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KPEERI Exam|86 Complete Questions with Answers
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KPEERI Exam|86 Complete Questionswith Answers
Students proficient in reading by 4th grade - -1/3 (32% below basic)
-Phonology - -the speech sound system
-orthography - -the writing system
-syntax - -structure of sentences
-morphology - -meaningful parts of words
-semantics - -word phrase and meaning
-structured literacy principles - -Modeling, explicit instruction, meaningful
interactions with language, multiple opportunities to practice tasks,
corrective feedback is provided after student responses, student effort
encouraged, lesson engaged monitored, Students successfully complete
activities at a high criterion level of performance.
-% of young students who demonstrate significant weaknesses with
language processes, including,but not limited to,phonological processing,
that are the root cause of dyslexia and related learning difficulties - -15-20%
-% referred to special education because of reading, writing, and or
language - -85%
-Dyslexia - -Disorders of word recognition and spelling that originate from
core problems in phonological and/or orthographic processing.Many, if not
most, students with word-level reading and spelling problems will never
receive an official diagnosis or be served through special education
-Most effective way to prevent and ameliorate learning problems,individuals
with dyslexia and other reading difficulties - -Early Intervention (but can be
helped at any age
-Professional Dispositions and Practices - -5.1 Strive to do no harm,
maintain confidentiality, and act in the best interest of struggling readers
and readers with dyslexia and other reading disorders.5.2 Maintain the public
trust by providing accurate information about currently accepted and
scientifically supported best practices in the field.5.3 Avoid
misrepresentation of the efficacy of educational or other treatments or the
proof for or against thosetreatments.5.4 Respect objectivity by reporting
, assessment and treatment results accurately,and truthfully.5.5 Avoid making
unfounded claims of any kind regarding the training, experience, credentials,
affiliations, and degrees of those providing services.5.6 Respect the training
requirements of established credentialing andaccreditation organizations
supported byCERI and IDA.5.7 Avoid conflicts of interest when possible and
acknowledge conflicts of interest when they occur.5.8 Support just treatment
of individuals with dyslexia and related learning difficulties.5.9 Respect
confidentiality of students or clients.5.10 Respect the intellectual property of
others.
-Five Knowledge and Practice Standards - -1. Foundations of Literacy
Aquistion
2. Knowledge of Diverse Reading Profiles Including Dyslexia
3. Assessment
4. Structured Literacy Instruction
5. Professional Dispositions and Practices
-Phonological Sensitivity - -awareness of rhyme, alliteration, syllables, and
larger chunks of words
-5 language processing requirements of proficient reading and writing - -
phonological, orthographic, semantic, syntactic, discourse
-Acquired Dyslexia - -refers to persons who have learned to read and write
with no difficulty who subsequently experience some type of brain damange
and who as a result encounter some type of brain damage and wo as a result
encounter problems of varying severity with reading and or other langauge
processing skills
-Affix - -a grapheme or group of graphemes added to the beginning of end
of a base word or root
-Alphabetic Principle - -the understanding that letters represent sunds
which form words
-Analytical phonics - -students are taught to reognize groups of whole words
before learning grapheme/phonemeic relationships. They typically analyze
selected sight words later in order to deduce certain grapheme phoneme
relationships. Places much greater emphasis on visual memory and
deductive reasoning. It assumes students are able to learn and apply
phonological knolwedge inferentially with little need of direct instruction.
-Aphasia - -impairment or loss of the faculty to use or understand spoken or
written language due to brain damnage
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