Structured Literacy & Multisensory Instruction Flashcards

When teaching a student to spell 'chip,' a CDT asks the student to tap each phoneme, name the grapheme, and write it simultaneously. This procedure is called:

Answer: Simultaneous Oral Spelling (SOS)

Simultaneous Oral Spelling (SOS) is an Orton-Gillingham technique where the student says the word, segments phonemes, names each letter, and writes it simultaneously.

In structured literacy, the concept of 'automaticity' refers to:

Answer: Accurate and effortless retrieval of phoneme-grapheme correspondences

Automaticity means letter-sound correspondences are retrieved accurately and without conscious effort, freeing cognitive resources for comprehension.

A student learning to read multisyllabic words is taught to identify the vowel in each syllable first. Which syllabication strategy does this represent?

Answer: Vowel-first syllable division

Vowel-first syllabication teaches students to locate each vowel sound as the nucleus of a syllable before determining syllable boundaries.

Which of the following is NOT one of the six syllable types typically taught in a structured literacy program?

Answer: Blended syllable (CCVCC)

The six syllable types are closed, open, vowel team, VCe (magic-e), r-controlled, and consonant-le; 'blended syllable' is not a recognized category.

A CDT uses colored tiles — one color for consonants and another for vowels — during phoneme manipulation tasks. This technique primarily supports:

Answer: Visual representation of phoneme identities and positions

Color-coded tiles make abstract phoneme identities (consonant vs. vowel) and positions concrete and visually manipulable, supporting phonological awareness.

Which instructional principle ensures a CDT spends adequate time reviewing previously taught concepts before introducing new material?

Answer: Systematic and cumulative review

Systematic and cumulative review means old concepts are revisited and practiced across multiple lessons so prior knowledge is firm before new concepts are layered on.

A student correctly reads 'can' but misreads 'cane' as 'can.' According to structured literacy, the most targeted intervention would be:

Answer: Directly reteaching the VCe (magic-e) syllable pattern with multisensory practice

The error shows the student is not applying the VCe rule (silent-e lengthens the preceding vowel), requiring explicit reteaching of that specific pattern.