CALP Exam Question And Answers Verified 100% Correct/ Cognitive Academic Language Proficiency

CALP Exam Question And Answers Verified 100% Correct/ Cognitive Academic Language Proficiency repeated readings - ANSWER- method to increase fluency sound/symbol correspondence - ANSWER- matching the sound a letter makes to its orthographic representation of that sound /t/ = T invented spelling - ANSWER- temporary; encouraged in young students to develop sound/symbol knowledge instant/rapid word recognition - ANSWER- automaticity in word recognition; permits energy to be focus don comprehension screening - ANSWER- gives info about a student's knowledge and skill semantics - ANSWER- aspect of language concerned with meaning. sibilant - ANSWER- hissing sound ( s, x, z, etc) Isabelle Lieberman - ANSWER- deficits are from phonological processing or awareness Keith Stanovich - ANSWER- 1986 Matthew Effect; deficit in phon. processing NOT visual processing 1991; phonological core deficit Bottom-Up Approach - ANSWER- proceeds from part to whole; reading driven by text; Flesh, Gough, La Berge, Samuels Flesh, Gough, La Berge, Samuels - ANSWER- names associated with Bottom-up approach method Top -Down Approach - ANSWER- whole language; processing of text begins in the mind of readers - meaning brought to print not DERIVED from print analytic phonics - ANSWER- present the whole and teaches how to break down automaticity - ANSWER- ability to respond or react without conscious effort; reading without difficulty decoding syllable - ANSWER- must have vowel sound; unit of sound made by one impulse of voice strephosymbolia - ANSWER- Orton's Term; "twisted symbol" structural analysis - ANSWER- the strategy of looking for affixes, syllables etc. to decode a word summative evaluation - ANSWER- given at end of unit, semester, year apraxia - ANSWER- prevents complex muscle movements, caused by brain damage ( inability to speak clearly) auditory memory - ANSWER- the ability to remember SOUNDS in sequence - affects spelling, ability to follow oral directions. circumflex - ANSWER- code mark over vowels to indicated unusual pronunciation ^ decoding - ANSWER- applying knowledge of letter-sound relationships in order to sound out a word derivational ending/suffix - ANSWER- morpheme added to end of base word to change meaning or part of speech (-s, -ness) diacritical marking - ANSWER- marks that indicate how a sound is produced; like in a dictionary dieresis - ANSWER- 2 dots over A to indicate short O sound ( father, squash); di=2, 2 dots dyspraxia - ANSWER- sensorimotor disruption; motor signals to muscles ( as for speech) are not easily received etymology - ANSWER- origin and history of a word fluency - ANSWER- translating print to speech ( oral reading) at an appropriate rate which allows reader to comprehend text graphophonemic knowledge - ANSWER- recognition of the alphbet and the understanding of sound/symbol relationships and spelling patterns inflectional ending/suffix - ANSWER- letters that combine with base word to express tense, #, mood, or person. ( -s, -ing, -ed) metacognition - ANSWER- deliberate rearrangement or modal transfer of info; awareness of one's own thinking strategies and how they work; being consciously engaged in one's own learning Dr. Pringle Morgan - ANSWER- 1896; Congenital Word Blindness;inability to read despite no apparent injury or illness cognition - ANSWER- ability to think, reason, and solve problems; measured by IQ test; generalize form past experience and use that knowledge to respond to new situations comprehension - ANSWER- making sense of what is read;dependent on achievement test - ANSWER- standardized test designed to efficiently measure the amount of knowledge and/or skill a person has acquired used as a measurement to evaluate student learning in comparison with a norm age equivalent - ANSWER- score calculated based on the age an average person would score within the testing population ALTA - ANSWER- Academic Language Therapy Association