KPEERI Latest Update with Verified Solutions
What formula predicts reading comprehension ? - ANSWER Learning to Decode
( word recognition) and
Language comprehension (listening comprehension)
Doubling Rule - ANSWER When adding an ending to a closed syllable base word,
if the closed syllable ends in just one consonant, double it. Otherwise, just add the
ending. sit/sitting land/landing
executive functioning - ANSWER the cognitive abilities and processes that allow
humans to plan or inhibit their actions
Working memory - ANSWER the memory we use to hold and manipulate
information.
A way to develop morphemic knowledge... - ANSWER teach the concept of "word
relatives" and to think of related words when trying to spell an unfamiliar word (e.g.,
for colonist, think of colony or colonial).
Intended word: except (as in "except for ..."). Child's spelling: accept ("accept for ..").
- ANSWER semantically-based confusion between two different words, accept and
except, that sound similar but have different meanings and spellings.
Intended word: two (as in "two cats"). Child's spelling: too ("too cats"). - ANSWER
This is a semantically-based error, a confusion of when to use the spelling two (a
number) vs. too (meaning "also").
Intended word: psychic; child's spelling: pyskic. - ANSWER This is another
morphemic error that reflects confusion about the correct spelling of the morpheme
psych.
Intended word: slapped; child's spelling: slapt. - ANSWER This is a morphemic
error. Although the word sounds like it ends with /t/, the child must recognize that -ed
is used to spell past tense.
Intended word: stuff; child's spelling: stuf. - ANSWER This error reflects lack of
knowledge of a spelling generalization, the "floss" rule, that the f at the end of this
word needs to be doubled.
Intended word: sliding; child's spelling: slideing. - ANSWER This is another error
related to a spelling generalization, that when adding -ing to a silent e base word, the
e should be dropped.
Intended word: shirt; child's spelling: shert - ANSWER This is an orthographic
pattern error. The child has produced a phonologically acceptable spelling of the
word, but not the correct spelling. There is no "rule" for using ir rather than er in shirt;
, the child just has to have enough familiarity with the printed word to know that shirt is
spelled with an ir not an er.
Intended word: best; child's spelling: bets - ANSWER phonologically based error;
the child has incorrectly sequenced the sounds in the word.
Intended word: lump; child's spelling: lup - ANSWER phonologically based error;
the child has omitted the sound /m/
SILENT LETTER GRAPHEMES - ANSWER Letters that appear in a word but do
not represent themselves with a spoken sound
y to i rule - ANSWER When adding an ending to a base word that ends in a y
preceded by a consonant, change y to i, then add the ending.
Dropping a silent "e" - ANSWER When adding an ending to a silent e base word,
drop the silent e before adding the ending.
Cat kite rule - ANSWER Use the letter k, not c, to spell the sound /k/ before the
letters e, i, or y.
What Is Phoneme-Grapheme Mapping? - ANSWER is a visual activity that allows
students to separate letters into the sounds they make
What is phoneme manipulation? - ANSWER a layer of phonemic awareness this is
the most closely related to reading connected text
Phonological awareness skills from simplest to most complex - ANSWER Word (in
sentence)
Syllable
Onset-rime
Phonemic Awareness
Counting words in a sentence is what type of skill - ANSWER Language skill (not
phonological awareness)
Cognition and Behaviors that effect reading and writing - ANSWER • attention
• executive function
• memory
• processing speed
• graphomotor control
Do reading difficulties affect executive functions and emotional abilities in children? -
ANSWER Children with reading difficulties showed significantly lower executive
functions and emotional abilities compared to typical readers. Decreased reading
ability was related to decreased executive functions and emotional abilities.
Word recognition strand (lower strand) - ANSWER PA, decoding, sight word
recognition work together to make the reader more fluent
What formula predicts reading comprehension ? - ANSWER Learning to Decode
( word recognition) and
Language comprehension (listening comprehension)
Doubling Rule - ANSWER When adding an ending to a closed syllable base word,
if the closed syllable ends in just one consonant, double it. Otherwise, just add the
ending. sit/sitting land/landing
executive functioning - ANSWER the cognitive abilities and processes that allow
humans to plan or inhibit their actions
Working memory - ANSWER the memory we use to hold and manipulate
information.
A way to develop morphemic knowledge... - ANSWER teach the concept of "word
relatives" and to think of related words when trying to spell an unfamiliar word (e.g.,
for colonist, think of colony or colonial).
Intended word: except (as in "except for ..."). Child's spelling: accept ("accept for ..").
- ANSWER semantically-based confusion between two different words, accept and
except, that sound similar but have different meanings and spellings.
Intended word: two (as in "two cats"). Child's spelling: too ("too cats"). - ANSWER
This is a semantically-based error, a confusion of when to use the spelling two (a
number) vs. too (meaning "also").
Intended word: psychic; child's spelling: pyskic. - ANSWER This is another
morphemic error that reflects confusion about the correct spelling of the morpheme
psych.
Intended word: slapped; child's spelling: slapt. - ANSWER This is a morphemic
error. Although the word sounds like it ends with /t/, the child must recognize that -ed
is used to spell past tense.
Intended word: stuff; child's spelling: stuf. - ANSWER This error reflects lack of
knowledge of a spelling generalization, the "floss" rule, that the f at the end of this
word needs to be doubled.
Intended word: sliding; child's spelling: slideing. - ANSWER This is another error
related to a spelling generalization, that when adding -ing to a silent e base word, the
e should be dropped.
Intended word: shirt; child's spelling: shert - ANSWER This is an orthographic
pattern error. The child has produced a phonologically acceptable spelling of the
word, but not the correct spelling. There is no "rule" for using ir rather than er in shirt;
, the child just has to have enough familiarity with the printed word to know that shirt is
spelled with an ir not an er.
Intended word: best; child's spelling: bets - ANSWER phonologically based error;
the child has incorrectly sequenced the sounds in the word.
Intended word: lump; child's spelling: lup - ANSWER phonologically based error;
the child has omitted the sound /m/
SILENT LETTER GRAPHEMES - ANSWER Letters that appear in a word but do
not represent themselves with a spoken sound
y to i rule - ANSWER When adding an ending to a base word that ends in a y
preceded by a consonant, change y to i, then add the ending.
Dropping a silent "e" - ANSWER When adding an ending to a silent e base word,
drop the silent e before adding the ending.
Cat kite rule - ANSWER Use the letter k, not c, to spell the sound /k/ before the
letters e, i, or y.
What Is Phoneme-Grapheme Mapping? - ANSWER is a visual activity that allows
students to separate letters into the sounds they make
What is phoneme manipulation? - ANSWER a layer of phonemic awareness this is
the most closely related to reading connected text
Phonological awareness skills from simplest to most complex - ANSWER Word (in
sentence)
Syllable
Onset-rime
Phonemic Awareness
Counting words in a sentence is what type of skill - ANSWER Language skill (not
phonological awareness)
Cognition and Behaviors that effect reading and writing - ANSWER • attention
• executive function
• memory
• processing speed
• graphomotor control
Do reading difficulties affect executive functions and emotional abilities in children? -
ANSWER Children with reading difficulties showed significantly lower executive
functions and emotional abilities compared to typical readers. Decreased reading
ability was related to decreased executive functions and emotional abilities.
Word recognition strand (lower strand) - ANSWER PA, decoding, sight word
recognition work together to make the reader more fluent
