LAN2240 Quiz Review

Flashcards based on lecture notes from 22/05/2025 covering topics in language and literacy.

phonological spelling

Knowledge of how to segment spoken words into the smallest units of sounds/phonemes within words (e.g., ‘ship’ has three sounds /sh/ /i/ /p/).

orthographic spelling

Knowledge and awareness of the ‘legal’ letter sequences within words (e.g., knowing that the sound /ay/ in ‘play’ is spelled with the letters ‘a’ and ‘y’ but in the word ‘rain’ we spell the sound with the letters ‘a’ and ‘i’)

morphological spelling

The ability to reflect, analyse, and manipulate the smallest meaningful units within words (e.g., play, played, playing, replayed).

alphabetic principle

The insight that the symbols of writing represent the sounds of spoken language.

benefits of reading picture books aloud to children.

Develops receptive listening skills; Provides opportunities to model the syntactical structure of language; Develops verbal reasoning skills; Teaches vocabulary; Expands children’s knowledge of the world.

the Big 6.

Oral language, Phonological awareness, Phonics, Vocabulary, Fluency, Comprehension.

authorial dimensions of writing.

Text structure, Sentence structure, Vocabulary.

secretarial dimensions of writing.

Spelling, Punctuation, Handwriting (and/or keyboarding).

components of oral language

Phonology, morphology, syntax, semantics, and pragmatics.

reciprocal processes in language

Receptive oral language and Expressive oral language.

tier of vocabulary.

Tier 1 (table, home, run, happy); Tier 2 (hilarious, magical, enormous); Tier 3 (phosphorescence, phoneme, isosceles).

ZPD

Zone of Proximal Development.

skill sets required for reading comprehension?

Decoding + Language Comprehension.

teaching activity that promotes oral language.

Modelled reading, Shared dialogic reading, Language experience.

approaches used to teach writing.

Modelled writing, Shared writing, Guided writing, Independent writing.

structural and language features of a persuasive text.

Statement of topic/issue and Point of View (PoV); Arguments/ideas, put forward, one at a time and reasons to support argument; Conclusion – restate arguments (reasons)- link back to PoV; Present tense; Use of signal words: ‘first’, ‘second’, ‘third’, ‘furthermore’; Use of qualifying verbs: ‘usually’, ‘always’, ‘probably’; Use of convincing language (high modality verbs – ‘always’ ‘should’); Specialised vocabulary.

phases of Ehri’s word recognition model

Pre-alphabetic (no alphabet knowledge, phonemic awareness, rely on visual cues, knows logos); Partial – alphabetic (rely on beginning and end sounds when they read words, emerging understanding of GPC knowledge, unable to decode or read unfamiliar words, some early PA knowledge); Full alphabetic (know most of the basic code, are phonemically aware, can decode unfamiliar words, can spell, apply the self-teaching mechanism); Consolidated (readers make connections between common letter patterns or chunks of words –e .g. if they can read ‘best’ they can apply this knowledge to ‘chest’, ‘nest’, ‘test’).

conventions for viewing.

Modality, Angle, Distance of shot, Gaze, Symbolism, Framing, Colour, Music & Lighting.

What are the three strands of the English curriculum?

Language, literacy, literature.

Name 3 levels of comprehension.

Literal, inferential, applied / evaluative / appreciative.

Teaching and Learning Cycle stages

Building knowledge of field, Modelling / deconstruction, Joint construction, Independent use of the genre.

meta-fictive devices

They are mechanisms that authors use that encourage you to step back from a text and interpret things from a non-conventional or an alternative point of view (PoV), such as (1) contrasting discourses, (2) different narrators or PoVs presented, or (3) comparisons between texts – that element of intertextuality.

importance of oral reading fluency?

Oral reading fluency is a predictor of reading comprehension. Children need to be able to read words effortlessly and automatically so that attentional resources can be allocated to understanding the text.

Importance of nonword reading fluency

Nonword reading draws on children’s phonemic awareness and letter-sound knowledge. The word cannot be ‘guessed’ or ‘remembered’. By also measuring fluency, we can assess how efficient the child is at reading nonwords.

phonological spelling

Knowledge of how to segment spoken words into the smallest units of sounds/phonemes within words (e.g., ‘ship’ has three sounds /sh/ /i/ /p/).

orthographic spelling

Knowledge and awareness of the ‘legal’ letter sequences within words (e.g., knowing that the sound /ay/ in ‘play’ is spelled with the letters ‘a’ and ‘y’ but in the word ‘rain’ we spell the sound with the letters ‘a’ and ‘i’)

morphological spelling

The ability to reflect, analyse, and manipulate the smallest meaningful units within words (e.g., play, played, playing, replayed).

alphabetic principle

The insight that the symbols of writing represent the sounds of spoken language.

benefits of reading picture books aloud to children.

Develops receptive listening skills; Provides opportunities to model the syntactical structure of language; Develops verbal reasoning skills; Teaches vocabulary; Expands children’s knowledge of the world.

the Big 6.

Oral language, Phonological awareness, Phonics, Vocabulary, Fluency, Comprehension.

authorial dimensions of writing.

Text structure, Sentence structure, Vocabulary.

secretarial dimensions of writing.

Spelling, Punctuation, Handwriting (and/or keyboarding).

components of oral language

Phonology, morphology, syntax, semantics, and pragmatics.

reciprocal processes in language

Receptive oral language and Expressive oral language.

tier of vocabulary.

Tier 1 (table, home, run, happy); Tier 2 (hilarious, magical, enormous); Tier 3 (phosphorescence, phoneme, isosceles).

ZPD

Zone of Proximal Development.

skill sets required for reading comprehension?

Decoding + Language Comprehension.

teaching activity that promotes oral language.

Modelled reading, Shared dialogic reading, Language experience.

approaches used to teach writing.

Modelled writing, Shared writing, Guided writing, Independent writing.

structural and language features of a persuasive text.

Statement of topic/issue and Point of View (PoV); Arguments/ideas, put forward, one at a time and reasons to support argument; Conclusion – restate arguments (reasons)- link back to PoV; Present tense; Use of signal words: ‘first’, ‘second’, ‘third’, ‘furthermore’; Use of qualifying verbs: ‘usually’, ‘always’, ‘probably’; Use of convincing language (high modality verbs – ‘always’ ‘should’); Specialised vocabulary.

phases of Ehri’s word recognition model

Pre-alphabetic (no alphabet knowledge, phonemic awareness, rely on visual cues, knows logos); Partial – alphabetic (rely on beginning and end sounds when they read words, emerging understanding of GPC knowledge, unable to decode or read unfamiliar words, some early PA knowledge); Full alphabetic (know most of the basic code, are phonemically aware, can decode unfamiliar words, can spell, apply the self-teaching mechanism); Consolidated (readers make connections between common letter patterns or chunks of words –e .g. if they can read ‘best’ they can apply this knowledge to ‘chest’, ‘nest’, ‘test’).

conventions for viewing.

Modality, Angle, Distance of shot, Gaze, Symbolism, Framing, Colour, Music & Lighting.

What are the three strands of the English curriculum?

Language, literacy, literature.

Name 3 levels of comprehension.

Literal, inferential, applied / evaluative / appreciative.

Teaching and Learning Cycle stages

Building knowledge of field, Modelling / deconstruction, Joint construction, Independent use of the genre.

meta-fictive devices

They are mechanisms that authors use that encourage you to step back from a text and interpret things from a non-conventional or an alternative point of view (PoV), such as (1) contrasting discourses, (2) different narrators or PoVs presented, or (3) comparisons between texts – that element of intertextuality.

importance of oral reading fluency?

Oral reading fluency is a predictor of reading comprehension. Children need to be able to read words effortlessly and automatically so that attentional resources can be allocated to understanding the text.

Nonword reading draws on children’s phonemic awareness