EDUC 304

Vocab

What are the 5 Pillars of Reading?

Phonemic Awareness

Phonics

Vocabulary

Fluency

Comprehension

Phonological Awareness Example

Hearing that:

-Clock is one word

-Clock rhymes with rock

-Clock starts with /c/ sound, etc

Phonemic Awareness Example

Hearing the individual sounds (phonemes) in clock

-/c/, /l/, /o/, /ck/

-blending sounds heard to make say “clock”

Phonics Example

See the written word, pronounce each phoneme and blend to say the word

Accuracy

Pronouncing written words correctly 

Affix

Word parts that change the meaning of the words they attach to 

Alphabetic Principle

Idea that letters and letter patterns represent the sounds of spoken language 

Automaticity

The ability to rapidly effortlessly and accurately recognize or decode words 

Background knowledge

Things you already know from your life and past learning 

Base Word

The most fundamental part of a word that has meaning. The meaning of a base word  can be changed by adding letters at the beginning (prefix) and/or the end (suffix).

Blending

The ability to put letter sounds together to read a word 

Closed Syllable

Has a short vowel ending in a consonan

Comparing

To identify the similarities and differences between two things 

Comprehension

The ability to read text, process it and understand its meaning 

Connected Text

A group of sentences that relate to one another 

Consonant

Basic speech sounds in which the breath is at least partly obstructed, and which can be combined with a vowel to form a syllable 

Consonant Blend

Composed of two or three constant graphemes that precede or follow a vowel within a syllable

Consonant diagraph

Two consonants next to each other that work together to make one sound. 

Continuous Sounds

Sounds (or phonemes) that can be stretched out or elongated 

Contrasting

Comparing two things in order to show the differences between them 

Decodable text or book

Simple books that are written for the beginning reader and contain the specific grapheme phoneme correspondences students have learned. Allows learners to use their developing segmenting and blending skills to read words in order to develop automaticity, or the ability to recognize words quickly and effortlessly, and experience independent reading success.

Decoding

The process of translating print into speech by rapidly matching a letter or combinations of letters (graphemes) to their sounds (phonemes) and recognizing the patterns that make syllables and words. 

Diagraph

Two letters that make one sound 

Dolch Word List

220 most frequently found words in books that children read 

Encoding

The process of using individual sounds and letters to build and write words 

Explicit Phonics

Involves teaching students the relationship between graphemes and morphemes  

Fluency

The ability to read a text accurately, quickly and with expression 

Fry Word List

A more modern list of words than the Dolch list, and weas extended to capture the most common 1,000 words 

Grapheme

A written symbol that represents a sound (a phoneme) this can be a single letter, or could be a sequence of letters, such as: ai,sh,igh. 

High Frequency Words

Those words that occur most frequently in written texts, such as: "it", "as", "the", and "with". Little meaning alone but contribute as a whole to the meaning of a sentence. 

Homograph

Am word that has the same spelling as another word but has a different sounds and different meanings 

Homonym

A word that has the same sound as another word but has a different meaning. May or may not have the same spelling 

Homophone

Words which sound alike or spelled alike but have different meanings. Strict sense, a homonym is a word that both sounds and is spelled the same as another word. 

Implicit Phonics

Referred to analytical phonics, moves from the whole to the smallest part 

Inference

We learn about some things by observing or experiencing them first-hand 

Invented Spelling

The practice of children using incorrect and unusual spellings for words. 

Irregular Words

Do not fit the typical letter sound correspondence that students have learned. (the, was, do, to, what) 

Letter Sound Correspondence

The relationship of the letters in the alphabet to the sounds they produce, is a key component of the alphabetic principle and learning to read.

Metacognition

The act of thinking about how we think 

Modeling

The teacher engages students by showing them how to perform a skill while describing each step with a rationale 

Morpheme

The smallest unit of meaning within a word 

Morphology

The study of words and their parts 

Open syllable

Ends with a vowel sound that is spelled with a single vowel letter (a, e, i, o, or u)

Onset

A part of a spoken word. The initial consonant sound, digraph, or blend that comes before a vowel sound for example /b/ in bug 

Orthographic mapping 

The process of storing a word permanently in memory for instant retrieval – and key to effortless, accurate, and fluent reading. 

Orthography 

The art of writing words with the proper letters according to standard usage

Phoneme 

An individual speech sound. There are 44 in the English language. Smallest unit of speech 

Phoneme-grapheme correspondence 

As children are developing early literacy skills, they begin to associate the phonemes (speech sounds) they hear with the graphemes (letters and letter combinations) they see. 

Reading Comprehension

Decoding + Language Comprehension = reading with meaning