Early Literacy Methods - D669 Vocabulary Terms

SECTION ONE CARDS 2-50

Print Awareness

the understanding that printed text carries meaning, including the recognition of words, letters, and the functions of various elements in a book or written material

Letter Awareness

the understanding that letters are representations of sounds

Book Awareness

the understanding of how books work, including concepts such as reading from left to right, turning pages, and recognizing the front and back covers

Word Awareness

the recognition and understanding of individual words as distinct units of language, including their sounds, meanings, and spellings

Concepts About Print

the understanding of how printed materials, such as books and other written texts, function and are structured

Phonological Awareness

the ability to recognize and manipulate the sounds of spoken language, without necessarily understanding the meaning of the words

Phonemic Awareness

a subset of phonological awareness and specifically refers to the ability to recognize and manipulate individual phonemes (speech sounds) in spoken words

Syllables

units of sounds within words that contain a single vowel sound and may/may not be followed by consonant sounds

Onset

the initial consonant or consonant cluster of a syllable that comes before the vowel sound

Rime

the part of a syllable that consists of the vowel sounds and any consonant sounds that follow it

Consonant

a speech sounds produced by obstructing the flow of air through the vocal tract

Vowel

a speech sounds produced without significant constriction or closure of the vocal tract

Stops

consonant sounds produced by one push of breath and then stopping the air (examples include: /p/, /b/, /t/, /d/, /k/, and /g/)

Nasals

consonant sounds produced with the nasal passage open, allowing air to escape through the nose (examples include: /n/, /m/, and /ng/)

Fricatives

consonant sounds produced by forcing air through a narrow opening or passage in the vocal tract, creating friction (examples include: /f/, /v/, /s/, /z/, /sh/, /zh/, and /th/)

Affricatives

consonant sounds that begin as stops but are released as fricatives, which involves a brief stoppage of airflow followed by a slow release with friction, such as the sounds /ch/ and /j/

Glides

consonant sounds that glide immediately into vowels (examples include: /h/, /w/, and /y/)

Liquids

consonant sounds characterized by a partial closure of the vocal tract, allowing for the relatively free flow of air (examples include: /l/ and /r/

Voiced

sounds produced with vibration of the vocal cords

Unvoiced

sounds produced without vibration of the vocal cords

Decoding

the process of using knowledge of letter sound relationships to translate written symbols into spoken language and recognize words

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

Letter-Sound Correspondence

the relationship between written letters and their associated spoken sounds, essential for decoding words in reading

Consonant Blends

a combination of two letters that represent a single sound (phoneme), like "ch" or "oa"

Vowel Team

a pair or group of adjacent vowels that represent a single sound (phoneme)

Dipthongs

complex vowel sounds that consist of a blend of two vowel sounds within the same syllable

Silent Letter Patterns

sequences in words where certain letters are written but not pronounces, such as the "k" in "knight" or the "b" in "lamb"

Graphemes

the written symbols (letters/letter combinations) that represent phonemes (speech sounds) in written language

Phonemes

the smallest units of sounds in spoken language that distinguish one word from another

Comprehension

understanding and interpreting the meaning of text

Vocabulary

a deep understanding of a words' meaning, once achieved, the word will be stored in the brain's mental lexicon

Fluency

the ability to read text accurately, automatically, smoothly, and with expression

Accuracy

reading words correctly

Prosody

reading with appropriate expression, intonation, and phrasing

Foundational Writing

the fundamental skills and concepts that serve as the building blocks for effective written communication

Phonology

the study of the sound patterns of language

Morphology

the study of how words are put together with smaller parts called morphemes

Lexical Semantics

the branch of semantics that focuses on the meaning and interpretation of individual words and the relationship between words in a language

Orthography

the conventional system of spelling and writing in a language

Pragmatics

the branch of linguistics that studies how context, social cues, and shared knowledge influence the interpretation and use of language and communication

Sentential Semantics

the branch of semantics that focuses on the meaning and interpretation of sentences and larger units of discourse

Syntax

the structure, arrangement, and organization of words in phrases, clauses, and sentences in a language

Emergent Literacy

the early stage of literacy development (usually Birth - PreK) - children are exposed to and develop skills that lead to reading and writing

Executive Functioning

a set of cognitive processes and skills responsible for goal-directed behavior, self-regulation, and problem-solving

Working Memory

the ability to hold and use information in one's mind while reading

Cognitive Flexibility

the ability to adapt one's thinking or understanding based on new information or different perspectives encountered in the text

Reading-Writing Connection

the reciprocal relationship between reading and writing skills, where proficiency in one area often supports and enhances development in the other

Letter Formation

the process of correctly shaping and writing letters according to their specific strokes and patterns

Discourse

verbal or written communication that involves the exchange of ideas, information and meaning within a specific context or social setting

SECTION TWO CARDS 52-70

Simple View of Reading (SVR)

students having both the ability to recognize words and the ability to comprehend language, to become a skilled reader (reading comprehension = decoding X understanding language)

Scarborough's Reading Rope

a reading framework for knowing words and understanding what they mean

Prealphabetic

the earliest phase of literacy - individuals do not understand the relationship between letters and sounds

Partial Alphabetic

phase of literacy development - individuals begin to grasp the connection between letters and sounds

Full Alphabetic

more advanced phase of literacy development - individuals recognize most letter sound correspondences and can decode words by sounding out individual letters and blending them together

Consolidated Alphabetic

a stage where skills become firmly established and readers has mastered most letter sound correspondences and can decode words quickly and fluently

Phonological Processor

the part of the brain that helps us recognize, remember, and work with the sounds in spoken language

Orthographic Processor

the part of the brain that helps us recognize and remember the visual patterns of written words and letters

Meaning Processor

the part of the brain that helps us understand and interpret the meanings of words and sentences

Context Processor

the part of the brain that helps understand words and sentences based on tthe surrounding text and overall situation

Structured Literacy

an instructional approach that emphasizes explicit, systematic teaching of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension

Explicit Instruction

a systematic and direct teaching approach where educators clearly and directly teach specific concepts, skills, or strategies involving providing clear explanations, modeling, guided practice, and feedback to facilitate understanding and mastery of the material

Systematic & Cumulative Instruction

instruction that presents concepts in order, beginning with the easiest concepts and increasing in difficulty, with new concepts being built on prior knowledge

Diagnostic Teaching

Instruction that requires continuous monitoring of a student's level of mastery and functional use of individual concepts and uses this diagnostic information to inform planning and to adjust instruction as needed

Multisensory Teaching

education that involves engaging multiple senses, such as sight, hearing, touch, and movement, to enhance learning and reinforce concepts

Visual

the sense of sight or learning through images, graphics, and spatial representations

Auditory

the sense of hearing or learning through sounds

Kinesthetic/Tactile

learning through physical movement and touch, respectively, engaging the sense of body movement and physical sensation

Orton-Gillingham Approach

a structured, multisensory method designed to teach reading and writing to individuals with dyslexia and other language-based learning differences

SECTION THREE CARDS 72-74

Online Pedagogy

the practice of teaching and facilitating learning in an online environment using digital tools and strategies to engage, instruct, and assess students

High Leverage Practices (HLPs)

the educational practice of tailoring instruction to meet the diverse learning needs, preferences, and abilities of all students in the classroom.

Evidence Based Practices (EBPs)

instructional strategies, interventions, or approaches that have been validated through rigorous research and empirical evidence.