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Reading Foundations
| Question | Answer |
|---|---|
| what is the distinction between phonological awareness and phonemic awareness | (phonological) awareness that oral language is composed of smaller units like syllables (phonemic) specific type of phonological awareness, ability to tell the separate phonemes in a spoken word |
| phoneme | smallest part of spoken language that makes a difference in the meaning of words. how a letter(s) sounds when you sound it out. ex. (check - ch/e/k) |
| how many phonemes does English language have? | 41 |
| grapheme | smallest part of a written language that represents a phoneme in the spelling of a word (check - ch/e/ck) |
| phonics | helps children learn the relationships between letters of written language and the sounds of spoken language |
| phonemic awareness | the ability to hear identify and manipulate individual sounds -phonemes - in spoken words. ability to sound out words. |
| phonological awareness | broad term that includes phonemic awareness as well as work with rhymes, words, syllables, onsets and rimes |
| a word part that contains a vowel | syllable |
| parts of spoken language that are smaller than syllables but larger than phonemes | onset and rime (ex. stop st=onset; op=rime) |
| initial consonant sound of a syllable | onset |
| part of syllable that contains the vowel and all that follows it | rime |
| what is the hierarchy of phonological awareness (1-5)? | 1.rhyming 2.syllables 3.counting words in a sentence 4. hearing/manipulating onset and rime 5. phonemic awareness |
| what is segmentation | breaking words into their individual phonemes, also when they break into syllables, or onsets and rimes |
| phoneme manipulation | blending(say word), segmenting(break it up into phonemes or syllables), deleting (taking out a letter), and adding phonemes in words to make new ones |
| blending example in phoneme manipulation | when students sound out phonemes to say the word (what word is b/i/g?) |
| what is the alphabetic principle | phonemes (speech sounds) that are represented by letters and letter pairs |
| environmental print | print found authentically in our environment (stop sign, labels on food). |
| who is described as emerging readers? what is Emergent Literacy: | typically in an early childhood setting or kindergarten. They have not yet begun formal reading instruction. literacy begins very early with even scribbling |
| whats included in book handling skills? | 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.) |
| silent e pattern | when a short word ends with an "e" the first vowel usually has the long sound and the final e is silent (pinecone, side, cane) |
| what is the difference between decoding and encoding | (decoding) translating written words into the sounds and meanings of spoken words (encoding) translating spoken words into written words aka spelling |
| what are the three reading cueing systems | semantics (meaning) does it make sense, syntax (structure) does it sound right, phonics (visual) does it match the print |
| what are cueing systems | strategies that readers use to predict, confirm and self-correct when reading words that they do not already know with automaticity. ( meaning/semantics, structure/syntax, visual/phonics) |
| short vs long vowels (examples) | (short) A: apple, E: elephant, I: igloo, O: octopus, U: umbrella (long) A-say, E: tree, I: bike, O: boat, U: cute |
| what are blends and diphthongs | (blends) - consonant pairs or clusters, where each sound is still heard bl, sm, scr, gr, sl (diphthong) blend of vowel sounds where each sound is still heard oi, ou ex. boil and mouth |
| digraphs and trigraphs | 2 letters that make a new sound together ch, ph, sh, th, wh, tch (consonants) ai, ay, oa, ee, ea (vowels) |
| what are 2 approaches to phonics instruction (describe them) | [synthetic phonics] part to whole , student learns letter sounds first then pronunciation of words [analytic phonics] whole to part, student learns sight words and then letter sounds and phonic generalizations |
| what strategies support oral reading fluency | repeated readings of familiar texts, echo reading, choral reading, readers theater |
| morpheme | any unit in a word (dogs- s and dog are both morphemes) |
| what is decoding | sounding out words |
| closed vs. open syllables | [closed] when a short word with one vowel ends in a consonant the vowel is short, ex. text damp ham [open] when a word has one vowel at the end of syllable the vowel is long ex. tiger, nation, human |
| inflectional endings | affixes added to end of words to indicate number or tense (bush/bushes, play/playing, played, plays) |
| schwa | an unstressed vowel sounds (around, custom) makes "uh" sound |
| what are some comprehension strategies to support effective reading? | rereading, visualizing, reviewing, self-monitoring, and other meta-cognitive strategies |
| what writing activities promote literary response and analysis | creating story maps and other graphic organizers, comparing and contrasting different versions of a story, different books by the same author, treatment of similar themes and topics in different texts or genres |
| literal comprehension | student can repeat back the sequence of events and identify ey story elements ( who, what, when, where), explicitly stated in the text |
| inferential comprehension | information that is implied within the text but not explicitly stated. read between the lines |
| evaluative comprehension | reader needs to use information from the text and their own world experiences to form a judgment |
| what are some activities for prereading to help activate background knowledge, stimulate predictions and form a purpose for reading | predicting, connect personal experiences to story, picture walk, notice structure of text and compare to past ones (poem, fairy tale), come up with predictions and questions about story |
| cloze procedure | fill in the blank with words they think would best complete the sentence |
| criterion referenced test | tests based on objectives that contain specifc conditions outcomes and criteria that are expected for satisfactory completion of the task |
| norm referenced test | provides information on how well a student performs in comparison to an external reference group or norm group |
| miscue analysis | analysis of any responses (mistakes) made during oral reading that deviate from those anticipated |
| what is purpose of informal reading inventories | determine a students independent reading level and to reveal processes that the student uses or neglects in decoding print |
| what are running records | type of observational assessment that allows teacher to determine students reading level. can be completed with any text and is more flexible than IRIs |
| in miscue analysis, mistakes students make are viewed as hindrances to what? | hindrances to learning to decode |
| what does percentile ranking mean? ex 70th percentile | makes comparing one student to another easier, she did better than 70 percent of people who took the test |
| Reliability, Validity, and Reporting are key terms to know for what? | Norm referenced test because we need to make accurate student comparisons |
| what are the 4 types of word identification strategies used to assess student's strengths and weaknesses? | (1) use of phonics (2)analysis of word structure (3) use of context clues (4) identification of sight words |
| what are some strategies for decoding longer multi-syllable words? | break long words into chunks of words they do know, into syllables, use word analysis to divide words into meaning bearing parts such as prefix suffix |
| what does it mean to use word analysis or word structure | divide words into meaning bearing parts such as prefixes suffixes and roots or bases |
| what are some types of phonics generalizations? | vowel digraphs (2 letters make new sound), words ending in silent e, consonant blends (2 letters make both sounds) |
| if student says a passage doesnt make sense he is using knowledge of _____? what about something not sounding right? | semantics (make sense) syntax (sound right) |
| what are some examples of regular and irregular sight words? | (regular) am at mom big (irregular) because were what said the |
| word identification is so important because____ is required for fluent reading and____ is strongly related to comprehension. | automaticity and fluency |
| literal vs inferential vs critical comprehension | (literal) comprehension involves what the author is actually saying outright,(inferential) is what the author means by what is said (critical) why the author says what he or she says |
| engagement of schema | use of background knowledge to understand story more |
| self monitoring behavior during reading comprehension | evidence of metacognition, does student apply comprehension strategies to better understand text (summarizing, visualizing, making connections), is student aware of areas when they dont understand text and what strategy is needed to help comprehension |
| what should students use when decoding is not enough to spell words correctly? | word analysis: identify smaller words in larger words, notice roots and bases, prefixes and suffixes, break words into syllables, |
| structural analysis strategies help the reader do what? | understand the meaning of the word by breaking apart words into meaning bearing parts. analysis of word structure |
| When a short word (or syllable) with one vowel letter ends in a consonant, the vowel sound is usually what?. | short ex. ham, damp, pan aka. closed syllables: generalizations in multisyllabic words |
| 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. ex. ti-ger, na-tion, he, me. aka open syllables, generalizations in multisyllabic words |
| inflectional endings | Affixes added to the end of words to indicate number (ox/oxen, bush/bushes) or tense (playing, played, plays) |
| what are the stages of reading development | emergent readers (pre-k - 1st) early readers (1st-2nd) early flunent/fluent (2nd-3rd) |
| high frequency words with irregular spellings are called _____ | sight words |
| with greater automaticity and accuracy of sight words student can focus on ____ | comprehension |
| Bloom's taxonomy | A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Knowledge, comprehension, application, analysis, synthesis, and evaluation. |
| prosody | the patterns of rhythm and sound used in poetry, intonation and stress in language |
Created by:
simmonsss
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