Unit 4 Review

Direct instruction in word structure (as distinct from phonics instruction) improves accuracy and automaticity in reading.

(Unit 4, Session 1)

• true

• false

Many common English words combine simple Anglo-Saxon words with Greek-derived forms.

(Unit 4, Session 1)

• true

• false

Proficient word reading requires using the mental process called:

(Unit 4, Session 1)

• phonological processing.

• allophonic variation.

• orthographic mapping.

• phonological working memory.

New scientific terms—in the physical sciences, for example—are most likely to be coined from which language?

(Unit 4, Session 1)

• Anglo-Saxon

• Latin

• Greek

• French

Which sound-symbol correspondences are common in words of Anglo-Saxon origin? Select all that apply.

(Unit 4, Session 1)

• use of kn for the /n/ sound

• use of ch for the /k/ sound

• use of ph for the /f/ sound

• use of silent e

It is acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities.

(Unit 4, Session 2)

• true

• false

In English, some letters of the alphabet never end a word.

(Unit 4, Session 2)

• true

• false

Words in which the letter y stands for the short i sound (e.g., rhythm, polyp) are usually from which language?

(Unit 4, Session 2)

• Greek

• Anglo-Saxon

• French

• Latin

The tch spelling of the /ch/ sound is usually used in which circumstance?

(Unit 4, Session 2)

• when /ch/ is the final sound in a one-syllable word

• when the /ch/ sound follows a vowel-r combination

• when the /ch/ sound follows an accented short vowel

• when /ch/ occurs in the middle of a multisyllabic word

Which set of words does not follow the usual rules for pronunciation of c and g?

(Unit 4, Session 2)

• cyberspace, gel, fleece

• Egypt, gerrymander, penicillin

• cereal, perceive, gist

• gills, cello, get