Emergent and early literacy

Question 1

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 1

the ability to hear individual parts/syllables of words

Example: “Education” has four syllables “ed-u-ca-tion”

Question 2

Grapheme

Answer 2

A written letter or a combination of letters that represents a single sound.

Example: “ph” makes a “f” sound

Question 3

Phoneme segmentation

Answer 3

the ability to break down a word into separate sounds, as they say and count each sound

Example: How many sounds are there in the word bug? /b/ /u/ /g/? There are three.

Question 4

Language Experience Approach (LEA)

Answer 4

promotes reading and writing through the use of personal experiences and oral language; materials are learner-generated

Question 5

Phoneme manipulation

Answer 5

the ability to perform phoneme deletion, addition, and substitution.

Question 6

Print Concepts

Answer 6

The general rules governing text

Example: text is read from left to right and top to bottom

Question 7

Alphabetic Principle

Answer 7

The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.

Question 8

Phoneme

Answer 8

the smallest individual sounds in a word

Example: The word “bit” has three phonemes – b – i – t.

Question 9

Phoneme blending

Answer 9

the ability to blend two sounds to make a word

Example: Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

Question 10

Phonemic Awareness / Sound Awareness

Answer 10

the ability to hear, identify, and re-create individual sounds in spoken words

Example: A student can hear that /b/ makes first sound in the word “blue

Question 11

Alphabetic Knowledge

Answer 11

The ability to recognize, name, and write letters.

Question 12

Phoneme isolation

Answer 12

the ability to hear and recognize the individual sounds in words

Example: What is the first sound you hear in dog? /d/

Question 13

Onset and Rime production

Answer 13

the ability to hear and understand that the sound(s) before the vowel in a syllable is the onset, and the vowel and everything that comes after it in a syllable is the rime

Example: In the word cat, the onset is /c/ and the rime is /at/

Question 14

Phonological awareness

Answer 14

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Question 15

Directionality

Answer 15

the direction in which a language is read

Example: The directionality of written English is from left to right.

Question 16

Phoneme Addition

Answer 16

the ability to make a new word(s) by adding a phoneme to an existing word

Example: What new word can you make by adding a sound to the beginning of at? Bat, cat, rat, and sat.

Question 17

Phoneme Deletion

Answer 17

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.

Example: “What is bat without the /b/?” “at”

Question 18

Phoneme Substitution

Answer 18

the ability to substitute one phoneme for a different one

Example: replace the first sound in ‘bug’ with ‘r’ . Rug

Question 19

Word awareness

Answer 19

knowing that individual words make up a sentence

Example: “A brown cat jumped over the car.” has 7 words

Question 20

Rhyme Awareness / Rhyming

Answer 20

the ability first to hear words that rhyme and then to be able to produce a rhyme(s)

Example: “Blue” and “Flew” rhyme

Question 21

Letter Recognition

Answer 21

the ability to name the letters in the alphabet and identify the characteristics of each letter

Example: Letter recognition requires direct instruction that connects the letter shape to the letter name.