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22 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Phoneme |
Smallest part of spoken language. Conveys meaning. 41 in English. 1+ letter per phoneme |
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Phoneme manipulation |
Working with phonemes to make other words. Types: blending, adding, deleting, substituting |
/b/ /o/ /g/ /d/ /o/ /g/ /d/ /o/ /l/ /d/ /o/ |
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Graphemes |
Smallest part of written language that represents a phoneme in spelling. Can be one or several letters. |
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Phonics |
Understanding that there is a predictable relationship between phonemes (sounds/spoken) and graphemes (letters/visual) . Instruction is systemic. K-2/3 grade |
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Phonemic awareness |
Understanding that sounds (phonemes) work together to make words. Ability to hear, identify and manipulate sounds. Most important indicator of reading success. |
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Phonological awareness |
Phonemic awareness + work with rhymes, words, syllables, onset and rimes |
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Syllable |
Word part that contains a vowel/ vowel sound. |
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Decoding |
Analysis of spoken and written symbols in order to understand meaning. Word identification. |
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Segmenting (segmentation) |
Breaking words into phonemes and or syllables, syllables into onsets and rimes |
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Onset and rime |
Similar to syllables but Larger than phonemes. Onset: initial consonant sound(s) Rime: everything after, including the vowel.
Example: sw-im, b-ag |
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Blending |
Combing phonemes to form words, or combing syllables, onsets and rimes |
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Morpheme |
Unit of meaning that cannot be divided into smaller elements, example: book |
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Semantics |
Analysis and study of meanings of words, phrases and sentences. Contextual knowledge. |
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Syntax |
Various ways words combine to form meaning, how sentences are formed, patterns and structure of word order. |
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Child directed speech (CDS) |
Adults adjusting speech, such as emphasizing and repeating, for infant learning. |
Motherese |
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Child directed speech (CDS) |
Adults adjusting speech, such as emphasizing and repeating, for infant learning. |
Motherese |
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Fast mapping |
Using context to arrive at a words meaning |
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Habituation |
Infants repeat sounds that are reinforced |
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Holophrase |
A single word that expressed a complete thought. Symbolic and representational gestures. |
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Overregularizations |
Beginning to use past tense and plurals correctly. (Run-ran) (foot-feet) |
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Private speech |
Taking aloud to oneself helps children integrate language and thought |
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Telegraphic speech |
Early sentence formation (I cold) |
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