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Vocabulary
Vocabulary for ED 304
| Term | Definition |
|---|---|
| Onset | Part of Syllable that comes before the vowel. (ex. s in sing) |
| Rime | Part of Syllable that is the vowel and everything after. (ex. ing in sing) |
| Grapheme | Individual letters and groups of letters that represent single phonemes (sounds) |
| Decodable Text | Text in which majority of words are can be sounded out using the sound/spelling relationship and spelling patterns. |
| Phoneme | Smallest unit of spoken language that makes a difference in word's meaning. (sounds) |
| Independent Reading Level | The level at which a child can read a text on his/her own with ease without many errors. 95% accuracy. |
| Guided Reading | Teachers teach reading with a small group of students who demonstrate similar reading behaviors and can all read similar levels of texts |
| Instructional Reading Level | The level at which a child needs the support while reading and the greatest progress in reading occurs. 90% accuracy |
| Frustrational Reading Level | The level which is really difficult for a child to read. Less then 90% accuracy. |
| Digraph | A single sound, or phoneme represented by two letters. (ex. ch) |
| Closed Syllable | A syllable that ends with a consonant. (ex. fan) |
| Echo Reading | Teacher reads and students respond by echoing what the teacher just read. |
| Consonant Blend | Two consonants that appear together in a word, with each retain it sound when blended. (ex. fl, gr, mp) |
| Open Syllable | Syllable ending with long-vowel sound spelled with one vowel letter (ex. me) |
| Vocabulary | Knowledge of words and word meanings. |
| Prosody | The tonal and rhythmic aspects of spoken language. |
| Reading Rate | How quickly and accurately one reads connected text. |
| Comprehension | Interacting with the text to construct meaning. |
| Morphemes | Meaningful parts of words. |
| Phonics | Method of instruction that teaches the relationship between letter combinations (graphemes) and their sounds (phonemes). |
| Phonemic Awareness | Ability to detect, identify, and manipulate phonemes in spoken words. |
| Alphabetic Principle | Understanding that written letters represent spoken sounds and those sounds create words. |
| Automaticity | The ability to recognize words effortlessly and rapidly. |
| Metacognition | The awareness and understanding of one's own thought processes |
| Phonological Awareness | The awareness of sounds- such as words, syllables, onsets, rimes and phonemes. |
| Summarizing | Statement that has the essential ideas of a longer passage or section of reading. |
| Scaffolding | Gradually releasing to students the responsibility for strategy use. |
| Inferential Comprehension | Questions for which the answer is implied but not explicitly stated in one place in the text. |
| Story Grammar | Elements or parts in a story. |
| Comparing | Comparing people, places, things, or ideas in a text to notice similarities. |
| Contrasting | Finding the differences between places, persons, things or ideas. |
| Retelling | An accounting of a story’s main points, told in order. |
| Graphophonic Cues / (Phonological System) | The sound system with about 44 sounds and more than 500 ways to spell them. |
| Patterned Text | A story that repeats the same sentence pattern multiple times with one or two changes in each sentence. |
| Cloze Procedure | A reading comprehension strategy in which words are omitted from a passage and students are required to fill in the blanks. |
| Syntax | The rules used to join words into meaningful sentences, sentences into paragraphs, and paragraphs into longer passages. |
| Explicit Phonics | Builds from part to whole. |
| Implicit/ Analytic Phonics | From whole to the smallest part. |
| Running Record | A tool that helps teachers to identify patterns in student reading behaviors: substitution, omission, insertion, correct response, repetition, and more. |
| Skimming | Looking only for the general or main ideas to find the overall understanding of text. |
| Scanning | Looking only for a specific fact or piece of information without reading everything. |
| Shared Reading | An interactive reading experience that occurs when students join in the reading of a big book or other enlarged text while guided and supported by a teacher. |
| Visualization | Readers create images in their minds that represent the ideas in the text that they read. |
| Buddy Reading | Two students work together to read an assigned text, both students are at the same reading level or one is above the other to help. |
| Think Aloud | Teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. |
| Concepts of Print | The ability of a person to know and recognize the ways in which print “works” for the purposes of reading. (ex. read left to right) |
| Semantic Cues | The meaning system that focuses on vocabulary. |
| Choral Reading | Unison reading with a group or whole class. |
Created by:
briannaatha
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