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EDUC371
Key terms
| Term | Definition |
|---|---|
| Multiliteracies | A term reflecting the view that there are many literacies that stem from the communicative practices of diverse cultures. The role of technology in literacy is also foregrounded |
| Maturational perspective | Posits that children cannot learn to read or write until they are sufficiently biologically mature |
| Cognitive developmental perspective | Posits that children develop in a predetermined way |
| Emergent perspective | This perspective posits that literacy 'emerges' from a very early age as children are immersed in literacy practices from birth.Early scribbles and contact with story books and other texts in the home and community are seen as emergent writing and reading |
| Whole Language | A philosophy of literacy education that emphasises meaning-making. This approach encourages the use of whole texts, rather than words or letters in isolation, to teach reading |
| Socio-cultural perspective | sees literacy as a social practice, something that varies according to communicative purposes and socio-cultural context |
| Evidence-based | Emphasises the role of research in the teaching of literacy; educators need to know what research literature says about 'what works' rather than relying on traditional methods |
| multimodal | a text that comprises more than one mode of communication; a mode may be linguistic (written, spoken), visual, animation, gestural or audio |
| Affective | to do with emotions, feelings, likes, dislikes |
| Intentional teaching | When educators 'use strategies such as modelling and demonstrating open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children's thinking and learning |
| Cueing systems | When children learn to read they use different 'cues; to help them identify words and make meaning of texts - graphophonic (visual), semantic (meaning), and syntactic (structure) |
| Alphabetic principle | the understanding that sounds are represented by letters |
| Onset-rime | an onset is the initial consonant of consonant cluster in a syllable on a single syllable word and the rime is the rest of the syllable (starting with a vowel), e.g. Str/ing |
| Graphophonic knowledge | Knowledge about the relationships between specific letters and sounds |
| Sight words | words in print that are recognised immediately ; not to be confused with 'high frequency' words |
| High frequency words | words that are sued frequently in a language |
| Phoneme | the smallest sound unit in a word |
| Phonics | the teaching of letters and sounds |
| rime | the rime is the part of a syllable that comes after the first consonant blend (onset). The rime begins with a vowel. |
| Word family | Groups of words that have features or patterns in common e.g. sank, stank, thank etc. |
| phonogram | a combination of letters that represents the same sound in several words. e.g. ight in might, sight and right. |
| Synthetic phonics | a method of teaching about letter-sound relationships that focuses on teaching how to blend sounds to make words |
| invented spelling | when children spell words phonetically; that is they represent the sounds that they hear, using letters that can represent those sounds |
| Grapheme | a letter (or combination of letters) that represents a sound in a word |
| Phonetic word | a word that is spelt the way it sounds |
| Digraph | two letters that represent a single phoneme |
| levels of comprehension | the different levels at which texts can be comprehended - literal, inferential, evaluative and appreciative |
| cognitive strategies | The thinking processes and strategies. In the context of reading comprehension, cognitive strategies include making inferences, predicting, questioning and visualising |
| Running records | recordings of children's errors as they read aloud. The errors may relate to meaning, structure/syntax, or visual features of the text/letters. Running records can help educators understand which of the three cueing system is used and needs instruction |
| Informal reading inventories | published informal reading assessments which involve children's oral reading being assessed for rate, accuracy and comprehension |
| Pace | the speed of reading |
| automaticity | the ability to recognise or decide a word quickly without conscious effort |
| phrasing | chunking groups of words together appropriately, using punctuation and meaning, to enable fluent reading |
| prosody | using pitch, tempo rhythm and volume when reading in order to convey meaning. |
| receptive vocabulary | composed of words that a person understands when they listen or read |
| expressive vocabulary | words that a person is able to use when speaking or writing |
| Word consciousness | interest in an awareness of words, their etymology |
| synonym | a word that has the same or a similar meaning to another |
| figurative language | language that contains figures of speech such as similes, metaphors, or idioms |
| Structural analysis | Breaking words into their morphemes (roots, prefixes, suffixes) to discover their meanings |
| morpheme | A term that refers to parts of words that carry meaning. some words have one morpheme, others has a root word and prefixes and/or suffixes |
| antonym | a word that has an opposite meaning to another word |
| homonym | a word that has the same spelling or pronunciation as another word but does not have the same meaning |
| homophone | a word that is pronounced the same as another, but has different meanings or spelling |
| homograph | a word that is spelt the same as another but may not have the same pronunciation and has a different meaning |
| Gradual release of responsibility | When an educator provides a high degree of support or scaffolding initially but gradually hands over responsibility for a task to the learner as the learner's competence increases |
| Guided reading | A strategy for teaching reading where small groups of children with similar needs are scaffolded by the educator, using texts that are at an 'instructional' level for the children concerned |
| interactive read-aloud | a read-aloud which includes interaction and dialogue between the educator and children |
| analytic talk | a type of yalk that involves children articulating story predictions, inferences and/pr connections between events in a story |
| expressive engagement | Responses to literature involving processes of dramatisation, talking back, critiquing or controlling, inserting and taking over |
| Shared reading | a teaching strategy that involves educators reading aloud to children and pointing out features of the text while doing so. The educator may also 'think aloud' to model reading |
| Zone of Proximal Development | the difference between what a learner can do with the assistance of a more proficient other and what she or he can do without help |
| Levelled texts | texts that are graded according to their 'readability' or level of difficulty so that educators can match them to the abilities of individual children |
| Text | The means of communication, can be written, spoken or multimodal, and in print or digital/online forms |
| Audience | a particular person or a range of people for whom a text is written |
| Text structures | the ways in which information is organised in different types of texts |
| Personal writing | writing that is about the experiences, events and people in one's own life and about the issues and topics that are of personal interest and concerns |
| literary writing | writing where the ideas or information presented are the original creation of the writer and come from the writer's imagination |
| expository writing | the presentation of facts, ideas or opinions about non-fiction subjects |
| text analysis | the scrutiny of ready-made texts to identity their elements or components |
| Planning framework | a skeleton outline of a text form; it provides well-spaced headings indicating the information to be included in the text and the order in which the information should be set |
| text types | the classifications of texts according to the particular purposes they are designed to achieve |
| grammar | a system for organising language; it i concerned with the parts of a sentence and with the ways in which words and phrases (word groups) can be combined and arranged in sentences to convey meaning |
| sentence | a group of words expressing a complete thought; contains a subject and a verb |
| word classes | categories or types of words that have specific roles in conveying the meaning of a sentence |
| clause | any group of related words that convey meaning through the elements of a subject (the element which performs the action) ad predicate (contains the verb and provides comment about the subject) |
| encode | converting spoken language to written form; spelling |
| Alphabetic system | the use of alphabet letters to represent the individual speech sounds of words |
| Grapheme | a letter (or combination of letters) that represents a sound in a word |
| orthography | the conventional spelling system |
| orthographic knowledge | spelling knowledge |
| phonological knowledge | awareness of sounds that compose that compose words e.g. syllables, phonemes |
| syllable | a single unit of pronunciation in a word |
| Visual knowledge | in terms of spelling, visual knowledge is about the appearance of words |
| Conventional spelling | standard spelling; applying the correct spelling of a word |
| etymology | the study of the origins of words and how words have changed over time |
| invented spelling | when children spell words phonetically; that is, they represent the sounds that they hear, using letters that can represent those sounds |
| Critical feature | In spelling relates to a significant element (letter combination) within a word |
| Spelling Strategy | Approaches taken to remember and recall the spelling of words and to learn to spell unfamiliar words; involves drawing on knowledge and the spelling system |
| Direct teaching | educator-led instruction that directs students attention toward specific learning |
| Device | A way of crafting an image or written text (using codes and conventions) to encourage the reader or viewer to feel, think or act in a particular way |
| Text analyst | The process of understanding how texts 'position' readers viewers and listeners, |
| Digital native | A person who was born in the age of digital technologies and who is familiar and comfortable with such technologies. The term coined by Prensky, has been subject to come criticism |
| Digital literacy | the ability to find, navigate, critically evaluate, comprehend and create information using digital technologies |
| WebQuest | a web-based inquiry lesson in which students are guided through a series of websites selected by educators so that they can sole a problem or answer an inquiry question |
| Web 2.0 | websites that allow users to generate content; includes social networking sites |
| Mobile learning | or m-learning; that occurs using mobile devices such as smartphones and tablets and takes place in non-traditional learning spaces |
| Funds of knowledge | children's individual expertise (understandings, abilities, practices) and interests as nurtured through their family and community life |
| Parent-educator partnerships | educators and parents working together to provide the best opportunity for children to achieve optimal development and learning |
| two-way communication | reciprocal communication between parents and educators |
| family diversity | the quality of having a range of different family types, each with its own characteristics or dimensions |
| cultural diversity | the quality of having a variety of cultures each with its own characteristics and dimensions |
Created by:
Rachel.timbs
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