UFORA Test Foundations of Reading Development

objectives 0001-0004

phonological awareness

awareness that oral language is composed of smaller units (spoken words and syllables)

phonemic awareness

ability to distinguish the separate phonemes in a spoken word

continuum of phonological awareness skills

segmenting sentences into words

blending and segmenting syllables and onset/rime

identifying and producing rhyming words and alliteration

continuum of phonemic awareness skills

identifying beginning, medial, and final phonemes in words

blending, segmenting, deleting, adding, and substituting phonemes in words

counting the number of phonemes in words

oral language

ability to understand and use words, sentences, and discourse to share meaning, ideas, and emotions

concepts of print

understanding that print carries meaning

awareness of the relationship between spoken and written language

awareness of the organization and basic features of print

basic features of print

print directionality

spacing between words

how words are represented by specific sequences of letters

letter knowledge

skill in recognizing and naming uppercase and lowercase letters, letter sounds, and letter formation

alphabetic principle

the understanding that letters and groups of letters represent the sounds of spoken language

factors that can affect development of language and emergent literacy skills

prior literacy experiences

prior exposure to language-rich, concept-rich environments

presence of disabilities, talents, or giftedness

presence of physical and/or medical conditions

bilingualism or multilingualism

levels of English language and/or home language proficiency

limits or interrupted formal education

interrelationships between oral language and literacy development

speaking

listening

reading

writing

language

relationship between oral vocabulary and the process of decoding and encoding written words

decoding (reading) connects printed letters to known spoken words

encoding (spelling) breaks spoken words into sounds to write them

role of oral language, phonics, high-frequency words, and spelling in the construction of meaning

oral language: provides foundational vocabulary and syntax

phonics: allows decoding for unfamiliar words

high-frequency words: improve fluency

spelling: strengthens orthographic mapping

role of phonics and high-frequency words in developing accurate, automatic word recognition

phonics: enables children to decode unfamiliar words

high-frequency words: enhances speed by providing instant recognition of frequently occurring, irregular words

importance of sequencing phonics and high-frequency word instruction according to the increasing complexity and/or relative utility of linguistic units

ensures students build a solid foundation to decode words accurately and read with automaticity

common consonant-vowel patterns

CVC

CVCC

CVCe

CVVC

phoneme

the smallest unit of sound that changes the meaning of a word

consonant blend

group of two or three consonants in a word that make distinct sounds while pronounced together without an intervening vowel

consonant trigraph

three letter combination that represents a single, distinct consonant sound

diphthong

one vowel sound formed by the combination of 2 letters

vowel team

two letters, one vowel sound

r-controlled vowel

syllable with an r-controlled vowel

l-controlled vowel

when a vowel is followed by the letter l or ll

high frequency words

words that occur most frequently in English

digraphs

2 consonant letters, 1 sound

use of semantic and syntactic clues

to confirm a decoded word in connected text

to verify the meaning and pronunciations of homographs (words that are spelled the same but have different meaning and may be pronounced differently; bow, part of a ship vs bow, to bend from the waist)

reciprocity between decoding and encoding in beginning stages of reading and writing

analyzing the spellings of beginning readers to assess phonics knowledge

using spelling instruction to reinforce phonics skills

importance of providing beginning readers with frequent opportunities to develop and extend their phonics skills in their reading and writing using a variety of texts (decodable, authentic, shared texts) in order to reinforce accurate, automatic recognition of phonics elements and high-frequency words.

important to transition from slow, effortful decoding to automatic, fluent reading

types of morphemes

free morpheme

bound morpheme

prefixes

roots

inflectional suffixes

derivational suffixes

free morpheme

stands on their own

bound morpheme

bound to other word parts

prefixes

before base words or roots

consistent meaning and spelling

roots

conveys meaning but are not words

function morpheme

grammatical glue words

content morpheme

base and compounding words

derivational suffixes

changes part of speak or creates a new word

inflectional suffixes

do not change the part of speech

distinctions between inflectional and derivational morphemes

inflectional morphemes: signal grammatical relationships (plural, past tense, or possession) and do not change a word’s part of speech

derivational morphemes: directly affect a word’s part of speech (action is a noun, active is an adjective, activate is a verb)

relationship between orthographic knowledge and word recognition and spelling

orthographic knowledge (understanding letter patterns, spelling rules, and word-specific forms) is essential to recognize words without needing to do a full decoding on the word.

six common English syllable types

closed: end in a consonant

open: end in a vowel

magic e: ends in e

vowel team: long, short, or diphthong vowels that use a letter combination to spell

r-controlled: an r-controlled vowel

consonant le syllable: the pattern consonant -le

important of providing students with frequency opportunities to develop and extend their word analysis skills in their reading and writing using a variety of texts

improving reading fluency, comprehension, and writing proficiency

word analysis skills

developing and discussing structural or morphemic analysis charts

spelling by analogy [word families]

key indicators of reading fluency

accuracy

rate

prosody

interrelationships of the key indicators of reading fluency

work together to bridge decoding and comprehension

provide students frequent opportunities to develop and extend their fluency development at different stages by:

using decodable texts with beginning readers

transitioning students to a broader range of texts as they develop more advanced decoding skills and greater command of academic language

fluency

bridge to comprehension

prosody

grouping words in meaning units, pausing a grammatically relevant junctures, and pausing for appropriate durations

common factor that disrupt fluency at various stages of reading development

limited phonics skills and/or word recognition

lack of familiarity with academic vocabulary and language structures

limited background knowledge about a text’s content

blending

combining individual phonemes to form a word

segmenting

breaking a word into it’s individual phonemes

concept of structural/morphemic analysis

breaks down unknown, multi-syllabic words into their smallest meaningful units

decoding

ability to translate a word from print to speech by applying phonics

multi syllable words

words that contain two or more syllables (vowel sounds)

multi morphemic words

composed of two or more morphemes (smallest meaningful units of sound)

structure: base word + additional affixes

PA Instructional Principles

1-2 PA skills per lesson

introduce new skills while reviewing previews skills

gradually increase the length of words as students develop proficiency