chapter 9 questions

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School

Roane State Community College *

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Course

4111

Subject

Linguistics

Date

Oct 30, 2023

Type

docx

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Uploaded by SargentDiscovery13209

Chapter 9 Questions: 1. What are the two necessary components of reading comprehension, and how does each component contribute to proficient reading? - Decoding and language comprehension are two necessary components of reading comprehension. Decoding contributes to proficient reading because if a reader cannot decode, they will not be able to derive meaning from the text, and language comprehension contributes because if a reader has difficulty with specific levels of spoken language will receive little reward for his or her decoding efforts. 2. What is the self-teaching mechanism, and how does it support the development of a student’s decoding skills? - The self-teaching mechanism is when a reader can use known sound-symbol correspondences and phonological sensitivity, and the reader approximates the pronunciation of an unknown word. It helps support the development of a student’s decoding skills because it builds their orthographic memory of words so that eventually he or she instantly recognizes the words without having to sound them out 3. Why is phonemic awareness instruction critical for a student with dyslexia? - Phonemic awareness instruction is critical because students who have difficulty learning to read have difficulty discovering that spoken words are made up of units of sounds that relate to letters. 4. What is the benefit of teaching students the six syllable types? - A benefit of teaching students the six syllable types is that the students can group letters into known syllable types that give clues about the sounds of vowels. Using this simplifies decoding words with more than one syllable. 5. How does morphology instruction support both components of reading comprehension? - Morphology instruction supports both components of reading comprehension because it provides a springboard for vocabulary development and spelling. It also bridges the gap between alphabetic reading and comprehension.

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