Early Reading Skills Programming
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Questions and Answers

What is the main argument presented in the text about the cause of reversal errors?

  • Reversal errors can be addressed and corrected through explicit teaching procedures.
  • Reversal errors are a result of a restricted attention span, focusing only on one element of a complex stimulus.
  • Reversal errors are caused by an underlying neurological disorder.
  • Reversal errors are a common occurrence in children with and without reading disabilities, suggesting they are not a result of a disorder. (correct)

    • What is the main difference in error rates between children with and without reading disabilities?

  • Children with reading disabilities make significantly more reversal errors than children without disabilities.
  • Children with reading disabilities make fewer errors overall, with reversal errors accounting for a lower proportion of their total errors.
  • Children with reading disabilities make more errors overall, but reversal errors account for the same proportion of errors in both groups. (correct)
  • There is no significant difference in the number of reversal errors made by children with and without reading disabilities.

    • What does the study by Stromer and colleagues (1993) imply about the nature of reversal errors?

  • Reversal errors can be attributed to a lack of phonetic awareness and understanding of letter sounds.
  • Reversal errors are primarily related to emotional factors, such as anxiety or stress.
  • Reversal errors are a consequence of a lack of visual memory for letters.
  • Reversal errors are a result of difficulty in discriminating complex stimuli, specifically focusing on one element at a time. (correct)

    • What skill is emphasized as crucial for successful reading development based on the text?

    <p>The ability to identify and name letters accurately and fluently. (D)</p> Signup and view all the answers

    What is the suggested focus for understanding reading difficulties?

    <p>Deficits in essential skills underlying the development of reading abilities. (A)</p> Signup and view all the answers

    What is the main conclusion of the studies by Kirtley and colleagues (1989) regarding learning to read?

    <p>Learning to break rimes into phonemes is a significant step in learning to read. (D)</p> Signup and view all the answers

    What is the relationship between phonemic awareness and reading instruction?

    <p>There is a reciprocal relationship between phonemic awareness and reading instruction. (B)</p> Signup and view all the answers

    What is the alphabetic principle, as defined in the text?

    <p>The knowledge that letters represent sounds and can be used to decode words. (A)</p> Signup and view all the answers

    What is the main argument against assessing the alphabetic principle by teaching isolated words?

    <p>It fails to address the importance of teaching closely related words. (A)</p> Signup and view all the answers

    According to Byrne's definition of the alphabetic principle, which of the following is TRUE?

    <p>Letters can represent multiple sounds depending on their position in a word. (B)</p> Signup and view all the answers

    Why is phonemic awareness instruction more effective when letters are involved, according to the National Reading Panel (2000)?

    <p>Letters provide visual cues that help children learn the sounds they represent. (B)</p> Signup and view all the answers

    What is the significance of the alphabetic principle in relation to decoding?

    <p>It is a foundation skill that underpins the ability to sound out words. (A)</p> Signup and view all the answers

    According to the passage, what was the primary finding from the studies conducted by Byrne and colleagues?

    <p>The five children in the studies had unidentified prerequisite skills. (A)</p> Signup and view all the answers

    What is the purpose of the generalization tests mentioned in the passage?

    <p>To assess the participants' ability to apply the alphabetic principle to new words. (B)</p> Signup and view all the answers

    What is a key aspect of the alphabetic principle that is highlighted in the passage?

    <p>It involves understanding the relationship between letters within printed words and phonemes within spoken words. (D)</p> Signup and view all the answers

    What is the primary auditory skill discussed in the passage?

    <p>Speech discrimination (A)</p> Signup and view all the answers

    What is a significant difference between stop consonants and vowels as observed in speech discrimination studies?

    <p>Stop consonants are more challenging to discriminate than vowels. (C)</p> Signup and view all the answers

    What is a 'complete phonological representation' as defined in the passage?

    <p>A one-to-one mapping between phonemes and a response, even if not overt. (A)</p> Signup and view all the answers

    According to the passage, what is the primary reason for difficulty in discriminating stop consonants?

    <p>The rapid and fleeting nature of their frequency transitions. (D)</p> Signup and view all the answers

    What type of procedure is used to remediate incomplete consonant discrimination in reading-disabled individuals?

    <p>Stimulus control shaping procedures similar to visual discrimination training. (D)</p> Signup and view all the answers

    Flashcards

    Speech Discrimination

    The ability to detect and discriminate sounds in language, identifying differences like 'mail' vs 'nail'.

    Same/Different Procedure

    A conditional discrimination task where participants identify if two presented sounds are the same or different.

    Stop Consonants

    Consonants produced with a quick blockage of air, leading to distinct hearing challenges in disabled readers.

    Phonological Representation

    The mental representation of phonemes in speech, crucial for understanding language sounds.

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    Remediation Strategies

    Techniques used to improve speech perception in individuals with reading disabilities, often using stimulus control and shaping.

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    Reversal Errors

    Mistakes typically made in distinguishing between similar-looking letters.

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    Reading Disabilities

    A range of difficulties that impact the ability to read effectively.

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    Delayed Matching-to-Sample Procedure

    A method used to assess recognition by presenting stimuli and requiring selection later.

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    Alphabetic Principle

    Understanding that letters and sounds are connected to form words.

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    Component Skills

    Basic abilities needed to develop reading skills, like letter recognition.

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    Phonemic Awareness

    The ability to identify and manipulate phonemes in spoken words.

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    Rimes and Phonemes

    Rimes are syllable parts that contain the vowel and any following consonants; phonemes are the smallest units of sound.

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    The Alphabetic Principle

    Knowledge that letters (print) correspond to sounds (phonemes).

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    Explicit Instruction

    Direct teaching method that focuses on clearly defined knowledge or skills.

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    Reciprocal Relationship

    Mutual influence between reading instruction and phonemic awareness development.

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    Decoding

    The process of translating written text into spoken words using letter-sound knowledge.

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    Onset Letter

    The initial consonant sound of a syllable in a word.

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    Rime Component

    The string of letters that follows the onset in a syllable, usually containing the vowel and any following consonants.

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    Study Notes

    Designing Instructional Programming for Early Reading Skills

    • Reading is the most crucial skill children acquire early, serving as the foundation for future learning and independent living.
    • A substantial percentage of adults in the US lack basic reading skills, with 14% performing below basic literacy levels.
    • Successful reading relies on the alphabetic principle, where the same sound in different words is represented by the same letter.
    • Decoding, or word attack, is a critical skill in fluent reading. It utilizes phonics to understand letter sounds and blend them to form words.
    • Engelmann's Direct Instruction is one example of a phonics-based reading program.
    • Decoding skills are essential for expanding vocabulary because they enable readers to understand unseen words.
    • Delays in acquiring decoding skills have long-term negative impacts on reading achievement.
    • Letter names are strong predictors of reading success, as shown by the National Research Council and National Reading Panel reports.
    • Early letter naming and phonemic awareness are crucial for early reading success.
    • Speed is an essential aspect of letter recognition, impacting reading fluency, and a deficit in naming speed can contribute to difficulty learning to read.
    • Simultaneous discrimination (presenting multiple letters at once) may aid learning compared to successive discrimination.
    • For similar-looking letters (e.g., b and d), initial discrimination training may be important prior to letter naming.
    • Receptive letter naming (understanding letter names when heard) might help children learn to name letters.
    • Fading procedures can effectively help children learn new discriminations gradually.
    • Identity matching to sample is a simultaneous discrimination procedure that involves presenting a sample letter and asking the student to select the corresponding letter from a set of choices.
    • Stimulus control-shaping procedures are effective for students with difficulty in discriminating similar letters.
    • Sight word instruction is valuable to develop a large vocabulary without focusing on every letter in every word.
    • It's important to recognize that children may extract information from parts of words instead of analyzing the whole word and using that knowledge for decoding other similar words.

    Auditory Stimulus Control

    • Speech perception (discrimination) is an early auditory skill for reading.
    • Identifying and discriminating speech sounds is necessary for linking sounds to letters.
    • Difficulties in speech perception are particularly associated with stop consonants.
    • Research suggests that procedures to improve speech discrimination are similar to those used with visual discriminations.

    Phonemic Awareness

    • Phonemic awareness is a critical skill that's crucial and often precedes the ability to read.
    • It involves focusing on and manipulating phonemes within spoken words.
    • Children who excel in phonemic awareness demonstrate better reading ability than those who don't.
    • Some educators believe that learning nursery rhymes can also assist with phonemic development.

    The Alphabetic Principle

    • Knowledge that the letters in writing correspond to the sounds in spoken words is the alphabetic principle.
    • This skill enables generalization of sound-print correlations across words.
    • Phonemic awareness (awareness of individual sounds within words) plays a significant role in developing the alphabetic principle.
    • Matrix training (teaching combining different elements in a structured way) can help build the skills of combining letters in many combinations, which helps to understand how to generate novel words.

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    Designing Instructional Programming for Early Reading Skills PDF

    Description

    Explore the vital components of instructional programming for early reading skills. This quiz discusses the importance of the alphabetic principle, decoding skills, and phonics-based programs like Engelmann's Direct Instruction. Understand the long-term impacts of reading delays and the predictive value of letter names in reading success.

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