Study Guide for LSLS

Digraph

a pair of letters that make a single unique sound; sh, ch, th

Phoneme

sounds of letters or speech -> /b/, /c/, /d/

Phonics

The study of sound-spelling relationships; phonics instruction teaches the relationship between sounds

(phonemes) and letters (graphemes) to decode words (a-p-p-l-e, ch, ee, pine)

Phonological Awareness

the ability to hear, reflect, and manipulate different sounds in speech (lights off skill) (/c/ /a/ /t/ -> cat)

Articulators

parts of the body that make/allow sounds; tongue, lips, nasal, uvula, teeth, Alveolar Ridge (ridge behind teeth)

Alphabetic Principle

Words are composed of sounds that are represented by symbols we see, those symbols being letters; letter knowledge includes their names and sounds (understanding r makes the sound /r/)

FLSZ rule

When you see these double letters FF, LL, SS, and ZZ, you sound them out the same way as F, L, S, and Z. When you hear /f/, /l/, /s/, and /z/ at the end of a word after a short vowel, you use double letters to spell it.

Schwa

It's the most common vowel sound in English. It shows up in words with two or more syllables.

• It's a relaxed sound in unstressed syllables.

• It typically sounds like a short u or short i.

• It can be represented by any of the 5 vowels.

• Ex: wagon, camel, phantom, alike, salad, panda,

carpet, lemon, etc.

R-controlled vowels

A syllable containing a letter combination made up of a vowel followed by the letter . The vowel-r combination is one welded sound that cannot be segmented (ar, er, ir, ur, or)

vowel diagraph or vowel pair

A syllable with a long or short vowel spelling that uses 2-4 letters to spell the vowel (oi, ea, ou, ay, ow, ee, ew, ai, igh)

Consonant Digraph

Two consecutive consonants that represent one sound (/ch/, /sh/).

consonant blend

a syllable represented by a grapheme that is blended without losing its own identity (bl, sp)

orthography

A writing system's set of conventions for writing a language; it includes spelling, punctuation, and capitalization (, _M_onday)

phonological awareness levels

word, syllable, intrasyllable, phoneme

word level (PA level)

- Sentence Segmentation

- Compound Word Blending

- Segmenting Compound Words

- Deleting Compound Words

syllable level (PA level)

- Blending

- Segmenting

- Deletion

intrasyllable level (PA Level)

- Rhyming (recognized)

- Generating Rhyme

- Categorizing Rhyme

- Onset-rime blending

- Onset-rime segmenting

phoneme level (PA level)

- Isolation

- Identity/Aliteration

- Categorization

- Blending

- Segmentation

- Manipulation

- deletion

- addition

- substitution

orthographic mapping

The process by which individuals learn to recognize and store the visual representations of words in their long-term memory, which requires phonemic awareness, letter-sound knowledge, and the mechanism for sight word learning (elkoin boxes)

syllablication

The division of words into syllables

print awareness

children's understanding of the forms and functions of written language (reading left to right, spaces, punctuation)

Morphemes

the meaningful parts of words; the smallest unit of

meaning

working memory

A part of the human memory system that temporarily stores and processes information

Semantics

The study of meaning in language, how words and sentences convey information

fricative sounds

sounds that are produced when air is partially obstructed, creating friction or a hissing sound. /f/ & /v/

affricative sounds

articulators come together then release creates a friction sound (JuDGe,CHurCH)

labial

sounds made with the lips

alveolar sounds

sounds that are articulated at the small ridge just behind the upper front teeth

nasal (manner of articulation)

a sound that is heard from air that is released through the nasal passages

voiced sounds

are produced, in part by the vibrations of the vocal chords

unvoiced sounds

sounds that are produced when the vocal cords do not vibrate

prosody

The expression we use when reading

Decoding Phase

pre-alphabetic, partial alphabetic, full alphabetic, consolidated alphabetic, automatic

Pre-alphabetic phase

read visual clues; non-alphabetic connections

Partial Alphabetic Phase

some sound/spellings; partial phoneme awareness; partial phoneme/grapheme correspondence; little decoding

full alphabetic phase

most common sound/spellings; complete phonemic awareness, complete phoneme/grapheme, growing ability to decode unfamiliar words

Consolidated Alphabetic Phase

chunks of letters within words; decode proficiently; look for patterns

Automatic Phase

proficient word reading

4 types of formal assessment

screening, diagnostic, progress monitioring, and outcome

skills of pa (most basic to most advanced)

word awareness, rhyme and alliteration, syllable awareness, onset-rime manipulation, phoneme awareness

explicit instruction

I do, we do, you do

Foundations of Reading OAE

Ohio Assessments for Educators

Structured Literacy

PA, sound symbol correspondence, spelling/word structure, morphology, semantics, syntaxs

Syntax

the rules for combining words into sentences

Brain Processors

Phonological, orthographic, meaning, context processor

Sight Words

A sight word is any word that has been orthographically mapped in the brain and is read instantaneously and automatically without awareness, as if by "sight."

Irregular Words

A word that contains one or more sound/spelling

correspondences that a student does not know (and

therefore cannot use to decode the word

high frequency words

Words most often used in the English language (fry words; words can be decodable/phonetically regular [and, in, that, it] or phonetically irregular [could, the, of, you])

Temporarily Irregular Words

One or more sound/spelling patterns have not been introduced

• For may be an irregular word until the

sound/spelling /or/ or is introduced

Permanently Irregular Words

One or more sound/spelling patterns that are unique to that word or just a few words

• Said (/sed/), two (/too/)