Describe about the Programme Evaluation for Skill-Based Language Teaching Approach.
What are five compelling reasons for teaching letter recognition and naming?
The five compelling reasons for teaching the letter recognition and naming are as follows:
English deals with the system related to the alphabetic writing, hence letter recognition helps in the learning of the alphabetic principles.
Awareness towards the phonological
Correspondence of the letters and the sounds
Letter recognition and naming will also help in enhancing the vocabulary and the oral comprehension such as the speaking, listening, expressive language and receptive (Dincer and Yesilyurt, 2013).
What evidence dispels the belief that dyslexia stems from deficiencies in the visual-perceptual system?
Dyslexia is defined as such a learning disorder that is evident as a difficulty in reading, or spelling and also in some mathematics cases. The readers affected by the dyslexic yield slower response as compared to the non-dyslexic readers while naming the objects (Dincer and Yesilyurt, 2013).
What accounts for the misidentification of letters such as b and d by students with dyslexia?
The misunderstanding of the letters b and d by the student is due to difficulty in specific learning, which causes problem in the riding, writing or spelling the things. The intellectual disability or the neurological defect may also be the reason of misidentification.
What is the double deficit?
Double deficit is defined as such a theory of dyslexia that a person deficit in the two important skills also gives rise to the reading performances of the lowest level and also consults the severe forms of the dyslexia.
What are the principles of effective letter recognition and naming instruction?
The principles required for the better recognition of the letter and the instruction are to understand and follow the alphabetic principles, which helps in understanding the systematic relationship between the letters and the spoken sound. The principles of using the phonics will also help (Terry, 1989).
What are three important components of reading?
Reading
Fluency
Vocabulary
These are the three components which are important for the reading (Terry, 1989).
What strategies do skilled readers use as they read to decode unfamiliar words?
The skilled user uses the strategies of word attack which help the readers to understand and pronounce the unfamiliar words. For decoding the unfamiliar words, one should use the strategies of using the clues of pictures, sound loud the word out, will reread the past unfamiliar words and will look for the clues (Bernstein, 2004).
What are the key elements of decoding instruction, and how can these elements can be integrated into a daily lesson plan?
The key element of the decoding instruction is to use the instruction of the phonics and help the students to gain the skills of the decoding. For decoding instruction one the phonics is to be taught with the use of systematic, explicit and the multi sensory use of the phonics. These elements can be integrated with teaching them with the multi sensory approach with all the learning styles in the classroom (Setiyadi, 2014).
Fluent reading helps in developing such an ability of reading the test quickly and accurately. The activities of the fluency help in improving the rhythm, smoothness and speed while reading. And it can be improved by the partner reading or the repeated reading.
How are reading and spelling alike, and how do they differ?
Reading and spelling are alike as both have the reciprocal relation between them. Both learning and reading rely on same underlying knowledge of the letters and the sounds. The both differ as the reading is the cognitive process and is much easier then spelling (Setiyadi, 2014).
How is spelling important to reading and writing development?
Spelling helps the students to be aware of the patterns of the spellings and their applications. This helps to predict the better structure of the unknown words which in turn helps in the reading and writing development (Tuan, 2010).
Define orthography, phonetics, phonology, phonics, and morphology.
Orthography is such set of convections of writing a language.
Phonetics deals with the sounds of the human speech.
Phonology is concerned with the systematic sound organisation in the languages.
Phonics is that method of teaching writing and reading by the developing the awareness of the phonemic in the learners.
Morphology deals with the analysis, identification and structure description of the given language (Arkın, 2010).
How does awareness of other language domains affect spelling accuracy?
The awareness of the other language domain helps to span the language skills of the higher order, and hence helps in increasing the accuracy of the spelling.
What makes a word irregular for spelling? Can a word be regular for reading and irregular for spelling? Can a word be irregular for reading and regular for spelling?
The words are irregular for the spelling because the same sound has many different spellings. The words are irregular for the spelling because they do not follow the rules of the phonic or spelling. Yes a word can be regular for reading but irregular for spelling, for example, two and too.
What principles and processes characterize word learning in early childhood and throughout the life span?
The learning of the alphabetic principles helps in recognition of the letter of the alphabets. The processes of the phonemic awareness also help the child to characterize the words. This process helps the children to learn the alphabetic order sequence of the letter from A to Z (Wu and Alrabah, 2014).
What factors influence word learning during reading?
The factors such as the alphabets, the oral strong language skills and the phonemic
awareness are the factors which influences the learning of the word during reading.
What characteristics of vocabulary instruction best affect the development of vocabulary skills? What factors should be considered?
The independent, repeated reading, loud reading skills, usage of the dictionary are the characteristics helps in the development of the vocabulary skills. The factors such as the phonological development in the children’s, letter naming and the alphabetizing skills, contextual analysis, morphemic analysis and cognate awareness are to be considered (Johnson and Jackson, 2006).
How should words be selected for vocabulary instruction?
The words are selected for enhancing and developing the writing, reading and speaking skills. The words selected for the vocabulary instruction are to be those words which are to be understood and used by the student without the instruction. Secondly should select such words which are found at many different places and is often used with the language of higher level. Thirdly, such words are to be selected which are of the lower frequency.
Describe strategies for deriving word meanings. Describe activities that teach individual word meanings.
Strategies for deriving the word meanings are the usage of the dictionary, contextual analysis, morphemic analysis and cognate awareness. The activities that teaches the individuals the word meanings are the extensive and wide independent usage of the readings, word play or the word consciousness activities enhances the individual learning of the word meanings.
How has reading instruction changed over the past 50 years?
Reading instruction has changed a lot in the past 50 years, now the method of the story telling is used. The books for the reading are now more readily available. Nowadays the silent reading instruction or the round robin reading instructions are to be used.
Which two essential skills are required for comprehension?
Connecting letters and sound
Decoding the text
Which six steps ensure that comprehension strategies will be generalized?
Prior knowledge activation
Generating and answering questions
Verifying and Making predictions
Visualization and mental imagery are used
Monitoring comprehension
Story structure Recognizing
What strategies were identified by the National Reading Panel as the best or most promising strategies for teaching comprehension? Describe each strategy.
The three predominant strategies are to be identified by The National Reading Panel for supporting the comprehension reading skills: vocabulary instruction, preparation of teachers to deliver instruction related to strategy and active reading.
The strategy of vocabulary instruction helps in the development of the vocabulary and helps in understanding what is read by the student.
Second strategy is of the teacher’s preparation which helps the students to develop the reading and understanding of the students with the reading.
Third strategy is the interaction between the text and the reader is an active process an requires the thoughtful and intentional interaction.
What steps do skilled readers take when they encounter a roadblock to their understanding of the text?
The skilled readers use the comprehension strategies for enhancing the highly effective understanding. The readers also use the cooperative learning and use the question answering structures for the better understanding of the text.
References
Arkın, F. (2010). Programme evaluation: Skill-based language teaching approach in EFL. Procedia – Social and Behavioral Sciences, 2(2), pp.3339-3350.
Bernstein, S. (2004). Writing and White Privilege: Beyond Basic Skills. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 4(1), pp.128-132.
Dincer, A. and Yesilyurt, S. (2013). Pre-Service English Teachers’ Beliefs on Speaking Skill Based on Motivational Orientations. English Language Teaching, 6(7).
Johnson, K. and Jackson, S. (2006). Comparing language teaching and other-skill teaching: Has the language teacher anything to learn?. System, 34(4), pp.532-546.
Setiyadi, A. (2014). Skill-based Categories: An Alternative of Language Learning Strategy Measurement. Journal of Language Teaching and Research, 5(2).
Terry, R. (1989). Teaching and Evaluating Writing as a Communicative Skill. Foreign Language Annals, 22(1), pp.43-52.
Tuan, L. (2010). Enhancing EFL Learners’ Writing Skill via Journal Writing. English Language Teaching, 3(3).
Wu, S. and Alrabah, S. (2014). Tapping the Potential of Skill Integration as a Conduit for Communicative Language Teaching. English Language Teaching, 7(11).
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