Literacy Development

Question 1

Early Reader (Stage of Reading Development)

Answer 1

Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print

Question 2

Prosody

Answer 2

the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Question 3

Phoneme Blending

Answer 3

the ability to blend two sounds to make a word

Question 4

Onset and Rime Production

Answer 4

the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime

Question 5

Accuracy (when reading)

Answer 5

the reader’s ability to correctly pronounce words

Question 6

Phoneme Substitution

Answer 6

the ability to substitute one phoneme for a different one

Question 7

Individualized Education Program (IEP)

Answer 7

legally mandated, customized educational plan developed for students with disabilities in the United States, outlining specific learning goals, services, accommodations, and supports needed to meet their unique educational needs

Question 8

Individuals with Disabilities Education Act (IDEA)

Answer 8

the law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities

Question 9

Phonological Awareness

Answer 9

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Question 10

Letter–Sound Correspondence

Answer 10

knowing what sound(s) each letter makes

Question 11

Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)

Answer 11

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

Question 12

Letter Recognition

Answer 12

the ability to name the letters in the alphabet and identify the characteristics of each letter

Question 13

Accommodation

Answer 13

occurs when existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised

Question 14

Phonetic Spelling

Answer 14

students spell the way they hear the word pronounced

Question 15

Least Restrictive Environment (LRE)

Answer 15

the classroom or setting where the child can be successful, with or without accommodations, and with typical age/grade level peers

Question 16

Phonics / Graphophonemic Principle

Answer 16

using the relationship between symbols (letters and words) and sounds of a language to read and write

Question 17

Basal Reading

Answer 17

Leveled reading curriculum sets

Question 18

Phoneme

Answer 18

the smallest individual sounds in a word

Question 19

Semiphonetic Spelling

Answer 19

Students have some letter awareness, but are unable to use all letters in the word.

Question 20

Decoding

Answer 20

in reading out loud, being able to sound out words by breaking them into simple forms; in reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

Question 21

Sight Word

Answer 21

typical phonics rules can only partially decode these words; students must recognize them by sight because they contain irregular sound-spelling patterns

Question 21

Structural / Morphemic Analysis

Answer 21

using meaningful word parts (morphemes) to study a word and determine its meaning

Question 22

Alphabetic Principle

Answer 22

the understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English

Question 23

Modifications

Answer 23

changes made to the curriculum or instructional practices to alter the expectations or performance criteria for students, often used to support learners with special needs by providing a more accessible and tailored educational experience

Question 24

Speed (when reading)

Answer 24

the pace at which the reader reads the text

Question 25

QAR

Answer 25

A reading strategy to complete after completing a text to promote comprehention Helps students understand the different types of questions they encounter when reading and how to find answers effectively. It categorizes questions into four main types: "Right There," "Think and Search," "Author and Me," and "On My Own," each requiring a different approach to find the answer. | Question-Answer Relationship

Question 26

Shared Reading

Answer 26

a reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text

Question 27

Phoneme Isolation

Answer 27

the ability to hear and recognize the individual sounds in words

Question 28

Word Awareness

Answer 28

knowing that individual words make up a sentence

Question 29

Reading Fluency

Answer 29

ability to read with appropriate speed, accuracy, and prosody

Question 30

Phoneme Deletion

Answer 30

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.

Question 31

SQ3R

Answer 31

A reading strategy to complete before, during, and after reading a text to promote reading comprehension | Survey, Question, Read, Recite, and Review

Question 32

Emergent Reader (Stage of Reading Development)

Answer 32

when children understand that written language has meaning and gives messages

Question 33

Conventional Spelling

Answer 33

children know and use basic spelling rules and spell most words correctly

Question 34

Rhyme Awareness / Rhyming

Answer 34

the ability first to hear words that rhyme and then to be able to produce a rhyme(s)

Question 35

Invented Spelling

Answer 35

child's attempt to spell based on best judgement

Question 36

Phonemic Awareness / Sound Awareness

Answer 36

the ability to hear, identify, and re-create individual sounds in spoken words

Question 37

Phoneme Addition

Answer 37

the ability to make a new word(s) by adding a phoneme to an existing word

Question 38

Transitional Spelling

Answer 38

students use some conventional spelling but still misspell many irregular words

Question 39

Alphabetic Knowledge

Answer 39

the ability to recognize, name, and write letters

Question 40

Phoneme Segmentation

Answer 40

the ability to break down a word into separate sounds, as they say and count each sound

Question 41

Precommunicative Spelling

Answer 41

Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms

Question 41

Phoneme Manipulation

Answer 41

the ability to perform phoneme deletion, addition, and substitution

Question 42

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 42

the ability to hear individual parts/syllables of words

Question 43

Contextual Analysis

Answer 43

use of surrounding information in a text to help determine a word