Grammaticality Judgement Task Glossary Strategic behaviour Development in strategic refers in this case to the number of units (e.g. syllables) produced per time unit (e.g. per second). This is different Articulation Rate behaviour measured by to the more global measure of words per minute, which would include pauses. In other words, a student could be slow at reading self-report (e.g. checklists) aloud either because you articulate syllables very slowly, or because you articulate fast but leave very long pauses. and teacher observation. Progression characterized Content words are words that have meaning rather than a structural function. Nouns, main verbs, adjectives and adverbs are usually by increasing engagement content words. with text and decreasing E.g. a little cat sat peacefully on the mat and snoozed are content words. – ‘little’, ‘cat’, ‘sat’, ‘peacefully’, ‘mat’, ‘snoozed’ reliance on others / teacher; increasing use of Decoding is to convert printed / written symbols or words into sounds. multiple sources for Function words serve to express grammatical relationships with other words within a sentence and have little lexical meaning. E.g. a engagement with a text and little cat sat peacefully on the mat and snoozed - 'a', 'on, 'the', 'and' are function words. understanding of when and how to use particular GJT Grammaticality Judgement Task in which students are asked to judge whether a given sentence is correct or incorrect. – – strategies for learning. Symbol-sound correspondences or grapheme-phoneme correspondences (GPC) are the systematic relations between written symbols and the sounds they represent. E.g. in 'quick', <qu> = /kw/, <i> = /i/ and <ck>=/k/.
Grammaticality Judgement Task Strategic behaviour Development in strategic behaviour measured by self-report (e.g. checklists) and teacher observation. Progression characterized by increasing engagement with text and decreasing reliance on others / teacher; increasing use of multiple sources for engagement with a text and understanding of when and how to use particular strategies for learning. Glossary Articulation Rate refers in this case to the number of units (e.g. syllables) produced per time unit (e.g. per second). This is different to the more global measure of words per minute, which would include pauses. In other words, a student could be slow at reading aloud either because you articulate syllables very slowly, or because you articulate fast but leave very long pauses. Content words are words that have meaning rather than a structural function. Nouns, main verbs, adjectives and adverbs are usually content words. E.g. a little cat sat peacefully on the mat and snoozed – ‘little’, ‘cat’, ‘sat’, ‘peacefully’, ‘mat’, ‘snoozed’ are content words. Decoding is to convert printed / written symbols or words into sounds. Function words serve to express grammatical relationships with other words within a sentence and have little lexical meaning. E.g. a little cat sat peacefully on the mat and snoozed - 'a', 'on, 'the', 'and' are function words. GJT – Grammaticality Judgement Task – in which students are asked to judge whether a given sentence is correct or incorrect. Symbol-sound correspondences or grapheme-phoneme correspondences (GPC) are the systematic relations between written symbols and the sounds they represent. E.g. in 'quick', <qu> = /kw/, <i> = /i/ and <ck>=/k/.
introduction-reading-and-listening-framework.docx