Foundations of Reading

phonological awareness

the awareness that oral language is composed of smaller units, such as spoken words and syllables

phonemic awareness

a specific type of phonological awareness involving the ability to distinguish the separate phonemes in a spoken word

phonics

the sounds that letters make and the letters that are used to represent sounds

phoneme

smallest unit of sound

grapheme

a written representation of a sound using one or more letters.

morpheme

in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix)

rhyming

words that have the same ending sound

onset and rime

In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it

(ex: the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip")

segmenting

separating the individual phonemes, or sounds, of a word into discrete units.

(ex: What are the sounds in "cat"? /k/ /a/ /t/)

blending

combining individual phonemes to form words or combining syllables to make words.

(ex: What word is made up of the sounds /c/ /a/ /t/? "cat")

deletion/ deleting

recognizing or making a new word or syllable when a sound or phoneme is taken away/ removed.

(ex: What is "cat" without the /k/? "at")

substitution

turning one word into another by changing one phoneme for another.

(ex: What is "cat" if you change the /k/ to /r/? = rat)

alphabet principle

refers to the use of letters and combinations of letters to represent speech sounds.

Semantic Map

A graphic organizer that uses lines and circles to organize information according to categories.

outline

an organized tool that helps to organize and clarify your thoughts

Venn Diagram

A diagram that uses circles to display elements of different sets. Overlapping circles show common elements.

Explicit Phonics Instruction

Begins with the instruction of the letters (graphemes) with their associated sounds (phonemes) teaches blending & building, beginning with blending the sounds into syllables and then into words.

Implicit Phonics Instruction

- Builds from the whole to part
- Blending and building aren't taught
- Students identify new words based on their shape, beginning and ending letters, and context clues
- Whole language approach

consonant blends

when two or three consonants are right next door to each other and each give their own sound.

examples:

bl,fl,cl,gl,cr,dr,tr,sp,st,tw,scr,str,thr,fl,sk,fr

digraphs

two lettters that combine together to correspond to one sound

examples: ch, sh, th, ng

welded or glued sounds

these are sounds that when they are together they do not say their normal sounds, but rather create a slightly different sound.

all of the following:

all, am, an, ang, ing, ong, ung, ank, ink, onk, unk. (ng and nk are the most common)

phoneme isolation

children recognize individual sounds in a word.

example:

teacher: “what is the first sound in van?”

children: “the first sound in van is /v/”.

phoneme identification

children recognize the same sounds in different words,

teacher: “what sound is the same in fix, fall, and fun”.

children: “the first sound, ./f/ is the same”.

phoneme categorization

children recognize the word in a set of three or four words that has the “odd” sound

teacher: “what word doesn’t belong"? bus, bun, rug”.

children: “rug does not belong, it doesn’t begin with /b/”?

phoneme blending

children listen to a sequence of separately spoken phonemes, and the combine the phoneme to form a word. Then they write and read the word.

teacher: “what word is /b/ /i/ /g/ ?

children: /b/ /i/ /g/ is big”.

phoneme segmentation

children break a word into its separate sounds, saying each sound as they tap out or count it, then they write and read the word.

teacher: “how many sounds are in grab?”

children: /g/ /r/ /a/ /b/. for sounds”.

teacher: now let’s write the sounds in grab: /g/. write g, /r/, write rm /a/, write a, /b/, write b".

phoneme deletion

children recognize the word that remains when a phoneme is removed from another word,

teacher: “what is smile with the /s/?”

children: “smile without the /s/ is mile"'.

phoneme addition

children make a new word by adding a phoneme to an existing word

teacher: “what word do you have if you add /s/ to the beginning of park?”

children: spark

phoneme substitution

children switch one phoneme for another to make a new word.

teacher: “the word is bug. change /g/ to /n/. what is the new word?”

children: bun

morphemic analysis

using word parts to break a word apart for both its meaning and pronunciation

decoding

the ability to translate a word from print to speech and the ability to use knowledge of the relationship between letters and sounds in order to understand the word being read and being able to pronounce it correctly.

phoneme manipulation

the ability to modify, change, or move the individual sounds in a word.

alliteration

words that begin with the same sound

examples: Peter Piper picked a peck of pickled peppers.

sentence segmentation

identifying the individual words in sentences

syllables segmentation

The ability to break words into syllables, or parts.

onset-rime segmentation

separating a word into the onset, the consostant(s) at the start of the syllable, and the rime, the remainder of the syllable.

for example: in swift, sw is the onset and ift is the rime.

onset-rime blending

combining the initial consonant or consonant cluster (the onset) with the vowel and consonant sound that come after it (the rime)

sight recognition

the ability to read words quickly, accurately, and automatically without effort.

background knowledge/for language comprehension

helps make sense of new ideas and experience the more knowledge you have about a topic, the more you are able to make sense of what you are reading.

vocabulary/ language comprehension

your knowledge of words and their meanings. having rich vocabulary helps and enables readers to make sense of what is being read.

language structures

understanding arrangement of words (syntax) and understanding the meaning of words and its concepts (semantics)

verbal reasoning

the ability to use higher level thinking skills to infer something in a text and apply reasoning to understand the text as a whole.

inference

foundational skill for higher order thinking. its what we figure out based on an experience. Helping students understand when info is implied, or not directly stated, will improve skills of drawling conclusions and making guesses.

Metaphors

a figure of speech that makes a comparison between two unlike things- it creates implicit comparisons without the express use of “like” or “as”

example:

Heart of gold

That test was a killer

literacy knowlege

knowing skills on how to hold books, which direction a text should be read, and understanding a variety of many texts and its stories.

Automaticity

the ability to perform a task without much conscious thought or effort

-being able to recognize printed words quickly and effortlessly (sight word pratice helps increase the number of words students can recognize)

example: driving a car, walking, speaking and etc.

syllabification

the divison of words into syllables, either on speech or in writing

consonant digraph

A combination of two consonants that represent a single consonant sound

example: “sh” in “ship” or “th” in “thin”

semantic maps

used to create visual representations of connections between items

rime

the “onset” is the initial phonological unit of any word (example: ci n cat) and the term “rime” refers to the string of letters that follow, usually a vowel and final consonants (the at in cat). this can help students decode new words when reading and spell words when writing.

Progression of phonological awareness skills

rhyming, syllabification, onset and rime manipulation, phoneme deletion

Matthew effect

negative spiral where good readers get better and poor readers get poorer

syntax

the arrangement of words in a phrase or sentence

semantics

in linguistics, it is the study of meaning and morphemes, words, phrases, and sentences.

print concepts

The rules that help people read and understand written language.How to hold a book and that print conveys meanings, and which direction a text should be read. (left to right)

print awareness

when children begin to understand that written language is related to oral language-text is speech written down. (understanding that prin os organized in a particular way)

word awareness

the ability to recognize words as distinct elements of oral and written communication

letter-name iconicity

all known letter-name systems are iconic - the names of the letters contain the sound that the letter represents

alphabetic principle

the idea that letters and letter combinations represent sounds. It's a fundamental principle of reading and writing that helps children learn to associate sounds with written letters. 

Pre- Alphabetic

incidental visual cues, some concept of print

Ehri’s Phases:

Partial Alphabetic

early phonological awareness, knows letter names, some letter-sound correspondences

Ehri’s Phases

Full Alphabetic

basic phonemic blending and segmenting of 3-4 sounds, letter-sound correspondences, start sight word recognition

Ehri’s Phases

Consolidated Alphabetic

advanced phonemic awareness, uses sound-symbol connections, syllables, morphemes, etc, builds autonomic sight word recognition.

Ehri’s Phases

Automatic phase

proficient word reading

Ehri’s Phases

Trigraphs

A single sound that is represented by three letters, for example: in the word ‘match’ the three letters ‘ith’ at the end make only one sound

Etymology

the study of the origin of words and the way in which their meanings have changed throughout history,

Structured Literacy

Explicitly teaches systematic word- identification/decoding strategies (benefits those with dyslexia))

Systematic

Organization of material follows the logical order of language

cumulative

each step is based on concepts previously learned

multi-sensory teaching

lacks extensive research that validates sctructed literacy other teaching principles, decades of clinical results support efficacy of ismulatenous association of auditory, visual, knitestic motor modalities for exchanging memory and learning in students with dyslexia

diagnostic

individualizing instruction (informal-observation, formal- tandardized measures) and content mastery of automaticity

oral reading fluency

the ability to read connected text accurately, at an appropriate rate and with expression. which enables students to focus on understanding the text rather than struggling with decoding individual words.

homographs

words that are spelled the same but have different meaning

orthographic mapping

the process of creating sound-symbol connections to recall the spelling pronunciation, and the meaning of words.

orthographic lexicon

will develop a child to learn to read, they will learn the exact letter sequence of words, which will then be recognized “on sight” without needing to be sounded out

closed syllables

ends in at least one consonant, contains one vowel, vowel sound is short

open syllables

ends in one vowel, vowel is long (she, he, me, i go)

vowel r (r controlled)

letter r follows the vowel, vowel sound is changed (-er, ir, ur,

car,her,bird, for,turn)

vowel-consonant -e (vce or cvce)

vowel followed by one consonant and a silent e vowel is long

consonant -ie syllables

found at the end of a word

vowel digraph

pair of vowels that represent a single sound (ai, oa,ue)

diphthongs

a complex speech sound beginning with one vowel sound and moving to another within the same syllable (oy, oi, ou,ow)

Inferential comprehenison

the ability to understand information that is not explicitly stated in a text, but rather implied or suggested, requiring readers to make educated guesses and draw conclusions based on context and prior knowledge

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