Other Vocab Flashcards
(40 cards)
systematic phonics program
a successful student approach. The elements that the program includes are structured and consider the learner. These programs feature information connected to actual readings, planned and concise instruction, not too many rules, a good pace for the audience, and review and application.
R controlled word program
those in which the ‘r’ sound is the more pronounced sound that is heard. These include: -ar, -er, -ir, -or, -ur, -oor, -ear, -our, -eer.
Explicit vs Implicit Instruction
Explicit: teaching where the instructor clearly outlines what the learning goals are for the student, and offers clear, unambiguous explanations of the skills and information structures they are presenting.
Implicit: teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the information in the way that makes the most sense to them.
Phoneme Blending
Phoneme blending is the ability to blend individual sounds into a word.
Phoneme Categorization
Phoneme categorization is a way to practice matching sounds or picking out the sound that does not belong when given a sequence of two or more words.
Here’s an example for beginning sounds: The teacher says three words, and students will have to determine which two words have the same beginning sound. The set of words might be “cat, cow, fish”. The students would pick out the words “cat” and “cow”, because they both start with the /c/ sound.
Phoneme Deletion
Phoneme deletion involves having students manipulate spoken words by deleting specific phonemes
“What word do we have if we say bat without the /b/ sound?”
Phoneme Isolation
Phoneme isolation has to do with the individual sounds that make up a spoken word, namely, breaking down or isolating the different sounds. For example, a child who can perform phoneme isolation should be able to show where the /”g/ sound appears in such words as ”flag” or ”give” – the beginning of the word, the middle of the word, or the end?
Grapheme
The name grapheme is given to the letter or combination of letters that represents a phoneme
A way of writing down a phoneme. Graphemes can be made up from 1 letter e.g. p, 2 letters e.g. sh, 3 letters e.g. tch or 4 letters e.g ough.
Phonics Manipulation Task
Phoneme Manipulation is “playing” around with the sounds in a word to make a new word. For example, the teacher may say a word “pot” and then ask the students to change the /p/ to /h/ to create a new word.
Cue Analysis
Assessing response to this:
Education Cues or prompts are used to help teach, remind and reinforce students’ ability to do a particular task or use set of skills. Cues or prompts can be subtle, but should be easy to recognize and interpret for both staff and students.
Reading Inventory
The Reading Inventory is a research-based, adaptive student assessment program that measures reading skills and longitudinal progress from Kindergarten through college readiness.
Running Record
A Running Record is an assessment tool which provides an insight into a student’s reading as it is happening
Basal Reader
Basal readers are textbooks used to teach reading and associated skills to schoolchildren. Commonly called “reading books” or “readers” they are usually published as anthologies that combine previously published short stories, excerpts of longer narratives, and original works.
Predictive Cues
Predictive cues induce large changes in people’s choices by biasing responses towards the expected stimulus category
Semantic Cues
A semantic cue is a prompt that contains semantic information, and is given to facilitate word retrieval. Semantic information is knowledge that is related to the meaning of the word. This may include a formal description or definition (e.g., “Something that contains coffee” for cup)
Syntactic Cues
Syntactic cues involve word order, rules and patterns of language (grammar), and punctuation. For example, the position a word holds in a sentence will cue the listener or reader as to whether the word is a noun or a verb.
Digraphs
A digraph is two letters that combine together to correspond to one sound (phoneme). Examples of consonant digraphs are ‘ch, sh, th, ng’. Examples of vowel digraphs are ‘ea, oa, oe, ie, ue, ar, er, ir, or, ur ‘.
Association Method
The Association Method is a phonics-based, multi-sensory and multilevel curriculum designed to teach oral and written communication to people with severe communication disorders. Its goals are fluency and automaticity. The teaching procedures are specifically designed to reduce or alleviate the language-disordered child’s difficulties in decoding, organizing, associating, storing and retrieving information pertinent to the production of clear, articulate speech.
Herman Method
The Herman Method™ teaches reading in small groups of up to three students. … The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing.
The Orton-Gillingham Approach
The Orton-Gillingham Approach is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive way to teach literacy when reading, writing, and spelling does not come easily to individuals, such as those with dyslexia. The Orton-Gillingham Approach is most often associated with a one-on-one teacher-student instructional model. Its use in small group instruction is not uncommon. A successful adaptation of the Approach has demonstrated its value for classroom instruction. Reading, spelling and writing difficulties have been the dominant focus of the Approach although it has been successfully adapted for use with students who exhibit difficulty with mathematics.
It teaches the basics of word formation before teaching word meanings. The instruction is structured and repetitive. Teachers still use this approach for students with disabilities who need to focus on visual memory, using a multi-sensory system.
Sequential English Approach
The Sequential English Education program is a multisensory structured language approach to teaching reading, writing, and spelling to students at risk for or diagnosed as dyslexic or having a related disorder.
COPS
The acronym COPS represents an error-monitoring strategy. It stands for C-Capitalization, O-Overall appearance, P-Punctuation, and S-Spelling. Students learn the acronym so they may remember the steps when correcting their errors on written work.
Percentage of all students who are special education students in the U.S.
14.4%
Disproportionality
over-representation of minority students identified with a learning disability or other type of disability
