Foundations Of Reading Development Flashcards
1
Q
Oral language
A
Refers to speaking and understanding spoken words. Oral language skills allow individuals to express their thoughts, ideas, and emotions and comprehend others.
2
Q
Reading stories aloud
A
Contributes to the development of oral language skills.
3
Q
Structure of oral language
A
Phonology > Morphology > Semantics > Syntax > Pragmatics
4
Q
Phonology
A
the study of the sound structure of spoken language and is one of the five components of oral language.
Understanding phonology supports the development of phonological awareness and is a component of early literacy and language development.
5
Q
Phonemes
A
Individual speech sounds
6
Q
Graphemes
A
Letters or letter combinations that represent phonemes
7
Q
Phonemes
A
/b/ /r/ /oo/ /m/
4 phonemes
8
Q
Graphemes
A
b r oo m
4 graphemes
9
Q
Letters
A
b r o o m
5 letters
10
Q
The English language consists of
A
44 phonemes represented by only 26 letters in the English alphabet.
11
Q
Vowels
A
Sounds that are produced without closing the vocal tract
12
Q
Diphthongs
A
Two vowels in the same syllable that “glide” from one vowel sound into another (e.g., oy in boy)
13
Q
Semivowels
A
The consonants y and w, which may also act as vowels in some instances (e.g., -ay, -ow)
14
Q
Consonants
A
Sounds produced through a partially or completely closed vocal tract
15
Q
Articulation
A
Consonants can be categorized further by their place of articulation, manner of articulation, and whether they are voiced or unvoiced.
16
Q
Place of articulation
A
Refers to where the sound is produced in the mouth and how different parts of the vocal tract interact with the produced sound.
17
Q
Manner of articulation
A
Refers to how the airflow is restricted or affected during the formation of the sound.
18
Q
Stop sounds
A
Consonant sounds in which the vocal tract is blocked so that all airflow stops.
19
Q
Fricatives
A
Consonants produced when the air moving through the mouth creates audible friction.
20
Q
Nasals
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Consonants produced when air moves through both the nose and mouth in the production of the sound.
21
Q
Affricatives
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Combination between stop sounds and fricatives.
22
Q
Morphemes
A
The smallest meaningful units of language that have meaning. A single word or letter may be a morpheme (e.g., I, the, apple, basket, -s, -y), or words may be formed by combining multiple morphemes such as roots, bases, and affixes.
Example : coffee + maker = coffeemaker
run + ing = running
23
Q
Semantics
A
WORD AND PHRASE MEANINGS.
The meaning system of language. Semantics is what attaches meaning to the sentence and ensures it makes sense. The sentences below both use correct syntax; however only one MAKES SENSE, which is SEMANTICS.
24
Q
Syntax
A
Sentence structure & grammar rules
Syntax refers to how words are combined to form meaningful sentences. Understanding the syntax may continue developing along with understanding complex language and language structures.
Development Example:
Dog go —> The dog goes outside.
25
Pragmatics
COMMUNICATION RULES!!!!
Refers to the SOCIAL RULES and CONVENTIONS that guide how language effectively communicates with others in a given situation. It involves understanding the definitions of words and how context and tone may affect their meaning.
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Instructional approaches
-leading students in guided discussions
-encouraging students to produce oral narratives
-asking students to retell stories
-introducing and modeling the use of key or subject-specific vocabulary
-interactive read-alouds
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Activities that support oral language use
-dramatic play
-text-based discussions
-reciprocal teaching
-Socratic seminars
-think-alouds or verbalizing thinking
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Morphology
Word parts and their meaning
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Phonology
Awareness of sounds
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A first grade student excitedly brings his book to his teacher and points to a picture of a bat and bag. He says, “They rhyme!!”
Phonology
31
Unvoiced
Sound occurs when the vocal cord remain open and do not vibrate.
32
During a conversation, the teacher noticed that a second-grade student was unable to correctly pronounce words with inflectional endings.
Morphology
33
Phonological awareness
Is the awareness of and ability to work with sounds in spoken language. Phonological awareness is an umbrella term with various sub-skills falling under it.
Phonological awareness continuum includes: sentence segmentation, rhyming, alliteration, syllabication, onset-rime, and phonemic awareness.
34
What is the skill:
“Listen as a say two small words: base-ball. Put the two words together to make a compound word.”
“Baseball”
Word awareness
35
What is the skill:
“I am going to say a sentence. How many words are in the sentence: The dog ran outside.”
“Four”
Sentence segmentation
36
What is the skill:
“How many syllables are in the word yellow?”
“Two.”
Syllables
37
What is the skill:
While holding a piece with each, “This is a bat, a bun, a spider, and a bug. Which one doesn’t belong?”
“Spider.”
Alliteration
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What is the skill:
“Which one of these words does not rhyme? Bat, sat, pin.”
“Pin”
Rhyme
39
What is the skill:
“In the word sit, what is the onset?”
SR: “/s/.”
“What is the rime?”
SR: “/it/.”
Onset and rime
40
Phonemic awareness
The understanding that words can be broken down into individual phonemes (sounds). It is the ability to blend, segment, and manipulate speech sounds in spoken words.
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Isolation
Identifying the beginning, middle, or ending phoneme.
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Blending
Putting phonemes together to say the word
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Segmenting
Breaking a word into the individual phonemes
44
Manipulation
Adding, subtracting, or changing a phoneme in a word.
45
Short vowels
represented by one letter.
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Long vowels
Represented by 1 or 2 letters, mostly 2.
Examples: say, bee, pie.
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“What is the first sound in the word ship?”
“Sh”
Isolation
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“What is the middle sound in the word cup?”
“/u/“
Isolation
49
“What is the final sound in the word log?”
“/g/“
Isolation
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“I am going to say some sounds. I want you to blend them and tell me the word that the sounds make. /ch/ /i/ /p/.”
“Chip”
Blending
51
“I am going to say a word, and I want you to tell me the sounds in the word. The word is map.”
“/m/ /a/ /p/.”
Segmenting
52
“Say top”
“Top”
“Add /s/ to the beginning of the word. What is the new word?”
“Stop”
Addition
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“Say leg”
“Leg”
“Now take away the /l/ sound. What is the new word?”
“Egg”
Deletion
54
“Say slid”
“Slid”
“Now change the /i/ to /e/. What is the new word?”
“Sled”
Substitution
55
Systematic instruction
-Introduce closed-syllable words with two to three phonemes before closed-syllable words with blends or digraphs.
-introduce short vowel sounds before long vowel sounds.
-continue to introduce increasingly complex concepts, while regularly reviewing previously taught concepts.
56
Explicit instruction
When teaching students to segment phonemes, the teacher would introduce the new concept explicitly, and systematically, modeling and guiding students through each step of the process before students practice independently.
•here is the word, “sat.”
•what word did I say? That’s right, I said, “sat.”
•listen and watch me as I segment the word.
•listen while I say each one of the sounds in the word: /s/ /a/ /t/.
•how many sounds are in the word “sat”?
•this time we will do it together. Sat: /s/ /a/ /t/, sat.
57
Multisensory strategies
Elkonin boxes
Counters/tiles
Finger tapping phonemes in words
Clapping syllables
Hand motions to segment or blend onset-rime
Visuals such as pictures of the keyword or words while hearing or saying the words aloud.
58
Concepts of print
Term that refers to the knowledge that print carries meaning. This includes understanding book organization, letters, words, directionality, and punctuation.
59
Concepts of print classroom strategies
-having students dictate stories
-label objects and parts of the classroom
-reading predictable books with language patterns
-posting word walls with thematic or high-frequency words
-writing morning messages on the board
-posting simple messages that reinforce classroom etiquette or new concepts.
-directing attention to print that provides information such as “exit”
60
Letter recognition
Definition: letter recognition is the ability to identify & match letters.
Example: touch the letter m in the word man.
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Letter naming
Definition: letter naming is the ability to name letters.
Example: name the letters on this row.
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Letter formation
Definition: letter formation is the ability to form letters.
Example: write the letter m.
63
Alphabetic principle
The concept that letters or letter combination represent spoken sounds.
Students need multiple exposures to link letters to their corresponding sounds efficiently.
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Phonics
Instruction of phonics is the explicit process of teaching the alphabetic principle. It consists of linking letters to the consistent, predicable sounds they represent in English. This concept is called letter-sound correspondence.
65
Synthetic phonics
Explicit instruction of individual letter sounds and letter combinations.
Isolates letter sounds of groups of letters and blends the separate sounds to enunciate words.
Given the word “cat,” students learn to identify three individual phonemes /c/ /a/ /t/ and blend them together to pronounce the word “cat.”
66
Analytic phonics
Explicit instruction of whole words and patterns within words.
Analyzes whole words to identify patterns and common phonograms, onsets, and rimes.
Given the word “cat,” students learn to recognize similar patterns in “bat” and “hat” using this knowledge to read new words.
67
Free morpheme
A base word that can stand alone
Example: hat
68
Bound morpheme
A word part that cannot stand alone
Example: -s, un-, -ject
69
Inflection or inflectional morpheme
A suffix that changes a words tense or number or implies possession or comparison. (Example: run>> running)
70
Derivational morpheme
An affix (prefix or suffix) that most often changes a words part of speech.
Example; sing >>> singer
71
Onset
The initial consonant of consonant clusters in a word.
Example: h in the word hop
72
Rime
The vowel sound and the consonants which follow.
Example: -op in the word “hop”
73
Syllable
A Word or part of a word that has one vowel sound.
74
Digraph
A combination of two letters representing one sound, such as th, sh, or ch.
75
Vowel digraph
Two vowels represent one sound, such as “oa” in boat or roam. Also known as a vowel team.
76
Blend
Two or more consecutive consonant sounds that retain their individual sounds, such as “st” in “last” or “spr” in spring.
77
Diphthong
Two adjacent vowels in a single syllable. The sound begins as one vowel and moves toward another.
Example: oy in boy and ou in cloud
78
Schwa
An indistinct vowel sound in an unstressed syllable. Most frequently, but not always, heard as the /u/ sound, such as “a” in “about.”
79
R-controlled vowel
Any vowel directly followed by the letter r. The r changes the pronunciation of the vowel so that it is neither long nor short. (For example, bird and car)
80
L-controlled vowel
A vowel is directly followed by the letter l. The l changed the pronunciation of the vowel so that it is neither long nor short. (For example, fall or pull)
81
Decoding
The process of translating printed words into speech. (Reading)
82
Encoding
translating speech sounds into written words (writing)
83
Sight words
Words recognized by sight
84
High frequency words
encountered most often in texts differ from words that can be read by sight.
85
Decodable high-frequency words
Children encounter these words, commonly and frequently in reading materials. They may include basic pronouns, prepositions, conjunctions, and other words necessary for constructing sentences. Examples of decodable high frequency words include: “and, it, he, she, we, four, etc.”
86
Irregularly spelled high-frequency words
These are words that do not follow typical phonetic patterns, and cannot be decoded as easily as regularly spelled words. Instruction should focus on identifying the decodable parts of these words. For example, in the word “said,” both the S and the D represent predictable sounds, while the “ai” makes an unpredictable, short, E, sound. Other examples of irregularly spelled high frequency Words include; was, said, to, two, of, come, and does.
87
Morphological awareness
The recognition and understanding that the components of complex words (roots or bases plus affixes) carry meaning.
88
Morpheme
Smallest meaningful unit of language. They can be classified as prefixes, suffixes, bases, and roots.
89
Base words
Can stand independently but may also be combined with affixes or other words to form a compound word. Base words are considered unbound morphemes.
90
Root words
Must be combined with affixes to form a recognizable word. Root words are considered bound morphemes.
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Prefixes and suffixes
Must be combined with bases or roots to form a recognizable word. Affixes are considered bound morphemes.
92
Prefix
One or more letters attached to the beginning of a root or base, changing the meaning.
Example: Un, mis, in, dis, re, pre, de, tri,
93
Suffixes
A suffix is one or more letters added to the end of a base or root word, changing its meaning.
Examples: s, es, Ed, ing, ly, ion, tion, ation, able, y, ness, ment, en, er, est.
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Inflectional endings
Modify the tense or number or denote a comparison.
Example : care- cares, cared, caring
Happy- happier, happiest
Peach- peaches
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Derivational affixes
Added to the end of a word, known as suffixes, generally change the grammatical category of a word, although there are occasional exceptions. However, all prefixes are Derivational.
Example: beauty- beautiful (noun to adj)
Creative- creatively (adj to adverb)
Enjoy- enjoyment (verb to noun)
96
Denotative meaning
A words literal meaning; its definition
Example: those bananas are really cheap!
97
Connotative meaning
A words implied or figurative meaning
Example: he is cheap and does not like to buy fancy things.
98
Contextual analysis
Can help sisters determine the words meaning.
Examples: definition, example, synonyms and antonyms, morphology, and figurative language.
99
Encoding
The process of translating speech into written language.
100
Decoding
Translates phonemes into graphemes, and encoding translates graphemes into phonemes.
101
Closed syllables
Vowel is closed by a consonant- a consonant comes after the vowel. This results in a short vowel sound.
Example: up, at, cup, tack, rabbit.
102
Open syllables (CV)
The vowel is left open- no consonant comes after the vowel. This results in a long vowel sound.
Example: we, my, go, spider, pony, silo.
103
The word learners, the -ers is an example of a _______ morpheme.
Inflectional
104
The alphabetic principle is a students ability to connect the sound, or the ________, to the letter and letter patterns, or the __________.
Phonemes
Graphemes
105
Order of the phonemic awareness skills in order of complexity
Most complex
Manipulation
Segmenting
Blending
Isolation
Least complex
106
Analytic phonics
Analyze whole words to identify patterns and common phonograms, onsets, and rime.
107
Analogy based phonics
Word patterns and analogies
Uses unknown patterns to decode unfamiliar words based on similarities between words.
108
Embedded phonics
Within the context of reading
Phonics instruction integrated into reading materials learned as apart of the reading process.
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A single unit of sound
Phoneme
110
The ability to hear a sound and write the symbol to represent that sound.
Encode
111
The process of translating printed words into speech.
Encode
112
The process of translating printed words into speech
Decoding
113
The alphabetic letters that represent sounds
Grapheme
114
Single unit of Meaning
Morpheme
115
A suffix that is added to a word that assigns a new tense, quantity, profession, or comparison (ex: sleep - sleeping)
Inflectional morpheme
116
Two vowels placed together to make one sound
Vowel digraph
117
A group of consonant that form sounds, such as the sh in shave.
Blend
118
Sound formed by the letter r, making the vowel neither long or short. (Car)
R controlled vowel
119
A vowel followed by the letter l, making the vowel neither long or short (animal)
L controlled vowel
120
Regular high frequency words
At
Can
But
In
And
Not
Had
121
Irregular high frequency words
Said
Here
Are
Some
Who
You
The
Is
122
Oral reading fluency
Reading text aloud accurately, at an appropriate rate, and with appropriate expression. Fluency provides the bridge to comprehension of text.
123
Phrase fluency
Reading of phrases and short sentences can support students’ prosody.
124
Automaticity
Combines accuracy and rate. Fluent readers make few or no errors (accuracy) and read the text at a conversational pace. (Rate)
125
Prosody
Refers to reading orally with expression, including proper intonation, pausing, and phrasing.
126
factors that MAY disrupt oral reading fluency
Gaps in phonics knowledge.
Limited automaticity words
Insufficient background knowledge
Lack of familiarity with academic vocabulary and language structures
127
Repeated reading
Passages may be decodable or grade level
Model reading the passage fluently
Have the student read the passage aloud
Provide immediate corrective feedback
Have students reread the passage 3-4 more times
128
Partner reading
Choose an appropriate text for students
Partner a more fluent reader with a less fluent reader
Have more fluent reader read the passage aloud while the less fluent reader follows along
Have students switch roles and have the less fluent reader reread what the first reader read
Students should reread the passage several times as necessary
129
Choral reading
The teacher models reading a text fluently
Students follow along in a copy of the same text
The teacher then rereads the text. This time, students read aloud along with the teacher.
The teacher and the students reread the passage several more times.
130
Readers theatre
Readers theatre is a strategy to engage students and motivate them to read a text multiple times. Students practice by undertaking repeated readings before performing for an audience.
131
Echo reading
The teacher models reading a sentence or small section of the text.
The student or students echo the teachers reading of the same sentence or small section of the text, matching how the teacher modeled the sentence or section.
132
Phrase-cued reading
Select a short text, around 100-250 words.
Mark the end of each sentence with a double slash //, and phrase boundaries with a single slash.
The teacher reads the passage aloud once, modeling appropriate prosody while the student follows along silently.
The student then reads the passage aloud several times, focusing on appropriate prosody. The teacher provides immediate feedback to the students.
Ultimately, students read aloud from a copy of the text without the coding.
133
Limited phonics skills
Children who cannot break words into syllables, connect the letter to its sound and correctly pronounce the word struggle with fluency. They get “stuck” when sounding out words or say that reading is too hard.
134
Correctly identifying and reading words is called
Accuracy
135
The speed at which a student is reading when reading grade level text is called
Rate
136
The way a student uses appropriate phrasing, expression, and tone while reading is called
Prosody
137
A readers background information for the topic has little bearing on the ability to read fluently.
True or false?
False
138
Ms. Hennessy is reading with a student during independent reading time. The student stops at the word strike and says, “S-s-t…” which of the following are appropriate ways for Ms H to prompt the student to decode the word and continue reading fluently?
Try sound out the other parts of the word.
You’ve got the right start. That word has the same vowel pattern we’ve been working on this week. Do you see the pattern in this word?
139
Which of the following activities support improving reading fluency?
Partner reading
Choral reading
Readers theatre
140
Each syllable in a word has how many vowel sounds?
1
141
Each morning, a teachers begins the day with a morning meeting where each child shares their thoughts or answers a question. Which of the following areas is the teacher developing?
Oral language
142
Which activity is most appropriate for students to practice identifying initial phonemes?
Asking them to sort and then group pictures of common objects with the same beginning sound.
143
Which of the following words would be most appropriate to include in a lesson about compound words?
Baseball
144
A teacher is engaged in a one-on-one reading session with a student. The student encounters difficulty with the word “riddle” and pronounces it with a long vowel sound. To assist the student in decoding and pronouncing this word, and similar ones in the future, the teacher can introduce and explain which relevant syllable type?
Closed syllables
