EEC 421 study guide (all modules)

eec 421 uab

approaches to reading

• constructivism/whole language

• phonics based/explicit instruction

phonemic awareness

words made up of individual sounds

phonics

letters with sounds

vocabulary

collection of words or phrases with meaning

comprehension

understand reading and the use of reading strategies

fluency

• rate of reading

• how students group words together

5 things to remember

1. phonemic awareness

2. phonics

3. vocabulary

4. comprehension

5. fluency

phonology

the rules system within a language that phonemes can be sequenced, combined, and pronounced to make words

orthography

writing system for representing language

morphology

study of meaningful units in a language and how they are combined for word formation

semantics

study of word and phrase meanings and relationships

syntax

system of rules governing permissible word order in sentences

discourse

written or spoken communication or exchange of info and ideas longer than a sentence

pragmatics

rules and conventions for using language and related gestures in social context

=reading comprehension

word recognition + language comprehension

What are Ehri’s 4 phases of reading development

1. prealphabetic

2. early alphabetic

3. later alphabetic

4. consolidate alphabetic

pre alphabetic

• knows general print concepts

• recognizes visual features of words

• no letter sound correspondence

early alphabetic

• knows some letter sound correspondence

• demonstrates early phonological/phonemic awareness

later alphabetic

• begins to recognize some sight words

• letter sound graphemes and phonemes

• understanding phonemic awareness

consolidated alphabetic

• automatic sight words

• vocabulary

• orthographic mapping

• advanced phonemic awareness

phonological awareness

identifying and manipulating units of sound in oral language

print referencing

helps children learn about print by increasing their interest and attention to it in everyday life

phonics

instruction in sound-spelling relationships

fluency

reading with accuracy, automaticity, and prosody

alphabet knowledge

connecting letter names, sounds, and forms

phonemic awareness

subset of phonological awareness; identifying and manipulating phonemes

decoding

one critical way to recognize words using knowledge about sound spelling correspondences

high frequency words

most common words in english

continuous sounds

sounds that can be held for multiple seconds

stop sounds

sounds that can only be made for an instant

nasal sounds

sounds made when air flows through the nose

fricatives

types of consonant made by the friction of breath

glides

speech sounds where the airstream is frictionless

liquids

consonant sound where the tongue produces a partial closure in the mouth

orthographic mapping

• mental process that helps children learn to read words by sight and spell them from memory

• helpful b/c word recognition becomes automatic

• kids can focus more on comprehension

chunking

• breaking down text into smaller pieces

• helps identify key words

• syllables, affixes, phonograms

syllabication

division of multi syllable words into separate syllables with each syllable containing one vowel sound

3 approaches to syllabication

1. syllable types and division principles

2. identifying affixes or word parts

3. using flexible syllabication strategies

closed syllable

• ending in 1 or more consonants and having short vowel sounds

• ex. picnic, dump

open syllable

• ending with long vowel sound spelled with 1 vowel letter; CV CCV

• ex. me, robot

vowel combination

• syllable with short vowel, long vowel, or dipthong sound spelled with vowel combo; CVVC CCVVC CVVCC

• ex. boil, book, teeth, heacvy

r controlled syllables

• containing letter combo made up of vowel follwed by letter

• ex. fern, far, perfect, target

vowel consonant e

long vowel sound spelled with one vowel letter follwed by one consonant and silent e; VCe, CVCE, CCVCe

consonant-le

• final, separate syllable with consonant followed by -le

• ex. apple

morphemes

meaningful parts of words

affixes

prefixes and suffixes

prefixes

affixes that come before root words

suffixes

afixes that follow root words

root word

base word

onset ryhme

The onset is the initial consonant sound or sounds of a syllable that come before the vowel, while the rime is the vowel and any following consonants in the syllable. For example, in the word 'cat', 'c' is the onset and 'at' is the rime. Understanding onset and rime helps with phonological awareness and is a key component in developing reading skills.

ex. /j//et/

segmenting > run /r/un/

body coda

components of a syllable in linguistics. Specifically, in the structure of a syllable, the 'body' includes the vowel and any consonants that follow it, while the 'coda' refers specifically to the consonant sound(s) at the end of the syllable. For instance, in the syllable 'cat', 'a' is the body and 't' is the coda.

blending /je/t/

cumulative rhyme

A type of rhyme where the last syllable of one line rhymes with a subsequent line, creating a chain of rhyming sounds. This technique is often used in poetry to enhance musicality and cohesion.

blends

keep both sounds

digraphs

one sound

name and explain

what skills are you teaching?

model

show children how/ “I do”

guided practice

tgether/ “we do”

individual practice

with feedback/ “you do”

instructional considerations

• be consistent with multimodal techniques

• teaching not telling

writing proficiency =

mental control process (lower level transcription skills x higher level language processing)

oral receptive

listening

oral productive (expressive)

speaking

print receptive

reading

print productive (expressive)

writing

4 components of effective vocab instruction

1. independent reading time

2. instruction in specific words within a text

3. instruction in independent word-learning strategies

4. word conscious and word play activities to motivate and enhance learning

3 things students can aquire vocab through

1. rich oral lang experiences at home and at school

   1. read alouds, songs, print rich environment

2. listening to books or read alouds

3. reading on their own

tiered vocab

Vocabulary organized into three levels: tier 1 (basic words), tier 2 (high-frequency words), and tier 3 (domain-specific words). This classification helps educators tailor instruction to enhance vocabulary development.

tier 3

domain specific academic vocab

tier 2

high use academic vocab found in many contexts, texts, cross curricular terms

tier 1

everyday words lead through conversation