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25 Cards in this Set

  • Front
  • Back
1. two aspects of oral language development that are important for developing word analysis skills and reading are _______awareness and ______awareness.
phonological

phonemic
2. Phonological awareness and phonemic awareness are important for developing the ability to _______
read
3. Definitions of phonological awareness and phonemic awareness differ among educators. Nevertheless, a common element in all definitions is that children who possess these abilities are consciously aware of language as an _______ that can be manipulated by them and others and help up for analysis.
object
4. in this book we refer to _______ analysis to mean the conscious awareness of language as an object at the word and syllable level.
phonological
5. we refer to _______ analysis to mean the conscious awareness of language as an object at the individual sound, or phonemic, level.
phonemic
6. In oral language being able to break up a word like dog into separate sound elements /d/, /o/ , and /g/ would demostrate a high level of _______ awareness.
phonemic
7. Being able to break up a sentence into its constituent words would be a demonstration of _______ awareness.
phonological
8. Being able to identify the initial consonant sound in a word like put woudl be an example of _______ awareness.
phonemic
9. When a child rhymes, we know that the child has developed an aspect of _______ awareness
phonemic
10. Being able to clap or tap each sylable in a word like table would demonstrate ________ awareness.
phonological
11. when a child is able to blend together the oral elements of a work like book, we can ay the child has developed an important aspect of ________ awareness
phonemic
12. Usually, ________ awareness develops before ________.
phonological

phonemic
13. the relationship between phonological/phonemic awareness and reading/writing is not unidirectional. Many children develop or enhance their phonological/phonemic awareness from their ________/________ experiences.
reading/writing
14. Being able to analyze oral language is likely to make it easier for children to think analytically about ________ language
written
15. analyzing the separate sounds in our language when phonemic awareness is achieved is liekly to make it easier for children to match letters with ________, the content of phonics.
sounds
16. phoenmic awareness supports children in developing an awareness of the alphabetic principle; that is, letters in our written language often represent ________ in a reasonably consistent manner
sounds
17. the extent to which children acquire ________ awareness in kindergarten predicts reasonably well their ability to learn to read in later grades
phonemic
18. it is clear that learning to ________ is likely also to assist the development of phonemic awareness
read
19. phonemic awareness is not phonics even though it makes the development of phonic knowledge easier. Phonics takes place in written language. Phonemic awareness takes place in ________ language
oral
20. Most children, about 80%, develop ________ awareness by the middle of the first grade.
phonemic
21. the remaining 20% of children often find it challenging to learn to ________
read
22. a logical outcome of this analysis of phonological and phonemic awareness is that play with oral ________ should be included in a borad program of early literacy development for young children in kindergarten and preschool.
language
23. phonemic awareness is not a single developmental milestone. Instead, it is a gradual process of an increasing ability to manipulate the ________ of language in different ways.
sounds
24. rhyming ability appears much ________ than the ability to separate out each of the separate sounds in a word like dog.
earlier
25. one of the later abilities to develop is the ability to blend together separate ________ in order to construct a word like cat. it is clear that phonemic awarness contributes in important ways to the development of early ________ skills.
phonemes

reading