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Foundations of read

TermDefinition
phonological Awareness recognize sounds of phonemes of spoken language.( oral language)
Phonological awareness skills 1.rhyming and syllabication 2.blending sounds 3.identifying beginning and ending sounds (one-syllable words) 4.segmenting. (breaking out sounds) 5.Substituting (removing initial sounds)
alliteration words that begin with the same sound.
phoneme the smallest part of spoken language that make a difference in the meaning of words
Grapheme the smallest part of written language that represents a phoneme in the spelling of a word.
Phonics the understanding that there is a predictable relationship between phonemes and graphemes. (sounds and letters).
phonemic awareness is the ability to hear, identify, and manipulate the individual sounds-phonemes in spoken words.
phonological awareness is a broad term that includes phonemic awareness. Also includes work with rhyme, words, syllables, and onset and rimes.
onset and rime are part of spoken language that are smaller than syllables but larger than phonemes. Onset: initial consonant sound of a syllable. A rime: is the part of a syllable that contains the vowel and all that follows it.
phoneme Isolation children recognize individual sounds in a word.
Phoneme Identity children recognize the same sounds in different words.
Phoneme Categorization children recognize the word in a set of three or four words that has the "odd" sound.
Phoneme Blending children listen to a sequence of separately spoken phonemes, and then combine the phoneme to form a word.
Phoneme Segmentation children break a word into its separate sounds, saying each sound as they tap out or count it.
Phoneme deletion children recognize the word that remains when a phoneme is removed from another word.
Phoneme Addition Children make a new word by adding a phoneme to an existing word.
phoneme Substitution children substitute one phoneme for another to make a new word.
Phonemic Awareness instruction helps.. helps children learn to read.
phonemic Awareness Instruction helps... helps children to learn to spell.
Re: phonemic awareness, learning to blend sounds helps... children learn to read words
Re: phonemic awareness, learning to segment sounds helps... children learn to spell words.
Re: Phonemic awareness instruction is most effective... when it focused on only one or two types of phoneme manipulation, rather than several types.
Re: phonemic awareness instruction is most effective.. when children are taught to manipulate phoneme by using the letters of the alphabet.
systematic Phonics instruction is the direct teaching of a set of letter-sound relationship in a clearly defined sequence. The set includes the major sound/spelling relationship of both consonants and vowels.
synthetic Phonics children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words.
analytic phonics children learn to analyze letter-sound relationship in previously learned words. they do not pronounce sounds in isolation.
Analogy-based phonics Children learn to use parts of word families they know to identify words they do not know that have similar parts.
Phonics through spelling children learn to segment words into phonemes and to make words by writing letters for phonemes.
Embedded Phonics Children are taught letter-sound relationship during the reading of connected text. (since children encounter different letter-sound relationship as they read, this approach is not systematic or explicit).
Onset-rime phonic Instruction children learn to identify the sound of the letter or letters before the first vowel in a one syllable word and the sound remaining part of the word.
Re: systematic and explicit phonics instruction improves.. kindergarten and first grade children word recognition and spelling.
Non-systematic Phonic programs: Literature-based programs: emphasize reading and writing activities. Phonics instruction is embedded in these activities, but letter-sound relationships are taught incidentally, usually on key letters that appear in student reading materials.
Non-systematic Phonic programs: Basal reading programs focus on whole-word or meaning-based activities. these programs pay only limited attention to letter-sound relationship and provide little or no instruction in how to blend letters to pronounce words.
Non-systematic Phonic programs: Sight-word Programs begin by teaching children a sight-word reading vocabulary of from 50 to 100 words. Only after they learn to read these words do children receive instruction in the alphabetic principle.
Created by: luis80
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