Teaching Reading Flashcards
(75 cards)
A general term that refers to prefixes and suffixes.
Affix
The concept that letters and letter combinations represent individual phonemes in written words.
Alphabetic Principle
Reading without conscious effort or attention to decoding.
Automaticity
A unit of meaning that can stand alone as a whole word (friend, pig). Also called a free morpheme.
Base Word
A system of categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evaluation.
Bloom’s Taxonomy
Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //) with the intent to give children an opportunity to practice reading phrases fluently.
Chunked Text
A decoding strategy for breaking words into manageable parts (/yes /ter/ day), or dividing a sentence into smaller phrases where pauses might occur naturally.
Chunking
Words that are related to each other by virtue of being derived from a common origin (decisive, decision)
Cognates
Initial instructional tool teachers use to teach reading in the five components of reading: phonemic awareness, phonics, fluency, vocabulary, comprehension as well as spelling, and writing to meet or exceed grade-level standards.
Comprehensive/Core Reading Program (CRP)
An awareness of one’s understanding of text being read; part of metacognition (Am I understanding this text? How can I fix my comprehension problems?)
Comprehension Monitoring
Provides a visual framework for organizing conceptual information in the process of defining a word or concept; contains category, properties, and examples or the word or concept.
Concept Definition Mapping
Two or more consecutive consonants which retain their individual sounds (/bl/ in block; /str/ in string).
Consonant Blend
Two consecutive consonants that represent one phoneme, or sound (/ch/, /sh/, /th/)
Consonant Digraph
A sound that can be held for several seconds without distortion (/m/, /s/)
Continuous Sounds
Instruction provided to all students in the class, guided by a comprehensive core reading program (Tier 1 - whole class, small group with differentiated instruction)
Core Instruction
Text in which 80%-90% of words comprise sound-symbol relationships that have already been taught; used for providing practice with decoding skills and is a bridge between learning phonics and the application of phonics in independent reading,
Decodable Text
A prefix or suffix added to a root or base to form another word (un- in unhappy, -ness in likeness).
Derivational Affix
During story reading, the teacher/parent asks questions, adds information, and prompts student to increase sophistication of responses by expanding on his/her utterances.
Dialogic Reading
A group of two consecutive letters whose phonetic value is a single sound (/ea/ in bread; /ch/ in chat; /ng/ in sing).
Digraph
A vowel produced by the tongue shifting position (sliding) during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.
Dipthong
A framework used during phonemic awareness instruction, sometimes referred to as Sound Boxes. Students push a marker into one box as they segment each sound in the word.
Elkonin Boxes
Informational text and the relationships among ideas.
Expository Text
Words of one syllable, ending in f, l, or s, after one vowel, usually end in ff, ll, or ss.
Floss Rule
Ability to read text quickly, accurately, and with proper expression; provides a bridge between word recognition and comprehension.
Fluency
