Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Phonics Final
EDTE 2200
| Term | Definition |
|---|---|
| Simple View of Reading | Decoding (Word Recognition) X Language Comprehension = Reading Comprehension |
| Decoding/Word Recognition (Part of Scarborough's Reading Rope) | Decoding, Phonological Awareness, & Sight Word Recognition |
| Language Comprehension (Part of Scarborough's Reading Rope) | Vocabulary Knowledge, Background Knowledge, Language Structure, Literacy Knowledge, Verbal Reasoning |
| The Reading Brain (Left side) | Phonological Processor (front left), Orthographic Processor (back left), Phonics (Angular Gyrus, Letter Box), Context & Meaning Processors. POPC |
| Phonetics | Speech sounds |
| Phonology | Phonemes. The basic sound units of knowledge. |
| Morphology | Words |
| Syntax | Phrases & sentences |
| Semantics | Literal meaning of phrases & sentences |
| Pragmatics | Meaning in context of discourse. Appropriate use of language to communicate effectively. |
| Pre-alphabetic | No letter-sound links. Use incidental visual clues and guessing strategies based on pictures to identify words. |
| Partial Alphabetic | Some letter-sound links. Know letter names & some sounds and often uses the first letter to guess unfamiliar words. |
| Full Alphabetic | All regular spellings. Start of automatic sight word recognition and initial set of phoneme grapheme correspondences. |
| Consolidated Alphabetic | All links including exception spellings. Increasingly automatic sight word recognition and uses chunks to decode, rather than individual phonemes. |
| Four Part Processing Model for Word Recognition | Context <--> Meaning <--both--> Phonological & Orthographic <--Phonics between P & O--> |
| Oral Language-Literacy Connection | Oral Language & Letter Knowledge <--> Phonological Awareness <--> Decoding (Letter knowledge) <--> Comprehension (Oral Language) |
| Explicit Instruction | Clear, direct, modeled, guided, practiced |
| Systematic | A carefully planned sequence for instruction. |
| Cumulative | New learning builds on mastered elements |
| Diagnostic | Process of discovering individual students abilities, teaching driven by ongoing assessment. |
| Phonological Awareness | Awareness of sound structures, CHUNKS of sound (Words, Syllables, Onset Rime, Phonemes) |
| Phonemic Awareness | Awareness/manipulation at the INDIVIDUAL phoneme level (Isolation, Blending, Segmentation, Manipulation (Add, Delete, Substitute)) |
| Phonics | Mapping phonemes to graphemes (letter/spellings) in print (alphabetic principle), Sounds to print |
| Meaning Emphasis | Understanding details of sentences, stories, etc. Whole Word Reading |
| Code Emphasis | Specific letter-sound correspondences and controlled/decodable words. All the little parts |
| Reading Lessons | Explicit, repetitive, predictable |
| Hourglass Figure (how skill converge) | Phonological Awareness side: starts with larger units & narrows to phonemes. Orthography side: starts with graphemes/letter-sound links, builds to patterns & morphemes. In the "neck" of the hourglass, phonemes and graphemes connect. |
| Continuum and Sequence | Teach from largest units (words) to smallest (phonemes); within phonemes, blending/segmenting typically precede advanced manipulation. |
| Activities that build PA/phonemic skills | rhyme/alliteration; counting words; clapping syllables; onset-rime; phoneme isolation; blending; segmenting' manipulation |
| Activities with print (phonics/decoding/encoding) | Elkonin boxes w/ letters, sliding letters to blend, sounding out & writing, reading decodable text |
| Alphabetic Principle | Understanding that letters represent sounds in spoken words |
| Orthographic Mapping | How readers store words for instant recognition by bonding phonemes to graphemes; irregular parts are learned at "heart parts" |
| Assessment Purpose: Screening | Identify Risk |
| Assessment Purpose: Diagnostic | in-depth skill profile |
| Assessment Purpose: Progress Monitoring | Track growth during intervention |
| Assessment Purpose: Outcome/Summative | Evaluate curriculum/program effectiveness |
| Closed (CVC) | Short vowel, ends in consonant |
| Open (CV) | Long vowel, ends in vowel |
| VCe (silent-e) | long vowel + silent e |
| R-controlled | vowel followed by r |
| Vowel Team/Diphthong | vowel teams like ai, oa, ee, oi, ou, etc. |
| Consonant-le (CLE) | final stable syllable -ble, -tle |
| Morphemes | Smallest units of meaning (prefixes, bases/roots, suffixes) |
| Morphology | Deals with meaning (& form) of word parts; supports decoding, spelling, and vocab (especially in multi-syllabic words) |
| Dyslexia facts | Core deficit: phonological component of language Nature: neurologic & often genetic Prevalence: approx. 1 in 5 children Myth Busting: not simply "seeing letters backwards" |
| Heart word (orthographic mapping) | Teach all regular parts as decodable, only mark the unexpected spellings as heart |
Created by:
user-2007000