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21 Cards in this Set
- Front
- Back
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phonemic awareness
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detecting and manipulating individual phonemes
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phonological awareness
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broader ability that encompasses all sounds at the phoneme, syllable, and word level
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good predictor of reading difficulties in the future
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phonological awareness and rhyming ability deficits
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developmental sequence of phonological awareness
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rhyming (prek and k)
counting syllables (1st) deleting part of a compound word (1st) blending and segmenting syllables (1st) blending, segmenting, and manipulating phonemes (2nd) |
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phonemes in English
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40-44
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graphemes in English
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around 220
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dialogic reading
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phonological awareness intervention
PEER Prompt: ask a question about picture or element of the story Evaluate: affirming or correcting the child's response Expand: add more description to the child's answer Repeat: have the child repeat your expanded response |
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methods to teach phoneme-grapheme relationships
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Elkonin boxes
Phonic Reading Lessons Read, write, type |
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sight word recognition
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lists of high frequency words (Fry's)
rapid word recognition chart |
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Reading fluency interventions
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Neurological Impress
Repeated readings Great Leaps Six-minute solutions |
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National Reading Panel's Findings on Vocabulary
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vocab should be taught directly and indirectly
words should be seen multiple times in multiple contexts no one single method works for everyone Language rich environments and technology foster vocab learning |
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Vocabulary Interventions
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semantic feature analysis
graphic organizers teach prefixes |
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emergent/prephonetic
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child understands that letter communicate and can be written but don't understand alphabetic principle yet
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early letter name/semiphonetic
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child beginning to understand alphabetic principle; tends to rely on letter name to remember sound
when writing: -gets most salient sounds -mostly get first and last sound frequently leave out vowels and second consonant in digraphs |
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middle to late letter name/phonetic
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represent both vowels and consonants in writing but...
-frequently leave out nasals -confuse short vowels -leave out silent letters |
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within word pattern spelling/transitional
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mastered most digraphs , consonant blends, and includes nasals
uses more spelling patterns |
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characteristics of students who struggle with math
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lack of automaticity with basic math facts
lack of number sense |
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Basic math skill interventions
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work up from concrete, representational, to abstract
touch math |
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effective math instruction includes
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explicit vocabulary and strategy instruction
use of manipulatives provide adequate chances to practice error analysis and corrections |
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CHC
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g --> broad abilities --> narrow abilities
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CHC broad abilities
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Quantitative knowledge
Comprehensive knowledge Fluid reasoning Short-term memory long-term storage and retrieval visual processing auditory processing processing speed |
