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SPAU 3305: 4-4 Notes

by: Kimberly Notetaker

SPAU 3305: 4-4 Notes spau 3305

Kimberly Notetaker

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These notes cover everything from lecture on Monday, 4/4 and concludes the material that will be on Exam 3.
Language and Literacy Development
E. Touchstone
Class Notes
language and literacy development
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This 2 page Class Notes was uploaded by Kimberly Notetaker on Tuesday April 5, 2016. The Class Notes belongs to spau 3305 at University of Texas at Dallas taught by E. Touchstone in Fall 2015. Since its upload, it has received 26 views.


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Date Created: 04/05/16
SPELLING Successful Spellers & Reasons for Error:  First, a few refresher definitions: o Phoneme – sound o Grapheme – symbol/letter(s) o Morpheme – smallest meaningful unit in a language o Semantics – word knowledge Signs/Symptoms - Problems learning the letter sounds in a language (phonological processing) » Receptive Phonological Skills o Ability to recognize sounds and typical sound patterns of native language when listening to another speaker o Four levels:  Phoneme, syllable, word, prosody » Productive Phonological Competence o Produce phonemes; combine sounds to create syllables, words, and multi-word expressions **Spelling is all production Apel’s 5 Blocks:  Phonemic Awareness (PA) o Ability to hear, isolate and manipulate speech sounds » Omission/addition of phonemes (usually omit)  Consonant clusters: “sop” stop, “sping” spring  Vowel-only syllables: “relize” realize, “ida” idea » Letter reversal  Liquids (l, r): “flod” fold, “brid” bird  Nasals (n, m, ng): “pnut” punt  Orthographic Pattern Awareness – will show up in early spellers o Orthographic = letter/spelling constraints o Poor awareness of the alphabetic principle, rules for combining letters, rules for base words and positional constraints o Examples: “cas” catch, “kry” cry, “chrip” trip  Base words: “ran” rain, “lader” ladder  Positional constraint: “ckow” cow  Mental Graphemic Representations (MGR’s) o IT DOESN’T LOOK RIGHT! o Inconsistently incorrect o Spelling phonetically when shouldn’t o Examples: “cidy” city, “reng” rang/ring, “whil” wheel  “stopd, stopt, stoppd, stoppt, stopped”  “leep” leap, “jeap” jeep  Morphological Awareness o Ability to consider morphemes and their specific spellings, know how addition of morphemes changes root word spelling, find connections between root words and extensions o Examples: “carried” carried, “chopt” chopped  “flurrys” flurries, “ponys” ponies, “leafs” leaves, “daies” days  “buies” buys, “hopping” hoping  “drumr” drummer, “musishun” musician  Semantic Awareness - *the most common error for more advanced spellers o Think about the effect of spelling on word meanings, rely on context o Examples:  One/won, allowed/aloud  Conscious/conscience/cautious  Discreet/discrete  Principle/principal


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