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Science of reading
| Question | Answer |
|---|---|
| Oral Language | Speaking and understanding spoken words. Allow individuals to express their thoughts, ideas, and emotions and comprehend others. It plays a crucial role in literacy. |
| Children's development of oral language skills can be influenced by many factors such as: | Prior literacy experiences Prior exposure to language Bilingualism or multilingualism Experiences with formal education |
| Ways to develop Oral language and literacy develop | utilizing speaking, listening, reading, writing, and language experiences in our instruction. Reading stories aloud Reading aloud exposes students to complex ideas, sophisticated vocabulary, and language structures |
| The Structure of Oral Language | Phonology Morphology Semantics Syntax Pragmatics |
| Phonology | The study of the sound structure of spoken language and is one of the five components of oral language. |
| Phonemes | individual speech sounds (Hear, and speak) |
| Graphemes | Letters or letter combinations that represent phonemes (Hear, speak, and see) |
| The English language consists of ____ phonemes represented by only ____ letters In the English alphabet. | 44 phonemes 26 letters |
| Vowels | Sounds that are produced without closing the vocal tract |
| Diphthongs | two vowels in the same syllable that "glide" from one vowel sound into another (e.g., oy in boy) |
| Semivowels | the consonants y and w, which may also act as vowels in some instances (e.g., -ay, -ow) |
| Consonants | sounds produced through a partially or completely closed vocal tract |
| Place of articulation | Where the sound is produced in the mouth and how different parts of the vocal tract interact with the produced sound. |
| Manner of articulation | how the airflow is restricted or affected during the formation of the sound. |
| Stop Sounds | Consonant sounds in which the vocal tract is blocked so that all airflow stops |
| Fricatives | Consonants produced when the air moving through the mouth creates audible friction |
| Nasals | Consonants produced when air moves through both the nose and mouth in the production of the sound |
| Affricatives | Combination between stop sounds and fricatives |
| Morphemes | The smallest meaningful units of language that have meaning. A single word or letter (e.g., I, the, apple, basket, -s, -y), or words may be formed by combining multiple morphemes such as roots, bases, and affixes. Run - ing - Running |
| Semantics | the meaning system of language. It is what attaches meaning to the sentence and ensures it makes sense. |
| Syntax | how words are combined to form meaningful sentences. Guides how speakers arrange their thoughts in spoken or written language. For example, in English, a simple sentence generally consists of a subject + verb + object. |
| Pragmatics | the social rules and conventions that guide how language effectively communicates with others in a given situation. It involves understanding the definitions of words and how context and tone may affect their meaning. |
| Voicing | How the vocal folds react (vibrating or remaining open) |
| Unvoiced sounds | The vocal cords remain open and do not vibrate |
| Continuant Sounds | Spoken through a fixed configuration of the vocal tract (vowel sounds, fricatives, nasals) |
| Noncontinuant sounds | the vocal tract changes over the pronunciation of the sound (dipthongs, semivowels, stop sounds, affricatives |
| Instructional Approaches - developing oral language skills | Leading students in guided discussions Encouraging students to produce oral narratives Asking students to retell stories Introducing and modeling the use of key or subject-specific vocabulary Interactive read-alouds |
| Activities that support oral language use | Dramatic play Text-based discussions Reciprocal teaching Socratic seminars Think-alouds or verbalizing thinking |
Created by:
CShew