Quiz

Alharbi:. Attem pt 1

Question ;1.2..J ~ points)

Ir ~~~~sing,iMo~~tn.f\vi>rL')' recognition, Sca rborough's Rope , the :1/\1: ·! j, ,c:,;,.

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Chapter 1

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• Examine Figure I.I below. Explain, verbally or in writing, the information that is conveyed through the hourglass symbolism. ___________________ _

• Alternate activity: Write your explanation on a piece of paper. Crumple the ~aper into a snowball and throw it into a basket. Draw another participant's paper from the basket, read rt, and be ready to '

compare your explanation with theirs.

figure 1.1. The Progression of Mapping Speech to Print (Contributed by Carol Tolman, and used with permission.)

(sentences) (words)

syllables onset-rime

phonemes

1:1

d. "' 'v~ 1graphs "J', - trigraphs

vowel teams blends

word families inflections

syllable types roots/affixes word origin

Orthography

LETRS® M odule 3 2nd Ea · . ' 1tton

Module 2

Connect letters and sounds

Module 3

Chapter 4

Scarborough's "Rope" Model of Reading Developrnen 111 -Ktu.u,~. , k, lkJ reJJ1m: 1, attJmcd "ht·n 111,my ,uJ:,,1.,JI, .m: .,uro m J nzed. Scarbo t

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-, \ - J r~prc,..-,m:J the .1d uen·m,· 1tt nfrlu en<": 111 both ~t"oum g 311 .rn~·•!?<"<"On1preht " \\1th J mpt· IIIIJI!<' . N,>t,· thJt dwrc .in· IIIJl1\" ,nor<' --t11r,·.1,I, .. 10 .,Jd tn d u: .. rcadm ' flli~,, wh t . . , B~

(' JJ ,tn~'lllg c..· com pn.·ht..·n,hlll nu,,< he.· t:Olbh.kn.·d Jll .1dd1t1on l t> \\'Oru reco-g 111n o n.

Figure 4.7 The Many Strands That Are Woven Into Skilled Reading (Scvborougn. 1001. p. 981

LANGUAGE COMPREHENSION

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U • GUAG! 11!.UOUW pynu t.. ltl!WM,a. t tc I

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WORD RECOGNITION

l'MONOC.OGICAL .IWUO!I\ I•~••· pl,°"'""'- "'-I 0£(00!~ ialpW,(K pnooplt, ~Af•t.OWnd COfTl1f' O!ldt nc.u 1

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SKILLED READING: flum ! ltCllllGI ~d co01d,n11,oo ol WQ<d rtcogn111on 1DCf tu t

comprtht11,...,

~arborou~, con,cp111ahzc< ,l-,llcd rcaduw . r-- J, l ( <> mbtrlJllo f

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•

Phonology and Phonological Awareness

figurt I.I. Tht Four-Part Procm ing Hodel of Word Recognition

Phonics

Language output Language input Writing output Reading input

Vanous bram area~ (e.g., context procc.-ssor. meaning pron'\,or, and orthographic proccs\c are specialized for processing ocher .i_spect.s oflanguage, including syntax (~entcnce ~tructui semantics (the meanings of words, phrase), and sentences) , and orthography Qctter~ a letter patterns). We will consider th ese aspects in some depth in later modules. as wd discourse pragmatics- how we use language socially and contextually to communi, ideas. The context processor enables us to decipher a word's meanjng from its ~cntem: topic context.

Each langu age processor gives information to th e other proces.sors (see Figure 1. I). network of proce~ ors plays an e~ential role in language functions. All the par~ of the re.

brain muse work together with fluency and synchrony. Before we go fi.mher in expl, how the processors interact, we must define some often-co nfused terms.