KPEERI Exam Questions With 100% Correct Answers 2024.

KPEERI Exam Questions With 100% Correct Answers 2024. Students proficient in reading by 4th grade 1/3 (32% below basic) Phonology the speech sound system orthography the writing system syntax structure of sentences morphology meaningful parts of words semantics word phrase and meaning structured literacy principles Modeling, explicit instruction, meaningful interactions with language, multiple opportunities to practice tasks, corrective feedback is provided after student responses, student effort encouraged, lesson engaged monitored, Students successfully complete activities at a high criterion level of performance. % of young students who demonstrate significant weaknesses with language processes, including,but not limited to,phonological processing, that are the root cause of dyslexia and related learning difficulties 15-20% % referred to special education because of reading, writing, and or language 85% Dyslexia Disorders of word recognition and spelling that originate from core problems in phonological and/or orthographic processing.Many, if not most, students with word-level reading and spelling problems will never receive an official diagnosis or be served through special education Most effective way to prevent and ameliorate learning problems,individuals with dyslexia and other reading difficulties Early Intervention (but can be helped at any age Professional Dispositions and Practices 5.1 Strive to do no harm, maintain confidentiality, and act in the best interest of struggling readers and readers with dyslexia and other reading disorders.5.2 Maintain the public trust by providing accurate information about currently accepted and scientifically supported best practices in the field.5.3 Avoid misrepresentation of the efficacy of educational or other treatments or the proof for or against thosetreatments.5.4 Respect objectivity by reporting assessment and treatment results accurately,and truthfully.5.5 Avoid making unfounded claims of any kind regarding the training, experience, credentials, affiliations, and degrees of those providing services.5.6 Respect the training requirements of established credentialing andaccreditation organizations supported byCERI and IDA.5.7 Avoid conflicts of interest when possible and acknowledge conflicts of interest when they occur.5.8 Support just treatment of individuals with dyslexia and related learning difficulties.5.9 Respect confidentiality of students or clients.5.10 Respect the intellectual property of others. Five Knowledge and Practice Standards 1. Foundations of Literacy Aquistion 2. Knowledge of Diverse Reading Profiles Including Dyslexia 3. Assessment 4. Structured Literacy Instruction 5. Professional Dispositions and Practices Phonological Sensitivity awareness of rhyme, alliteration, syllables, and larger chunks of words 5 language processing requirements of proficient reading and writing phonological, orthographic, semantic, syntactic, discourse Acquired Dyslexia refers to persons who have learned to read and write with no difficulty who subsequently experience some type of brain damange and who as a result encounter some type of brain damage and wo as a result encounter problems of varying severity with reading and or other langauge processing skills Affix a grapheme or group of graphemes added to the beginning of end of a base word or root Alphabetic Principle the understanding that letters represent sunds which form words Analytical phonics students are taught to reognize groups of whole words before learning grapheme/phonemeic relationships. They typically analyze selected sight words later in order to deduce certain grapheme phoneme relationships. Places much greater emphasis on visual memory and deductive reasoning. It assumes students are able to learn and apply phonological knolwedge inferentially with little need of direct instruction. Aphasia impairment or loss of the faculty to use or understand spoken or written language due to brain damnage Auditory Discriminiation ability to hear likenesses and differences in phonemes and words, sometimes referred to as "auditory perception" Those with poor auditory discrimination typically have normal hearing acuity but may exhibit differently distinguishing certain phoenmes and words containing similiar phonemes or phoneme patterns. can be improved with a synthetic phonics approach Auditory Memory encoding, storage and retieval of acoustically presented information. Some people with dyslexia have comparative difficultly storing and quickly retrieving auditory information from long term auditory memory. People with dyslexia frequently have difficultly with short term auditory memory Chunking process of combining smaller linguistic units into larger units. Initially synthetic phonics uses chunking only in reading and spelling non phonetic words. Slowly chunking is expanded into consonant blends, prefixes, suffixes. It helps strengths automatical and increased fluency in reading and spelling Consonant a grapheme whose phoneme is sually blocked or influcned by the lips tongue or teeth Cursive Discourages reversal and transporsition of graphemes and promotes speed and ease in handwriting. The contuous line promotes smooth left to right progression and eliminates the need to choose direction between grahemes in a word digraph two adjacent graphemes representing a single speech phoneme diphthong a phoneme beginning wiht a vowel phoneme and by change of tongue psotions glides toward or into another vowel honem /ou/ /oy/ Discourse organizing knowledge ideas or experience rooted in langauge and its concrete context. Organization of words through speech and written expression Dyslexia Difficulty with language. Intelligence is not the problem. The problem is with language. They may have difficulty with reading, spelling, undestanding language they hear, or expressing themselves clearly in speaking or writing. An unexpected gap exists between their potential for learning and their school achievement. Individuals with dyslexia often have a wide rnage of talents for example, in art, drama, math, or spots, yet they mya have difficulty remembering things or organizing themselves. No two people with dyslexia are alike. Each has individual strenght snad weaknesses. As an example, some may have difficult reading and spelling. Some may have difficulty with speaking clearly or have problems with handwriting. Some pole may have additional problems, such as attentional problems Encoding process of spelling where phonemes are segmented in a word, translate each phoenem into its corresponding grapheme and then spel the word. It requires predictable phoneme symbol correpondence augmented by phonics generalziations where necessary. executive functioning Aka cognitive control and supervisory attentional system, mangagement (regulation control) of cognitive processes including working memory, reasoning, task flexibility, and problem solving and planning and execution. expository writing type of writing used to explain desribe or information. text is organized around one topic and develops accoridng t fluency ability to read with speed, accuracy, and proper expression FAPE right to a free, appropriate, public education as defined by IDEA grapheme a single letter or combindation of letters representing a phoneme graphomotor control