Rica Study Guide

Front 1

Affix

Back 1

A bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached. Preffix= beginning Suffix= ending

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Alphabetic Principal

Back 2

The assumption underlying alphabetic writing systems that each speech sound or phoneme of a language should have its own distinctive graphic representation, which is a letter or group of letters of the alphabet.

Front 3

Analytic Phonics

Back 3

A whole- to- part approach to word study in which the student is first taught a number of sight words and then relevant phonic generalizations, which are then applied to other words.

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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 and to distinguish among the sounds.

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Auditory Processing

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The full range of mental activity involved in reacting to auditory stimuli, especially sounds, and in considering their meanings in relation to past experience and to their future use.

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Automaticity

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The ability to recognize a word (or series of words) in text effortlessly and rapidly.

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Basal Reading Program

Back 8

A collection of student texts and workbooks, teacher's manuals, and supplemental materials 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/ to sound out; the instance of two or more consonants appearing together in a word but each of the consonant sounds remaining an independent phoneme.

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Hierchy of Comprehension

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Ranges from concrete to abstract, and includes levels such as literal, inferential, analytical, and evaluative. Also referred to as lower- order and higher- order skills.

Front 11

Concepts of Print

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Print conventions; left to right, top to bottom, the direction of print on a page, the use of spaces to denote words, and the idea that print represents words and punctuation.

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Cueing System

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Can include any of the various sources of information that might aid identification of a word unrecognized at first glance. The three main ones are: Semantics (meaning), Syntax (structural), grapho- phonemic (visual or letter- sound information)

Front 13

Curriculum- Based Assessment

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The appraisal of student progress by using materials and procedures directly from the curriculum taught.

Front 14

Decodable Text

Back 14

A type of text used in beginning reading instruction, often from little books, for the purpose of fluency practice. Can be independently decoded or sounded out based on what the student knows. The text contains many repetitions of sounds and phonic elements that students have already been taught, along with a limited number of high- frequency words.

Front 15

Decode

Back 15

To analyze spoken or graphic symbols of a familiar language in order to ascertain their intended meaning.

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Decoding

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A series of strategies used selectively by readers to recognize and read written words. The reader locates cues (such as letter- sound correspondence) in a word that reveals enough about it to help in pronouncing it and attaching meaning to it.

Front 17

Diagnosis (in reading- based instruction)

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The act, process, or result of identifying the specific nature of a disorder or disability through observation and examination. This often includes the planning of instruction and an assessment of the strengths and weaknesses of a student.

Front 18

Diagnostic Teaching

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The use of the results of student performance on current tasks to plan future learning activities. Instruction in which diagnosis and instruction are fused into a single ongoing process.

Front 19

Diagnostic Test

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A test used to analyze strengths and weaknesses in content- oriented skills. Note: these may permit comparison among several sub-abilities of the same individuals, and sometimes comparisons of strong ans weak points of a group or class.

Front 20

Digraph

Back 20

A combination of two letters, either consonants or vowels, representing a single speech sound. Consonants are th, sh, ch, wh, ph, ck, tch.

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Dipthong

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A vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel or semi- vowel in the same syllable, as /i/ in buy, and vowel sounds in boy and bough.

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Vowel Dipthong

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Two or more vowels blended together.

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Dyslexia

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A medical term for a developmental reading disability, where people have difficulty in spelling and in acquiring a second language. Difficulties with phonology are typical in most cases.

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Emergent Literacy

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The beginning stage of the development of the association of print with meaning in early childhood.

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Encode

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To change a message into, such as oral language into writing, or to change an idea into words, or change physical law into mathematical symbols.

Front 26

Etymology

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The study of the history of words.

Front 27

Explicit Instruction

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The intentional design and delivery of information by the teacher to the students. Modeling, Practice and Application with guidance, and feedback.

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Fluency

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The clear, easy, and quick written or spoken expression of ideas. In reading, this means freedom from word- identification problems that might hinder comprehension in silent reading or hinder the expression of ideas in oral reading automaticity.

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Fluent Reader

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A reader whose performance meets or exceeds normal expectations with respect to age and ability/ an independent reader.

Front 30

Frustration Reading Level

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A readability or grade level of material that is too difficult to be read successfully by a student.

Front 31

Grapheme

Back 31

A written or printed representation of a phoneme as b for /b/ or oy for /oi/ in boy.

Front 32

Grapheme- Phoneme Correspondence

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The relationship between a grapheme and the phoneme(s) it represents; letter- sound correspondence, as c representing /k/ in cat and /s/ in cent.

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Graphic Organizer

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A visual representation of facts and concepts from a text and their relationships within an organized frame.

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Guided Reading

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Reading instruction conducted in small, flexible groups in which everyone reads simultaneously and for which the teacher provides the structure and purpose for reading and for responding to the material read.

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High- Frequency Word

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A word that appears much more often than most other words in spoken or written language; it is also known as a sight word.

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Informal Reading Inventory (IRI)

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The use of a graded series of passages of increasing difficulty to determine student's strengths, weaknesses, and strategies in word identification and comprehension to determine a student's independent, instruction, and frustration reading levels. Comprehension questions are often asked after each passage is read.

Front 37

Interactive Writing

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A shared writing experience used to assist emergent readers in learning to read and write.

Front 38

Invented Spelling

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Spelling of sounds processed phonologically. (A child's attempt to map speech to print.) It is also known as phonetic spelling and temporary spelling.

Front 39

Learning Center or Station

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A location within a classroom in which students are presented with instructional materials, specific directions, clearly defined objectives, and opportunities for self- evaluation.

Front 40

Metacognition

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Awareness and knowledge of one's mental processes. Thinking about thinking.

Front 41

Minimally Contrasting Pairs

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Words that differ only in the initial or medial or final sounds (pest/best, cat/cap).

Front 42

Mnemonic Device

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A method for improving memory, especially the use of pattern strategies to improve memorizing strings of facts.

Front 43

Morpheme

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The smallest unit of meaning. It can be a letter, syllable, affix, root or base word. The addition of a morpheme to a word adds a meaningful element or changes the meaning, as the addition of an s to the word book becomes more than one.

Front 44

Morphology

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The study of the structure and forms of words, including derivation, inflection, roots, base words, and combining forms.

Front 45

Nonphonetic Word

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In teaching practice, a word whose pronunciation may not be accurately predicated from its spelling.