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Foundations Reading
| Term | Definition |
|---|---|
| Grapheme | A letter or letter combo that spells a phoneme |
| Phonological awareness | A range of understanding related to sounds of words and word parts including identifying and manipulating larger parts of spoken language |
| Consonant diagraphs | two consecutive concerts that represent one phoneme name or sound - ex. /ch/ /sh/ |
| Independent reading level | 95% or higher fluency, no more than 1 error per 20 words |
| Coarticulation | Phenomenon in speech whereby attributes of successive speech units overlap in articulacy/acoustic patterns |
| CAP | concepts about print - accesses literacy knowledge of K-1st such as book handling directionality word by word matching and locating words in print |
| Homographs | Words that are spelled the same but have different meanings, possibly pronounced differently - ex. bow, letter, right |
| Encoding | using spelling instruction to reinforce phonics skills |
| Levels of reading comprehension - Literal | Basic understanding of a text |
| Levels of reading comprehension - Inferential | Implied meaning of a text |
| Levels of reading comprehension - Evaluative | Message of a text or info story tells/teaches about the outside world |
| Morphemes | Base words, roots, inflections & other affixes |
| Decoding | Analyzing the spellings of beginning readers to assess phonics knowledge |
| 3 tiers of vocab | 1- Basic words 2– High utility words 3- Academic content words |
| Automaticity | Accurate, speedy word recognition |
| Morphology | Study of forms of words |
| ORF | Oral reading fluency |
| Analogizing | teaching method where students learn to use word parts to infer meanings of unknown words. Makes use of word families |
| Syllable types - closed | short vowel ending in a consonant - ex. cat, cobweb |
| Syllable types - open | ends with a vowel sound that is spelled with a single vowel letter he, silo |
| Dipthong | A vowel produced by the tongue shifting positions during articulation |
| Syllable type - VCE | Vowel-consonant-e - like, milestone |
| Syllable type - Consonant-l-e | candle, jungle |
| Syllable type - R- Controlled | any vowel neither long or short followed by an r, changes the sound. ex. star |
| Syllable type - Vowel pairs | a syllable with two vowels working together to make one sound - count, rainbow |
| Frustration reading level | 50%< correct pronunciation and 70%< questions answered correctly |
| Phonics | A system of teaching reading and spelling that focuses on sound, syllable and letter relationships |
| Semantics | Study of the development and change of the meanings of speech forms |
| Morpheme | The smallest meaningful unit of language - ex. "in" and "come" in "incoming" |
| Consonant blend | 2+ consecutive consonants which retain there individual sounds. ex. /bl/ in blend and /str/ in string |
| Orthography | The conventional spelling system of a language |
| Segmenting | Separating the individual phones or sounds of a word into discrete units |
| Homophones | Words that are pronounced the same but have different meanings - ex. there, their, & they're |
| "Language load" | Number of unknown words an ELL encounters when reading or listening |
| Syntax | The word order pattern in sentences (whether a sentence sounds right) |
| Synthesizing | The cognitive process of connecting and merging ideas from different parts of the same text or across different texts |
| CVC - Common patterns for decoding single syllable words | Consonant-vowel-consonant- cat, rug, zip |
| CVCC- Common patterns for decoding single syllable words | Consonant-vowel-consonant-consonant- lamp, desk, gift |
| CVVC - Common patterns for decoding single syllable words | Consonant-vowel-vowel-consonant- dead, head, bread |
| CVCe - Common patterns for decoding single syllable words | Consonant-vowel-consonant-e - bake, cake, cute, bone |
| Onset | Initial consonant(s) in a syllable - ex. "s" in sat |
| Rime | Vowel and any consonants that follow - ex. "at" in sat |
| Blends | 2+ consecutive consonants which retain their individual sounds - ex. "bl" in block |
| Automaticity | Refers to any skilled and complex behavior that can performed to reading rather easily with little conscious awareness |
| Phonological processing | Detecting and discriminating the differences in phonemes under conditions of little or no distraction of distortion |
| Rote memorization | Remembering by repetition without understanding the meaning of the information |
| Auditory discrimination skills | The ability to detect differences in sounds |
| IRI | Informal reading inventory: determines a students reading instructional needs |
| Alphabetic principle | The concept that letters and letter combinations represent individual phonemes |
| Diagnostic assessment | Determines students strengths and weakness, knowledge and skills |
| Structural analysis | Words are broken down into their base components, affix components |
| Miscue analysis | Closely observing and analyzing oral reading behaviors to assess how the student uses specific reading strategies |
| Phrasing | Breaking down bodies or writing into parts and then reading these parts literally |
| Independent - 3 Levels of Reading Fluency | Can assess a text quickly with few errors |
| Instructional- 3 Levels of Reading Fluency | Not independent but has background knowledge and few errors, 90-95% fluency |
| Frustration - 3 Levels of Reading Fluency | Needs assistance, lacks knowledge and fluency |
| Fluency | Ability to read quickly, accurately, and with proper expression |
| Prosody | Reading with expression, proper intonation and phrasing |
| Schema | Knowledge and experience a reader brings to the text |
| Decoding AKA | Alphabetic principle |
| Explicit phonemic awareness strategy | Systematic and sequential teaching of letter-sound relationships - decoding |
| Implicit phonemic awareness strategy | Exposure to language - learning to read through pictures and guessing |
| Letter-sound correspondence | A phoneme associated with a letter |
| Digraphs | 2 consecutive consonants that represent 1 phoneme. ex. ch, sh, th |
| Vowel digraphs | 2 vowels placed together to make one sound. ex. ea, oa, ie, ar, er, etc. |
| Semantic map | Portrays the relations that compose a concept - a strategy for graphically representing concepts |
| Phoneme | The smallest unit of sound within our language system - letters represent those sounds |
| Phonemic awareness | The ability to notice, think about, and manipulate the individual phonemes in words |
Created by:
jennarhend
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