Language Development and Literacy Intervention Quiz

Recognizing letters and their corresponding sounds is a key aspect of emergent literacy, which is the period before formal reading instruction begins.

The main goal of early literacy intervention is to help children develop reading skills at a faster pace than they would without intervention.

Phonemic awareness is the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.

The Simple View of Reading proposes that reading comprehension is the product of two components: decoding (reading) and listening comprehension.

The Whole Language approach focuses on exposing students to whole texts and encouraging them to use context and their own experiences to understand the meaning of words and passages.

Phonological awareness involves recognizing and manipulating the sounds of language, including identifying rhyming words.

Phonics instruction teaches the relationship between sounds and the letters or letter groups that represent those sounds.

Repeated readings of texts can help struggling readers improve their fluency and comprehension.

Phonological awareness is the ability to recognize and manipulate the sounds of language, including understanding that words are made up of smaller units of sound.

Morphological instruction focuses on teaching students the meanings of word parts, such as prefixes, roots, and suffixes, to help them understand the meanings of unfamiliar words.

Dyslexia is a learning disorder characterized by difficulty with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

The Simple View of Reading posits that reading comprehension is the product of decoding (reading) and listening comprehension.

The National Reading Panel identified phonemic awareness, phonics, fluency, vocabulary, and comprehension as essential components of effective reading instruction.

The socio-cultural approach to literacy intervention emphasizes the importance of using texts and experiences that are relevant and meaningful to students' cultural backgrounds.

The balanced literacy approach emphasizes the importance of integrating reading, writing, speaking, and listening skills in literacy instruction.

The language experience approach to literacy intervention uses students' own language and experiences as the basis for reading and writing activities.

The socio-cultural approach to literacy intervention emphasizes the importance of using students' cultural backgrounds as a basis for teaching reading and writing.