specific symptoms.

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    Study Notes

    Designing Instructional Programming for Early Reading Skills

    • Reading is a crucial skill for children, fundamental for conveying information and facilitating independent living.
    • Reading proficiency is a complex skill with various interacting components, with naming printed words as a critical element.
    • Deficits in decoding (or word attack) skills, a critical component of fluent reading, have a cascading negative effect on overall reading achievement.
    • Phonics instruction, teaching letter sounds and blending them into words, is a common method to teach decoding skills.
    • Decoding skills are not the sole focus; fluent readers use them to understand unfamiliar words, reflecting a generative component of reading.
    • Letter discrimination and naming are vital predictors of reading success, identified by experts in reading and studies like the National Reading Panel and the National Research Council.
    • Early letter naming and phonemic awareness strongly correlate with later reading success, as identified by the National Reading Panel and researcher Adams (1990).
    • Speed and accuracy in letter perception are essential for reading development.
    • Deficits in letter naming accuracy are a common factor in reading difficulties.
    • There isn't a complete instructional program, but it covers critical skills related to reading instruction.
    • Simultaneous discrimination of letters (presenting letters at once) is often learned more readily than successive discrimination (presenting letters one at a time).
    • Presenting physically similar letters (b and d, for example) first might present a difficult task in teaching successive discrimination.
    • Using simultaneous discrimination of letters before successive discrimination might improve learning.
    • Delayed matching-to-sample tasks can help to develop successful successive discrimination.
    • Receptive letter naming (hearing a letter's name and associating it with the written letter) can also facilitate progress in expressive naming.
    • There isn't a complete instructional program tested on adults with intellectual disabilities that would be recommended for use.
    • The difficulty with teaching letters as stimuli for children is partly related to co-articulation.
    • Instruction in phonics isn't considered separate from phonemic awareness training, the latter precedes the former.
    • The early development of syllabic awareness and onset/rime awareness often precedes phonemic awareness, with the National Reading Panel highlighting this as a significant precursor to early reading.
    • Difficulties with speech perception can sometimes occur. This impacts the sounds used in reading.
    • The most common difficulties with speech are with stop consonants (e.g., b, d, g, and k); however, speech perception issues extend to other similar-sounding consonants.
    • Co-articulation, the blending of phoneme sounds in spoken words, adds difficulty in differentiating speech sounds; without awareness of this, phonemic awareness is difficult to build.

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    Designing Instructional Programming for Early Reading Skills PDF

    Description

    This quiz focuses on the essential components of instructional programming designed for early reading skills. It explores the significance of decoding skills, phonics instruction, and letter discrimination in fostering reading proficiency among children. Gain insights into the strategies that contribute to effective early literacy education.

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