2
KPEERI newest updated Exam with precise detailed solutions
|| || || || || || ||
phonology - ✔✔speech sound system of a language, how the sounds can be produced,
|| || || || || || || || || || || || || ||
sequenced, and combined to make words || || || || ||
morphology - ✔✔smallest unit of meaning in a language, how the units combine to change
|| || || || || || || || || || || || || || ||
meaning, prefixes, suffixes, base elements
|| || || ||
morpheme - ✔✔smallest unit of meaning
|| || || || ||
phoneme - ✔✔smallest unit of sound
|| || || || ||
semantics - ✔✔meanings of words, phrases, and sentences, and their relationship in a
|| || || || || || || || || || || || ||
language, expressions and figurative language
|| || || ||
syntax - ✔✔rules for organizing words, phrases, and clauses to form sentences in a
|| || || || || || || || || || || || || ||
language, parts of speech, sentence types
|| || || || ||
pragmatics - ✔✔rules for how language is used appropriately in different social contexts,
|| || || || || || || || || || || || ||
linguistic and nonlinguistic, discourse
|| || ||
orthography - ✔✔written or spelling system of a language
|| || || || || || || ||
What provides the foundation for working with written language (reading and writing)? -
|| || || || || || || || || || || || ||
✔✔Oral language ||
Oral language is - ✔✔inherent.
|| || || ||
,2
Literacy, the ability to read and write, is - ✔✔not inherent and must be learned.
|| || || || || || || || || || || || || ||
expressive language - ✔✔our ability to put thoughts and feelings into words and sentences
|| || || || || || || || || || || || ||
receptive language - ✔✔our ability to understand information in spoken or written form
|| || || || || || || || || || || ||
Orthography deals with - ✔✔word recognition (alphabetic principal, decoding, spelling
|| || || || || || || || || ||
patterns, syllable patterns).
|| ||
Phonology deals with - ✔✔word recognition (phonological awareness, decoding, and
|| || || || || || || || || ||
spelling).
Morphology deals with - ✔✔reading comprehension (vocabulary, word recognition,
|| || || || || || || || ||
phonological awareness, decoding, and spelling).
|| || || ||
Semantics deals with - ✔✔reading comprehension (vocabulary and figurative language).
|| || || || || || || || ||
Syntax deals with - ✔✔reading comprehension and written expression (sentence
|| || || || || || || || || ||
comprehension and sentence composition). || || ||
Pragmatics deals with - ✔✔reading comprehension and written expression (audience
|| || || || || || || || || ||
participation, use of dialogue, cohesive texts, etc.).
|| || || || || ||
Simple view of reading - ✔✔word recognition X language comprehension = reading
|| || || || || || || || || || || ||
comprehension
, 2
Language comprehension (deriving meaning from oral/written language) includes -
|| || || || || || || || ||
✔✔background knowledge, vocabulary, language structures (syntax/semantics), verbal
|| || || || || || ||
reasoning (making inferences, predicting, figurative language), and literacy knowledge (text
|| || || || || || || || || ||
structure/genres).
Word recognition (decoding) includes - ✔✔phonological awareness, decoding, and sight
|| || || || || || || || || ||
recognition.
Inferior frontal gyrus controls - ✔✔speech-sound awareness, phonological processor, and
|| || || || || || || || || ||
expressive language. ||
Parieto temporal lobe controls - ✔✔receptive language, context and meaning processor,
|| || || || || || || || || || ||
word analysis.
||
Occipito temporal lobe controls - ✔✔letter recognition, orthographic processor, words
|| || || || || || || || || ||
recognized by sight. Known as the brain's letterbox.
|| || || || || || ||
dyslexia - ✔✔A specific learning disability that is neurological in origin. It is a deficit in the
|| || || || || || || || || || || || || || || || ||
phonological component of language and is characterized by poor spelling and decoding
|| || || || || || || || || || || ||
abilities.
What are some secondary consequences of dyslexia? - ✔✔problems in reading
|| || || || || || || || || || ||
comprehension
reduced reading experience (impedes vocabulary and background knowledge)
|| || || || || || ||
Part of the brain that allows you to sound out words - ✔✔parieto temporal lobe
|| || || || || || || || || || || || || ||
Part of the brain that recognizes words by sight - ✔✔occipito temporal lobe
|| || || || || || || || || || || ||
KPEERI newest updated Exam with precise detailed solutions
|| || || || || || ||
phonology - ✔✔speech sound system of a language, how the sounds can be produced,
|| || || || || || || || || || || || || ||
sequenced, and combined to make words || || || || ||
morphology - ✔✔smallest unit of meaning in a language, how the units combine to change
|| || || || || || || || || || || || || || ||
meaning, prefixes, suffixes, base elements
|| || || ||
morpheme - ✔✔smallest unit of meaning
|| || || || ||
phoneme - ✔✔smallest unit of sound
|| || || || ||
semantics - ✔✔meanings of words, phrases, and sentences, and their relationship in a
|| || || || || || || || || || || || ||
language, expressions and figurative language
|| || || ||
syntax - ✔✔rules for organizing words, phrases, and clauses to form sentences in a
|| || || || || || || || || || || || || ||
language, parts of speech, sentence types
|| || || || ||
pragmatics - ✔✔rules for how language is used appropriately in different social contexts,
|| || || || || || || || || || || || ||
linguistic and nonlinguistic, discourse
|| || ||
orthography - ✔✔written or spelling system of a language
|| || || || || || || ||
What provides the foundation for working with written language (reading and writing)? -
|| || || || || || || || || || || || ||
✔✔Oral language ||
Oral language is - ✔✔inherent.
|| || || ||
,2
Literacy, the ability to read and write, is - ✔✔not inherent and must be learned.
|| || || || || || || || || || || || || ||
expressive language - ✔✔our ability to put thoughts and feelings into words and sentences
|| || || || || || || || || || || || ||
receptive language - ✔✔our ability to understand information in spoken or written form
|| || || || || || || || || || || ||
Orthography deals with - ✔✔word recognition (alphabetic principal, decoding, spelling
|| || || || || || || || || ||
patterns, syllable patterns).
|| ||
Phonology deals with - ✔✔word recognition (phonological awareness, decoding, and
|| || || || || || || || || ||
spelling).
Morphology deals with - ✔✔reading comprehension (vocabulary, word recognition,
|| || || || || || || || ||
phonological awareness, decoding, and spelling).
|| || || ||
Semantics deals with - ✔✔reading comprehension (vocabulary and figurative language).
|| || || || || || || || ||
Syntax deals with - ✔✔reading comprehension and written expression (sentence
|| || || || || || || || || ||
comprehension and sentence composition). || || ||
Pragmatics deals with - ✔✔reading comprehension and written expression (audience
|| || || || || || || || || ||
participation, use of dialogue, cohesive texts, etc.).
|| || || || || ||
Simple view of reading - ✔✔word recognition X language comprehension = reading
|| || || || || || || || || || || ||
comprehension
, 2
Language comprehension (deriving meaning from oral/written language) includes -
|| || || || || || || || ||
✔✔background knowledge, vocabulary, language structures (syntax/semantics), verbal
|| || || || || || ||
reasoning (making inferences, predicting, figurative language), and literacy knowledge (text
|| || || || || || || || || ||
structure/genres).
Word recognition (decoding) includes - ✔✔phonological awareness, decoding, and sight
|| || || || || || || || || ||
recognition.
Inferior frontal gyrus controls - ✔✔speech-sound awareness, phonological processor, and
|| || || || || || || || || ||
expressive language. ||
Parieto temporal lobe controls - ✔✔receptive language, context and meaning processor,
|| || || || || || || || || || ||
word analysis.
||
Occipito temporal lobe controls - ✔✔letter recognition, orthographic processor, words
|| || || || || || || || || ||
recognized by sight. Known as the brain's letterbox.
|| || || || || || ||
dyslexia - ✔✔A specific learning disability that is neurological in origin. It is a deficit in the
|| || || || || || || || || || || || || || || || ||
phonological component of language and is characterized by poor spelling and decoding
|| || || || || || || || || || || ||
abilities.
What are some secondary consequences of dyslexia? - ✔✔problems in reading
|| || || || || || || || || || ||
comprehension
reduced reading experience (impedes vocabulary and background knowledge)
|| || || || || || ||
Part of the brain that allows you to sound out words - ✔✔parieto temporal lobe
|| || || || || || || || || || || || || ||
Part of the brain that recognizes words by sight - ✔✔occipito temporal lobe
|| || || || || || || || || || || ||
