Strategies and concepts for reading
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| The first strategy for decoding unrecognized words | context (syntax, semantics, punctuation)
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| The second strategy for decoding unrecognized words | context, plus initial phonic element
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| The third strategy for decoding unrecognized words | morphemic (structural) analysis
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| The fourth strategy for decoding unrecognized words | graphophonic analysis
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| The first guiding principle for a reader to apply when decoding | Is this a word I've heard before? (Does it sound right?)
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| The second guiding principle for a reader to apply when decoding | Does it look right?
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| The third guiding principle for a reader to apply when decoding | Does it make sense in this context?
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| 90 % of decoding takes place using these two strategies | Checking context (syntax, semantics, punctuation); and context, plus the initial phonic element
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| The smallest meaning-bearing parts of words | morpheme
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| A bound morpheme _____________. | must be attached (-s, -ed)
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| A free morpheme _____________. | can exist alone (boy, jump)
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| Two free morphemes combined, but still retaining something of their original meaning | compounds
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| Two free morphemes combined with part of the second morpheme omitted | contractions
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| Basketball and firetruck are examples of _______. | compounds
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| "Don't" and "he'd" are examples of _______. | contractions
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| Morphemic analysis should be taught through which method? | inductive method
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| The first step in teaching morphemic analysis through the inductive method | Present examples in context (ideally from authentic literature)
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| The second step in teaching morphemic analysis through the inductive method | Lead to generalization
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| The third step in teaching morphemic analysis through the inductive method | Students provide new examples
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| The fourth step in teaching morphemic analysis through the inductive method | Practice in context
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| Association of speech sounds with print | phonics
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| smallest unit of speech that distinguishes meaning | phoneme
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| one or more letters that represent a phoneme | grapheme
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| speech sounds formed by the vibration of the vocal cords in conjunction with different shapes of the open vocal tract | vowels
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| speech sounds formed by some degree of constriction at points along the vocal tract | consonants
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| two adjacent letters that represent a single speech sound that is not already represented by a single consonant letter | consonant digraph
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| two or more adjacent consonant sounds blended together with each individual sound retaining something of its own identity | consonant cluster
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| Another name for a consonant cluster | blend
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| The 7 digraphs of the English language | as, ch, th(voiced, as in then), th (voiceless, as in thin), zh, wh, ng
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| The "st" in "stop" and the "thr" in "thread" are examples of | clusters
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| Sound that glide from one vowel to another | diphthong
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| The two diphthongs of the English language | oi (oy), and ou (ow)
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| Sound of a vowel in an unaccented syllable | schwa
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| Clusters of at least one vowel and at least one consonant that represent a consistent sound patter from word to word | phonogram
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| The "ight" in "light" and the "ab" in cab are both examples of | phonogram
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| The "happy" in the word "happiness" is an example of a | free morpheme
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| the "un-" in "unhappy" is an example of a | bound morpheme
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| The "-ily" in "quickly" is an example of a | bound morpheme
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| The word "lighthouse" is made up of | two free morphemes
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| If a child comes to a word they don't know, the should be encouraged to first | read to the end of the sentence
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| The order for applying decoding strategies | context, context plus initial phonic element, morphemic analysis, graphophonic analysis
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