Wisconsin Foundations Of Reading Test

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Alphabetic Principle

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phonemes (speech sounds) that are represented by letters and letters pairs.

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Environmental Print

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print found authentically in our environment (stop sign, labels on food).

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Emergent Literacy

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Students described as “emergent readers” are typically in an early childhood setting or kindergarten. They have not yet begun formal reading instruction.

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Book Handling Skills

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Illustrates a child’s knowledge of how books “work” (how to hold the book, tracking print from left to right, front and back cover, title page, dedication page etc.)

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3 Reading Cueing Systems

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Semantics, syntax, and phonics

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Prompt to cue semantics

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What would make sense?

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Prompt to cue syntax

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What would sound right?

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Prompt to cue phonics

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What word matches the print?

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Grapheme

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Smallest part of written language that represents a phoneme in the spelling of a word. May be one letter or several letters that produce a single sound (phoneme)

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Phoneme

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Smallest part of spoken language that makes a difference in the meaning of words. English has 41 phonemes. Sometimes one phoneme is represented by more than one letter.

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Phonics

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The understanding that there is a predictable relationship between phonemes (sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language)

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Phonemic Awareness

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The ability to hear, identify, and manipulate individual sounds – phonemes – in spoken words.

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Phonological Awareness

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Broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes.

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Syllable

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Word part that contains a vowel, or, in spoken language, a vowel sound.

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Onset Rime

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Parts of spoken language that are smaller than syllables but larger than phonemes. An onset is the initial consonant sound of a syllable; a rime is the part of a syllable that contains the vowel and all that follows it. STOP (st = onset; op = rime)

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Blends

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Consonant pairs or clusters that do not make a new sound when combined

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Diphthong

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blend of vowel sounds, where each sound is still heard. (Ex: -oi- in 'boil', or -ou in 'mouth')

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Synthetic phonics

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Involves the development of phonemic awareness from the outset. As part of the decoding process, the reader learns up to 44 phonemes and their related graphemes (the written symbols for the phoneme).

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Analytic phonics

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Whole language approach. Involves the development of phonemic awareness from the outset. As part of the decoding process, the reader learns up to 44 phonemes (the smallest units of sound) and their related graphemes (the written symbols for the phoneme).

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Emergent readers

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Learn concepts about print, build oral language, Build phonological awareness (e.g. a sense of rhyming), build a knowledge of letter identification, may begin to develop alphabetic principles (the sounds associated with letters)

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Transitional readers

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Students at this level begin to see lots of words that are not necessarily in their oral vocabulary. The patterns may be consistent, but the features become more complex and many words are now multi-syllable.

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Fluency

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Fluent readers read smoothly, accurately, and efficiently. Qualities of fluency include accuracy, appropriate rate, expression, phrasing and intonation.

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Independent level texts

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Student can read with 95% or greater accuracy

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Instructional level text

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Student can read the text with 90-94% accuracy

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Frustration level text

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Student can read text with less than 90% accuracy. Learning a may be undermined at this point.

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Strategies to promote reading fluency

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Repeated readings of familiar text, echo reading, choral reading, reader's theater

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Morpheme

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Smallest meaningful unit of language. Any unit of a word that carries meaning can be considered a morpheme

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Affix

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Prefixes, suffixes, and inflectional endings

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Closed syllables

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When a short word or syllable with one vowel sound ends in a consonant (VC, CVC, CVCC, CCVC)

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Open syllables

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When a word or a syllable has only one vowel and it comes at the end of the word or syllable, it usually creates the long vowel sound. (CV, CV-CVC)

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Inflectional endings

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Affixes added to the end of words to indicate number (ox/oxen, bush/bushes) or tense (playing, played, plays)

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Schwa

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An unstressed vowel sound, such as the first sound in “around” and the last vowel sound in “custom”.

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Semantic mapping

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A strategy that visually displays the relationship among words and helps to categorize them.

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Metacognitive Strategies

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strategies that help the reader become more aware of their own reading process, their thoughts as they read, and help the reader to have more control over their reading (e.g. noticing when comprehension breaks down and using “fix-up” strategies, such as rereading or paraphrasing, to comprehend)

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Literal Comprehension

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Information that is stated explicitly in the text such as who, what, when, where, why

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Inferential Comprehension

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Information that is implied within the text, but not directly or explicitly stated

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Evaluative Comprehension

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The reader needs to use information from the text and their own world experiences to form a judgment.

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Before Reading Strategies

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The reader develops a plan of action by:• Activating and building upon prior knowledge and experiences• Predicting what text is about based on text features, visuals, and text type• Setting a purpose for reading

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During Reading Strategies

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The reader maintains and monitors a plan of action by:• Connecting new texts with prior knowledge and experiences• Checking predictions for accuracy• Forming sensory images• Making inferences• Determining key vocabulary• Interpreting the traits of main characters• Self-monitoring own difficulty in decoding and comprehending text• Interpreting diagrams, maps, and charts• Posing how, why and what questions to understand and/or interpret text• Recognizing cause-effect relationships and drawing conclusions• Noticing when comprehension problems arise

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After Reading Strategies

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The reader evaluates a plan of action by:• Discussing accuracy of predictions• Summarizing the key ideas• Connecting and comparing information from texts to experience and knowledge• Explaining and describing new ideas and information in own words• Retelling story in own words including setting, characters, and sequence of important events• Discussing and comparing authors and illustrators• Reflecting on the strategies that helped the most and least and why

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Cloze Procedure

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students read a selection in which random words are deleted a replaced with blank spaces. Students are directed to read the selection and fill in the blanks with words they think would best complete the sentence.

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Miscue Analysis

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Analysis of any responses (mistakes) made during oral reading that deviate from those anticipated

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Informal Reading Inventory

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A compilation of graded reading selections with comprehension questions accompanying each selection. This inventory is individually administered to determine the student’s strengths and weaknesses in word recognition and comprehension.

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Stages of reading development

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1. Emergent readers 2. Early readers 3. Early fluent readers 4. Fluent readers

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Automaticity

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Reading without any conscious effort or attention to decoding

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Bloom's Taxonomy

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system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: Knowledge, comprehension, application, analysis, synthesis, and evaluation.

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Choral reading

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Two or more students reading aloud in unison. This can help with oral reading fluency

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Chunked text

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Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give children an opportunity to practice reading phrases fluently.

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Concept definition mapping

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Provides a visual framework for organizing conceptual information in the process of defining a word or concept. The framework contains the category, properties, and example of the word or concept.

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Consonant Blend

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Two or more consecutive consonants which retain their individual sounds (e.g., bl in block; str in string).

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Consonant digraph

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consecutive consonants that represent one phoneme, or sound (e.g., ch, sh).

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Decodable text

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Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading.

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Digraphs

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group of two consecutive letters whose phonetic value is a single sound (e.g., ea in bread; ch in chart; ng in sing).

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Elkonin Boxes

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framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word.

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Explicit teaching

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1. Model and explanation 2. Guided practice 3. Supported application 4. Independent practice

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5 components of reading

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Phonemic awareness, phonics, fluency, vocabulary, and comprehension

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Floss rule

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Words of one syllable, ending in f, l, or s – after one vowel, usually ending in ff, ll, or ss (sounds /f/, /l/, /s/).

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Guided or supported reading

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of one syllable, ending in f, l, or s – after one vowel, usually ending in ff, ll, or ss (sounds /f/, /l/, /s/).

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Homograph

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Two words that are spelled the same, but have different meanings and may be pronounced differently

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Implicit instruction

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opposite of explicit instruction. Students discover skills and concepts instead of being explicitly taught. For example, the teacher writes a list of words on the board that begin with the letter “m” (mud, milk, meal, and mattress) and asks the students how the words are similar. The teacher elicits from the students that the letter m stands for the sound you hear at the beginning of the words

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Independent reading level

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at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read)

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Inversions

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'Flipping' of letters, either horizontally or vertically (p instead of d, M instead of W, b-d, or u-n. Common in emergent readers.

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Orthography units

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The representation of the sounds of a language by words or symbols

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Phonogram

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succession of letters that represent the same phonological unit in different words, such as igh in flight, might, tight, sigh, and high.

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Pragmatics

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branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meanings through language. Rules for social language

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Prosody

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branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meanings through language.

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Reading fluency prorating formula

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words read correctly x 60 / by the number of seconds = Reading Fluency Score

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Reversals

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of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d-b, or writing letters backwards. Not uncommon with Emergent readers and writers.

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Segmenting

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Separating the individual phonemes, or sounds, of a word into discrete units.

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Sound to symbol

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Phonics instruction that matches phoneme to grapheme.

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Student friendly definition

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Explanation of a words meaning rather than a definition

1. Characterizes the word and how it is typically used.2. Explains the meaning in everyday language.