RICA: Subtest 1

Phonological Awareness

the ability to reflect on and manipulate the sound structure of spoken language

Phonemic Awareness

The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language.

Phoneme

speech sound in a language

Grapheme

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

Vowels

a, e, i, o, u

Onset and Rime

-Parts of spoken language that are smaller than syllables but larger than phonemes

-Onset is the initial consonant(s) sound of a syllable (the b- of bag; the sw- of swim)

-Rime is the part of the syllable that contains the vowel and all that follows it (the -ag of bag; the -im of swim)

Word Awareness

knowing that individual words make up a sentence

Syllable Awareness

Counting, tapping, blending, or segmenting a word into syllables.

Syllable Blending

the ability to put together parts of a word and make them into a new word

Sound Isolation

Give student a word, which sound occurs at beginning, middle and end

Sound Identity

Student needs to know the same sound in words

Sound Blending

Teacher says sounds with brief pauses and student reads and says word

Sound Substitution

Teacher asks child to substitute one sound for another to create a new word

Sound Segmentation

Isolate and identify the sounds in a spoken word

Yopp-Singer Test

tests phonemic segmentation. This is a test of a student's ability to separately articulate the sounds of a spoken word in order. Given individually. K-2nd grade.

Concepts About Print (CAP)

Assesses the literacy knowledge of kindergarten children and early first graders. Skills assessed: book handling skills, directionality, word-by-word matching, locating words in print, etc. CAP lets teachers know what children understand about print.

Meaning

printed words convey meaning

Representation

To understand a letter or word

Directionality

Ability to track print. Left -> or Right Top -> Bottom

Book Handling Skills

knowing how to handle a book and how books "work" (i.e., front and back cover, left to right sweep)

The Shared Book Experience

Teachers use big books. includes introduction (prereading) ask predictive questions. read story with dramatic punch and point to text (tracking of print). Have discussion, reread on subsequent days with the whole group

Letter Recognition

ability to identify a grapheme by its name

Letter Naming

The ability to say the name of a letter when the teacher points to it.

Letter Formation

ability to write the lower and uppercase letters legibly. teaching names of letters, not sounds.

Alphabetic Principle

an understanding that letters and letter patterns represent the sounds of spoken words.

Phonics

the study of the sounds of the letters of the alphabet

Word Identification

Ability to read aloud, or decode, words correctly.

Word Recognition

the process of identifying a unique pattern of letters

Automaticity Theory

2 main tasks of the reader; 1. To decode words 2. To understand meaning of the text

Morphological Clues

Clues used to identify words when they rely on root words, prefixes, and suffixes.

Sight Words

words children identify quickly, accurately, and effortlessly.

Context Clues

Clues in surrounding text that help the reader determine the meaning of an unknown word

Structural Analysis

A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

Syllabic Analysis

Process of recognizing words by analyzing the syllables in a word

High Frequency Words

Words most often used in the English language

Want to Know Words

Words children would like to learn Ex: McDonalds or Disneyland

Irregular Spelt Words

a word that is spelled contrary to the way it sounds

Content Area Words

vocabulary which relates to class subjects or professions

Automaticity

the ability to process information with little or no effort

comprehension

the process of extracting meaning from a sequence of words

Fluency

smoothness of speech

Word Recognition

the process of identifying a unique pattern of letters

Consonant

speech sounds made with lips, tongue or teeth

Consonant Sounds

The ______________ are sounds made mostly with the lips, teeth, or tongue, such as m, r, t, s, k, f, etc.

Stop Sounds

These are sounds in words that when they are said, you have to stop your tongue to release the air. It is with these letters:T-D-P-K-G

Consonant Digraph

a consonant cluster that makes only one sound (sh, ch, th, wh, ph)

Long Vowels

say their name

Short Vowels

don't say their name, but make sounds instead

Vowel Diagraph

Two vowels comibne to make a single sound

Dipthongs

two vowels to make another sound, oe in "shoe"

R-Controlled Words

EXAMPLES: water, her, winter, fur, purr, turn, bird, girl, third, or, bar, spar, star, jar

L-Controlled Words

Examples: Milk, Bull, Chill, Pull, etc

Pre-Fix

A word part that is attached to the begining of a word root to modify the word's meaning.

Suffix

A word or letter placed after the root.

Common Word Patterns

with increasing difficulty starting with: VC, CVC, CVCC, CCVC, CVVC, CVCe

Syllable Patterns

The alternative patterns of consonants (C) and vowels (V) at the point where syllables meet.

1. Precommunicative Spelling

2. Semiphonetic Spelling

3. Phonetic spelling

4. Transitional Spelling

5. Conventional Spelling

1. uses symbols from the alphabet but no knowledge of letter-sound correspondence

2. when children have some letter awareness. They may spell a lengthy word with a few letters, spelling play as "pa" or talk as "tk."

3. Using sound awareness to guess letters and combinations of letters

4. Students use some conventional spelling but still misspell many irregular words.

5. When children know and use most basic spelling rules and spell most words correctly.

Part-to-Whole

a - > at -> cat -> sentence -> passage

Whole to Part

passage -> sentence -> word (at) -> letter (sound)

Orthographic Knowledge

knowledge of common letter patterns that skilled readers use rapidly and accurately to associate with sounds

Morpheme

in language, the smallest unit that carries meaning

Bound Morpheme

a morpheme that cannot stand alone as a word

Free Morpheme

a morpheme that can stand alone as a word

Closed Morpheme

A syllable that ends with a consonant

Fluency

the feeling of ease associated with processing information

Accuracy

Words correct per minute

Rate

the speed at which a person speaks

Prosody

the patterns of rhythm and sound used in speech