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VRA test
Virginia Reading Assessment
| Question | Answer |
|---|---|
| A Morpheme or meaningful part of a word attached before or after a root or a base word to modify its meaning: | affix |
| the use of letters and letter combinations to represent phonemes in | Alphabetical principle |
| fluent performance without the conscious deployment of attention | automaticity |
| a free morpheme, usually Anglo-Saxon origin, to which the affix can be added. | base word |
| discussion by a teacher, librarian or student to encourage others to read | book talk |
| a consonant sequence before or after a vowel within a syllable, such as cl, br, or st; also called consonant blend | blend |
| a morpheme usually in Latin origin in English, that cannont stand alone but is used to from a family of words with related meanings. A bound root (such as -fer) has meaning only in combination with a prefix and or suffix | bound morpheme |
| any of several ways of measuring a person's ability to restore omitted portions of an oral or written message by reading its remaining text | cloze procedure |
| The mental act of knowing when one does and does not understand what one is reading. | comprehension monitoring |
| a phoneme that is not a vowel and is formed with obstruction of the flow of air with the teeth lips or tongue; also called closed sound in some instructional programs; English has over 40 consonants | consonant |
| written letter combination that corresponds to one speech sound but is not represented by either letter alone, such as th or ph | consonant diagraph |
| the sound, words, or phase adjacent to a spoken or written language unit | context |
| inforamtion from theimmediate textual setting that helos identify a word or word group by phrases, sentences, illustrations, syntax, or typograpghy | context clue |
| the search for meaning of an unknown word through an examination of its context, the use of a larger linguistic unit to determine the meaning of smaller unit. | contextual analysis |
| speech sound that can be spoken uninterrupted unitl the speaker runs out of breath. (/m/, /s/, /v/) | continuant |
| text in which a large portion of words(70-80%)compromise sound symblom rel. that have already been taught; used to provide practice w/ spec decoding skills and to from a bridge between learning phonics and applying phonics in independent reading of text. | decodable text |
| ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also, the act of deciphering a new word by sounding it out. | decoding |
| a social or regional variety of particular lang. with phonological, grammatical, and textual patterns that distinguish it from other varities | dialect |
| students who are learngin English as a second lang. ; Limtied English Proficiency | ESL students (LEP ) |
| the study of history and development of the structures and meanings of words; derivation. | etymology |
| the vocabulary used to communicate in speaking and writing. | expressive vocabulary |
| lang. enriched by word images and figures of speech | figurative lang. |
| the expressive, nonliteral use of Lang. for special effects, usually through images, as in metaphor and personification. | figure of speech |
| speed of reading; also the ability to read text with sufficient speed to support comprehension. | fluency/ reading fluency |
| a morpheme that can stand alone in word formation | free morpheme |
| a letter combination that spells a single phoneme; in English, a grapheme maybe 1,2,3,or 4 letters, such as e,ei,igh, or eigh. | grapheme |
| a word that appears many more times than most other words in spoken or written Lang. | high - frequency words |
| an expression whose meaning may be unrelated to the meaning of its parts | idiom |
| a bound morpheme that combines with base words to indicate tense, number, mood person, or gender | inflection |
| pitch level of the voice | intonation |
| when spelling of a word is not known, the writer spells its as best they know how, also called "temporary spelling" or developmental spelling" | inventive spelling |
| strategy by Donna Ogle for identifying purpose for reading expository text. graphic organizer prompts- What I know- (K), What I want to Know - (W), What I have Learned - (L) | KWL |
| an approach to lang. learning in which students' oral compositions are transcribed and used as material of instruction for reading, writing, speaking, and listening. | Lang. Experience Approach (LEA) |
| Students with Limited English Proficiencies , ESL students | LEP students |
| that part of literature-based reading program in which students meet to discuss books they are reading independently. (usually same author , title, or titles with common theme | literature circle |
| pertaining to an acquired awareness of lang. structure and function that allows one to reflect on and consciously manipulated the lang. | metalinguistic |
| a pair of words that contrast only in one phoneme. | minimal pair |
| a deviation from text during oral reading or a shift in comprehension of a passage | miscue |
| a formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and lang. skills of students as they read | miscue analysis |
| the smallest meaningful unit of lang. | morpheme |
| the study of meaningful units of lang. and how they are combined in word formation | morphology |
| having more than one syllable | multisyllabic |
| text, usually with the structure of a story, that tells about sequences of fictional or real events and is oftne contrasted with expository text. | narrative text |
| the part of syllable before the vowel; some syllables do not have onsets | onset |
| a writing system; correct or standardized spelling according to established usage in a given lang. | orthography |
| a speech sound that combines with others in lang. system to make words. /k/ kit skill | phoneme |
| the conscious awareness fhat words are made up of segments of our own speech that are represented with letters in an alphabetic orthography; also called phoneme awarenesse | phonemic awareness |
| referring to the nature, production, and transcription of speech sounds. | phonetic |
| the study of rel. b/w letters and the sounds they represent; also used to describe reading instructions that teaches sound-symbol correspondences. | phonics |
| in word recognition, a graphic sequence comprised of a vowel grapheme and an ending consonant grapheme, as -ed in red, bed, fed, or -ake in bake, cake, lake; AKA "word family" | phonogram |
| metalinguistic awareness of all levels of the speech sound system, including word boundaries, stress patterns, syllables, onset-rime units,and phonemes; a more encompassing term than phoneme awareness | phonological awareness |
| a morpheme that precedes a root or base word and that contributes to or modifies the menaing of a word; a common linguistic unit in Latin-based words | prefix |
| pertaining to a vowel immediately followed by the consonant /r/, such that its pronunciation is affected or even dominated by the /r/. | R-controlled |
| a linguistic term for the part of a syllable that includes the vowel and what follows it; different from the lang. play activity of rhyming | rime |
| a morpheme, usually of Latin origin in English, that cannot stand alone but that is used to from a family of words with related meanings | root |
| evidence from the general sense or meaning of a written or spoken communication that aids in the identification of an unknown word. | semantic cues |
| the components features of the meaning of a word | semantic properties |
| words that are known as wholes, do not have to to be sounded our to be recognized quickly, and are often taught and learned as "exception," "out-law" or " nonphonetic" words | sight words |
| the identification of word-meaning elements, as re and read in reread, to help understand the meaning of a word as a whole; morphmeic analysis. | structural analysis |
| a morpheme, added to a root or base word, that often changes the word's part of speech and that modifies its meaning | suffix |
| unit of pronunciation that is organized around the vowel; it may or may not have consonants before or after the vowel | syllable |
| evidence from knowledge of the rules and patterns of lang. that aids in the identification of an unknown word from the way it is used in a grammatical construction | syntactic cue |
| the rule system governing sentence formation; the study of sentence structure. | syntax |
| an open phoneme that is the nucleus of every syllable and is classified by tongue position and height, such as high/low or front/mid/back; English has 15 vowel phonemes. | vowel |
| a spelling pattern in which 2 or more adjoining letters represent a single vowel sound (ex-ea for /e/, in bread, oa for/o/ in boat; also called vowel pattern, vowel digraph, vowel pair, or vowel team. | vowel combination |
Created by:
bgainer
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