Review Questions for EDHD 425 Test 2Dr. Min WangThe 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?2. What do we mean by phonological awareness? Describe the three levels of phonological awareness and one example for each. 3. How can we assess children’s segmentation, blending and manipulation skills at the phonemic level? Give one example for each.4. What is the difference between phonological awareness and phonics?5. How do children develop phonological awareness during the preschool years?6. Describe one type of research which demonstrates that phonological skills in young children are a causal determinant of reading success.17. Why does the process of learning to read promote phonological awareness?8. Explain the reciprocal relationship between phonological awareness and reading success. The process of learning to read: Models of reading acquisition and skilled reading9. What does emerging literacy mean? 10. What is print awareness? Please give 3 examples. 11. What do we mean by letter knowledge? Why is it important for learning to read? Is it sufficient? 12. Describe the key features of the four stages of reading acquisition.213. What are the two types of important knowledge children need for acquiring spelling skills? Give one example to demonstrate these two types of knowledge. 14. Define invented spelling and give two examples.15. Why does morphological and syntactic awareness support children’s learning words?16. What makes skilled and less skilled readers different?17. On p. 81 in our textbook (Preventing reading difficulties in young children), Table 2-2 lists the First-Grade Accomplishments. Please summarize the long list of achievements into several categories, such as phonological awareness, letter-sound correspondence knowledge, spelling, reading comprehension, and writing, etc.3Motivation 18. What are intrinsic and extrinsic motivations, give an example for each?19. Why is setting up achievement goals for children in class important?20. How to use goals to motivate children to learn, describe two main principles?21. Why is interest important for reading motivation?22. How to create a responsive classroom context to motivate literacy learning for children?Bilingualism/bilteracy23. Define addictive bilingualism and subtractive bilingualism.424. What does the Linguistic Interdependence Hypothesis mean for bilingual/biliteracy children?25. What are the major challenges facing ESL children in our classroom, give an example?26. If you have an ESL student in the class with no proficiency in English, and speaks a language without good resources of instruction, what aspects of his/her language and reading development should you pay attention to?Language disorders27. What kinds of language difficulties do hearing impaired or deaf children have?28. What kinds of educational methods would you prefer to teach hearing impaired or deaf children? Why?529. Who are the children with specific language impairment (SLI)? List two kinds of language difficulties they have. 30. What are the differences between normal developmental disfluency and stuttering? 31. Please use your own words to describe the 10 principles to guide language instructionfor children with SLI, see Figure 9.4 on p.363 in our textbook (Berko Gleason),Reading difficulties and predictors32. According to dimensional approach, how are reading difficulties defined?33. What are the differences between norm-referenced and criterion-referenced reading assessments? Why should we use the two types of assessments in conjunction?34. What are the three major risk factors for predicting reading difficulties in young children?635. Explain the two major predictors for success and failure in reading when children enter school.36. How can parents provide a home literacy environment to influence children’s reading development? 37. If research shows that the correlation between socioeconomic status and reading difficulties in young children is about .23, what does this correlation inform us?Preventing reading difficulties in young children38. In preschool settings, one important job for teachers is to help children develop phonological awareness. What kinds of activities can you provide for children to traintheir phonological awareness?39. Is phonological awareness sufficient for children to truly understand the alphabetic principle? What is the other fundamental skill that children need to acquire in order tomaster the alphabetic principle?740. When a teacher reads aloud with kindergarteners, what kinds of effective practices he/she should be aware of? 41. Describe “Word Wall” and “Make Words” activities for First-grade students? What are the purposes of these literacy instructional activities?42. What are the major characteristics of Whole Language and Phonics instructional approaches? What is right about Whole Language and Phonics, and what are the limitations of each?43. What types of spelling instruction would you provide to a Second-grade student, give an example?44. When your students’ reading comprehension breaks down in Third-grade or higher, what teaching strategies would you employ to help