Rica

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Phonological Awareness

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oral language that is composed of smaller units. A child who has phonological awareness can identify ad manipulate sounds in many different "levels" of language: (1) individual sounds - that is phonemic awareness, and (2) sounds in larger units of language, such as words and syllables.

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Phonemic Awareness

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sub

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Prosody

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Def - The rhythm stress, and intonation of speech.

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Prosody Strategies

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easily decodable text,
repeated practice
familiar text
automacy
fluency folder at instructional reading level
punctuation
choral reading
parceling and chuncking

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Choral Reading

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is reading with the teacher in and out

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Parceling and Chucking

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is taking a passage of a text and dividing it into smaller meaningful phrases.
*Being able to parcel text increases the fluency and speed of reading, and will positively affect comprehension.

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Affix

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A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, as the prefix ad- and suffix -ing in adjoining

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Alphabetic Principle

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The assumption underlying alphabetic writing systems that each speech sound or phoneme of language should have its own distinctive graphic representation

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Analytic Phonics

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A whole-to-part approach to word study in which the student is fist taught a number of sight words and then relevant phonic generalizations, which are subsequently applies to others words:deductive phonics

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Auditory Blending

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the ability to fuse discrete phonemes into recognizable spoken words

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Auditory Discrimination

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the ability to hear phonetic likenesses and differences in phonemes and words

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Automaticity Discrimination

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the ability to recognize a word in text effortlessly and rapidly.

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Basal Reading Program

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a collection of student text and workbooks, teacher's manuals, and supplemental materials for development of reading and sometimes writing instruction, used chiefly in the elementary and middle school grades.

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Blend

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To combine the sounds represented by letters to pronounce a word; sound out

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Blend

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to combine the sounds represented by letters to pronounce a word; sound out

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Comprehension

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"the essence of reading" is often taken to mean reading comprehension in the literacy literature unless restricted specifically or by inference from it's content

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concepts to print

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familiarity with writig and print conventions, such as left to right, top to bottom sequence of reading the use of spaces to denote words; the idea that print represents words. An important predictor of learning to read.

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Consonant

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a speech sound made by partial or complete closure of part of the vocal tract, which obstructs air flow and causes audible friction in varying amounts.

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Consonant Digraph

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a combination of two consonant letters representing a single speech sound, as th for /th/ in that, or gh for /f/ in rough

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Context clue

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information from the immediate textual setting that helps identify a word or word group, as by words, phrases, sentence illustrations, syntax, typography ect...

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Informal Reading Inventory

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the uses of a graded series of passages of increasing difficulty to determine students strengths, weakness, and strategies in word identification and comprehension.

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Miscue Analysis

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also called "running record" ; While the student reads aloud the teacher keeps a detailed record of the student's performance (identify and classify errors)

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Graphophonemic Errors

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related to sound-symbol relationship such as reading feather for father. They are not using contextual cues to decode words in the sentence. (they are reading word for word, and reading a passage that is too difficult)

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Semantic Errors

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Meaning related errors such as reading dad for father. The student is relying too much in the semantic cueing system, and hasn't used graphophonemic clues. (Needs to be taught phonic skills)

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Syntactic Errors

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syntax is the way words are place in order in sentences. A syntax error would be reading into for through. Both are prepositions. (Need to pay attention to phonics)

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Administration of the graded reading passage of an IRI will allow the teacher to do what?

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Determine the child's frustration, instructional, and independent reading level.

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Independent reading level

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95% or more of the words correctly. Can be read and understood by the child without assistance from the teacher.

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Instructional Reading Level

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reads aloud 90% or more of the words correctly and answers at least 60% of the comprehension questions correctly. Students reading text book (Basel Reader) should be at this level, as well as other text books (Science). Read and understood with help from the teacher.

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frustration reading level

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Can not be read or understood by the child, even with help. Can listen to someone else read and understand material. Correctly reads aloud less than 90% of the words or did not answer 60% of the comprehension questions correctly.

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Phonological Awareness

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Knowledge that oral English is composed of smaller units.
Able to identify and manipulate sounds in many different levels of language 1-individual sounds 2- sounds in larger units of language, such as words and syllables.

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Phonemic Awareness

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being able to distinguish the separate phonemes (sounds) in a spoken word.
Ex: when a child can identify duck and luck as rhyming words or say that duck has three sounds /d/, /u/, /k/. he or she is phonemically aware.

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Phonics

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knowledge of letter-sound correspondences: knowing, for example that in the word phonics the letter ph make the /f/ sound.

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Phoneme

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- smallest unit of speech
Speech sound in a language that signals a difference in meaning.
/v/ and /b/ are phonemes because their is a difference between vote, and boat

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Phonetic Alphabet and graphemes

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each phoneme is always represented by the same symbol. One to one correspondence between the phoneme and sound.
Sound can be represented by different graphemes ex; ay in say the ei in neighborhood, or the ey in prey.

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Long Vowel Sound

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say their own name as in bake and bite.

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Short Vowel Sounds

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cat, pet, bit, cot, but

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R-controlled Vowels

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neither long or short ex: a makes in car, e as in her, i as in girl, u as in hurt, and o as in for.

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onsets and rimes

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Occur in syllables. In a syllable, he onset is the initial consonant sound or consonant blend: the rime is the vowel sound and any consonants that follow.
Ex: onset and rime for napkin
think syllables nap (onset n) (rime ap) kin (onset k) (rimes in)

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phonograms

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rimes that have the same spelling share same word family Ex: cat, bat, sat

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sound isolation

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children are given a word and asked to tell which sound occurs at the beg, middle, or end of the word.
Ex: long vowel
teacher: "leap, the middle sound is /e/"

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sound identity

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words that share the same beg, middle, or ending but have not other shared sounds
Ex:
teacher says: "lake, light, low which sound is the same in each of these words"

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sound substitute

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teacher ask students to substitute one sound for another.
Ex:
teacher: "be, bo, ba, bu, bi"
students: repeat
teacher: let's substitute /k/

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Direct teaching of phonics

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sound isolation, sound identity, sound blending, sound substitution, sound deletion, and sound segmentation

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sound deletion

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Ex:
teacher: "Snail, lets take away the s, what do we have"
students: "nail"

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sound segmentation

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Children are asked to isolate and identify the sounds in a spoken word.

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word boundaries

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knowing how many words are in a line of text.

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Directionality of Print

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English is read from left to right, top to bottom
Ex: tracking shows physical evidence that the concept has been learned

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read aloud to students

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helps them recognize the cover of books

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Shared book experience

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teaches all of the concepts about print

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Yopp-Singer Test

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Phoneme Segmentation test.

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How would you assess letter recognition, letter naming, and letter formation

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Letter recognition - say the letter and the child points to it on a list of 26 letters
Letter naming - on a list of 26 letters point to a letter and ask the child to name it
Letter formation - teacher says a letter the child writes it (real test of letter formation is whether or not the child can form each letter legibly when writing)

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word identification

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the ability to read aloud, or decode, words correctly. (does not mean knowing the word meaning)

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When children acquire efficient word identification skills, they can read with

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Automaticity

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Phonics

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is the ability to make the corrct association between the sounds and the symbols of a language

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Sight Words

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words that are identified as whole units
(high frequency words, words with irregular spelling (dove great), words that children want to know (burger king, dinosaur), words that are introduced (insect, butterfly)

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Edward Fry "the new instant word list"

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list of high frequency words

(as, the, of)

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morphology

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study of words formation
-Children use morphological clues to identify words.

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structural analysis

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process of recognizing words by analyzing prefixes, suffixes, and base words.

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syllabic analysis

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is the process of recognizing words by analyzing the syllables in a words

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Context clues

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children can figure out unknown words if they know the meanings of the words surrounding the unknown word

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Knowledge of phonics and sight words are prerequisites for

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word recognition, reading fluency, and reading comprehension

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How does a child achieve automaticity

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when word identification is swift and accurate

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Why is automaticity essential

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important for fluent reading appropriate pace with appropriate expression (intonation). ESSENTIAL FOR READING COMPREHENSION

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stop sounds

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sound must be uttered quick, stop sounds are also called clipped consonant sounds (b,c,d,g,j,k,p)

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Continuous sounds

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continuous consonant sound, it is possible to hold the sound out
EX: f,l,m,n,r,s,v,z

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Consonant Digraphs

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two-letter consonant that make one sound.
EX: ph in phone, sh in share

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consonant blends

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two-or three letter combinations, said rapidly, and each letter in a blend makes a sound that make one sound
EX: pl in play, spr in spring, and bl in blen

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Long vowels

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when they say there own name
EX: bake and bite

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Short vowels

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EX: cat, pet, bit, cot, but

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Vowels

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a,e,i,o,u

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Vowel Digraphs

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two-vowel combinations that make a single sound.
EX: oa in boat makes the long o sound: the ea in teach makes the long e sound

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Diphthongs

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are glided sounds made by such vowel combination as oi oil, and oy in boy. When pronouncing a diphthong, the tongue starts in one position and rapidly moves to another

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R-controlled vowels

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neither long or short
Ex: a in car, e in her, i in girl, and u in hurt and o in for

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L-controlled

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neither long or short
Ex: a makes in chalk, e makes in help, i makes in milk, o makes in cold, and u makes in bull

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inflected suffixes

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ed, er, est, ing, and s

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Prefixes

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inter or intra

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suffixes

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est or ment

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CVC

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The medial vowel is short
Ex: man, pet, lip, tot, and bum

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VC

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the vowel is short
Ex: am, it and up

there are exceptions words with "irregular spelling" ex: to (o does not make the short o sound)

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CVCC

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the vowel is short
Ex: balk, cost, and film

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CCVC

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most start with a consonant blend
Ex: brat, clap, or skip

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CVVC

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many but not all have vowel digraphs (two vowels one sound)
Ex: gait, team, and goat

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CVCE

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vowel in this pattern makes a long sound as in
Ex: made, like, cone and buge
beware of irregular words like love, and live

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Stages of Spelling Development

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precommunicative - shows no understanding that letters represent sounds. (squiggles if letter appear they are randomly assigned)
semiphonetic - attempt to use letters to represent sounds
Phonetic- know that letters represent sounds ex: i lik two flii a kitt "I like to fly a kite"
Transitional- child knows most of the orthographic patterns
Conventional - spells almost all words correctly (mistakes occur when child tires to spell new words with irregular spelling)

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What is the relationship among phonics knowledge, spelling development, and decoding skills

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leads to swift word identification which is necessary for fluent reading. It also supports the child's development as a speller. (phonics instruction makes children better spellers)

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Orthography development

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somewhat synonymous with spelling - usually used as part of the phrase orthographic patterns which are frequently occurring letter combination Ex: rime-ight, the suffix - tion).phonics helps children learn these orthographic patterns/

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what is the role of phonological and phonemic awareness

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Studies have shown that acquisition of phonemic awareness is highly predictive of success in learning to read. (is the foundation of understanding the sound-symbol relationships of english)

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Word Awareness in teaching Phonological awareness

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aware that sentences are made up of words and require children to detect and identify word boundries. (ex:I like ice cream has four words)

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syllable awareness (phonological awareness)

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harder for children to understand (clapping hands)

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Word Blending (phonological awareness)

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two single-syllable words and blend them to form one word (cow boy "cowboy") forming a compound word.

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Which should take place first teaching phonemic awareness or phonological awareness?

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phonological awareness first because it's larger units of language such as words and syllables

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what does direct teaching of phonemic awareness include

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sound isolation, sound identity, sound blending, sound substitution, sound deletion, and sound segmentation

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LEA

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Language experience approach (intended to develop and support children's reading and writing abilities.

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all syllables must have at least one vowel

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True

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Open syllable

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ends with a vowel be, go, and first syllable in bee-tle or re-sign)

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Close syllable

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ends in a consonant kick-ball and nor-mal