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21 Cards in this Set
- Front
- Back
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Alphabetic Principle |
words have sound segments that are represented by the letters in print |
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phonological awareness |
sensitivity to the sound structure of words; encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level |
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phonics |
skills and generalizations readers need to relate printed symbols back to the printed word |
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RTI (TIERS) |
Tier I: Universal Instruction (implemented by classroom teachers, frequent progress monitoring, consultation with child study teams); Tier II: Targeted Interventions (small group interventions added to universal instruction, progress monitoring continues); Tier III: Specialized Treatments (varied professionals address areas of limited progress, progress monitoring continues, has to have an assessment to tell exactly what client needs- IEP) |
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Double-Deficit
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Children with RD can have a core deficit in PA alone, rapid naming alone, or have deficits in both --> places child at greater risk for reading failure and more difficult to treat |
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phonemic awareness |
more advanced form of PA that allows one to consciously manipulate sounds in words
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phonological access |
ability to automatically retrieve the pronunciations of familiar words |
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phonological memory |
ability to hold phonological units (such as nonsense words, in memory) to get to the end of the word |
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auditory discrimination |
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phoneme blending task |
what word is made up of the sounds /k/ /a/ /t/? "cat" |
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Awareness of alliteration |
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phoneme-segmentation task |
What are the sounds in "cat"? /k/ /a/ /t/ |
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rhyming task |
what word rhymes with "cat"? bat |
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controlling the characteristics of phonemes/clusters |
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Which tests assess PA skills in children? |
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When should a child begin to recite nursery rhymes? |
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sound and word discrimination task |
What word doesn't belong with the others: "cat," "mat," "bat," "ran"? "ran" |
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Most difficult skill level of phonological awareness? |
ability to manipulate individual sounds (e.g., change life to wife; wife to wipe; wipe to wide); skill most directly related to early reading and spelling abilities of children |
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onset-rime |
segment syllables into beginning and ending sound components: C-at, Br-ead (onset, nucleus, coda) |
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Levels of PA Awareness |
1. word level-identifying the number of words in a short sentence (3-4 years); 2. syllable level-understands how to segment spoken words into their component syllables (3-4 years); 3. intrasyllable level (onset-rime) (4-6 years) |
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Manipulation |
What word would you have if you changed the /t/ in cat to an /n/? "can" |
