Review Questions for EDHD 425 Test 2The process of learning to read: Phonological awareness1. What are metalinguistic skills? If a child says “train” is a long word, and “caterpillar” is a short one, what kind of problem is he/she having?- metalinguistic skills: the ability to think about & to reflect on language- If young children think the word train in long & caterpillar is short then they are mistaking the word with the object/action.- Train is a long word because a train is long- Caterpillar is a short word because a caterpillar is short/small2. What do we mean by phonological awareness? Describe the three levels of phonological awareness and one example for each. - phonological awareness: the general ability to attend to or manipulate the sounds of language- 3 levels of phonological awareness:- syllable awareness: the ability to detect constituent syllables in words (ex: cowboy—2 syllables)- appears to be present at around age 4- onsets/rime awareness: the ability to detect that a single syllable can have two units—onset and the rime (ex: detecting similar onsets in home, horn, hot)- present at about age 4, but may even emerge as young as 2 or 3 via nursery rhymes- phonemic awareness: the insight that words can be separated into a sequence of phonemes; emphasizes that awareness of every constituent phoneme in words, rather thanthe aware (ex: understanding that there are 3 phonemes or individual sounds in the word hot)3. How can we assess children’s segmentation, blending and manipulation skills at the phonemic level? Give one example for each.- segmentation:- onset/rime separation- segmenting a vowel- separating a cluster onset (consonant cluster, ex: stop) into constituent phonemes- blending:- put sounds together- manipulation skills:- add, delete, or otherwise move phonemes (ex: cloud—take out the phoneme /c/ & you get loud; manipulated word with phonemes)4. What is the difference between phonological awareness and phonics?- phonological awareness: awareness of sounds & ability to reflect & think about & be able to manipulate sounds- phonics: how sounds of speech are represented by letters & spelling; assumes that children have already acquired phonemics 1- phonological awareness is the ability to manipulate sounds of language, and phonics is the actual practice of putting sounds to letters and spelling- ex: phonemic awareness—I know that in the word cat there is a /k/ sound & phonics—I see the sound /k/ & can write the word cat5. How do children develop phonological awareness during the preschool years?- 2-4 years old- can play with sounds, monitor & correct speech errors- can appreciate rhymes- can appreciate alliteration (onset awareness)- 5-6 years old- can reliably identify rhymes & alliterations- can manipulate individual phonemes6. Describe one type of research which demonstrates that phonological skills in young children are a causal determinant of reading success.- training study- over a 2 year period the experimenters trained a group of 6-7 year olds to spot a common sound & say it & compared their reading progress to a group not trained in spotting the sound- at the end of the project the experimental group was 3-4 months ahead of the control group in reading & spelling—no effect in math- in sum, training in phonological awareness helps children learn to read, particularly when that training is combined with experience with alphabetic letters & written words7. Why does the process of learning to read promote phonological awareness?- the process of learning to read has 3 major accomplishments & one is to understand the alphabetic system of English; this means to learn to manipulate, blend, & to “sound out things”—to do this you must understand how language works with sounds—phonological awareness8. Explain the reciprocal relationship between phonological awareness and reading success. - training in phonological awareness helps children learn to read, particularly when that training is combined with experience with alphabetic letters & written wordsThe process of learning to read: Models of reading acquisition and skilled reading9. What does emerging literacy mean? - emerging literacy: the gradual process that takes place overtime from birth until a child can read & write in a conventional sense10. What is print awareness? Please give 3 examples.- print awareness:- can name some book titles & authors- knows the parts of a book & their functions- begins to track print when listening to a familiar text being read211. What do we mean by letter knowledge? Why is it important for learning to read? Is it sufficient? - letter knowledge:- recognizes & can name all letters- independently writes many letters- letter knowledge is one of the best predictors of beginning reading achievement becauseone must understand the letters of a language in order to read the words the letters form- it is sufficient—no, simply understanding the letters does not mean that one understandstheir sounds of the connections one needs to understand between letters, sounds, & word formation12. Describe the key features of the four stages of reading acquisition.- stage 1: logographic reading- read whole words- learn selective, visual paired association- ex: dog, a tail on “g”; donkey, a tail on “y”; camel, humps on “m”- sometimes can be a particular letter pair, “oo” in moon, “oo” in look- children use the visual cues in learning to read their first 40 words- children at this stage often called cue readers- stage 2: phonetic cue reading- intermediate stage where children use phonetic values of the names of letters- ex: “j” & “l” is jail & “g” “r” “f” is giraffe- usually first & final letters are salient so they are used as cues- primitive form of decoding- this form of phonetic cues can cause trouble because sometimes the letters do not relate to the pronunciation of the actual letter (g can be pronounced like you say the letter as in giraffe, but it can also be a gu- sound as in go) - stage 3: true alphabetic reading- use complete letter-sound correspondences- the ability to pronounce pseudo-words is a good measure- ex: Spiv, zot - stage 4: orthographic reading- learn multi-letter units—ex: rimes (nest, chest, test), syllables, or morphemes- attend to word specific orthographic (spelling) information- silent letter words “t” in listen- irregular words: have, said, where 13. What are the two types of