FORT TERMS Flashcards
Phoneme
The smallest unit of spoken language that makes a difference in a word’s meaning.
Consonant Phonemes
25 consonant phonemes. Some are represented by a single letter/spelling (/b/=b, /p/=p). Some are represented by more than one letter (/j/=j or g). Some are represented by 2 consonant letters that stand together for one sound (/ch/=ch, /sh/=sh)
Alphabetic Principle
The understanding is that written letters represent spoken sounds and that these sounds go together to make words.
Phonemic Awareness
Conscious awareness of the individual speech sounds in spoken syllables and the ability to consciously manipulate those sounds.
Functions of Print
Print carries meaning, can be used for different purposes, and corresponds to speech word for word.
Conventions of Print
Print is print, printed words are made up of letters, etc.
Book Conventions
Contents of a book inside and out.
Phonological Awareness
The awareness of the larger parts of spoken language, like words, syllables, and onsets and rimes.
Phonics
A method of instruction that teaches students the systematic relationship between the letters and letter combination written and the individual sounds spoken and how to use the relationships to read and spell words.
Continuous Sounds
Sounds (phonemes) that can be produced for several seconds without distortion.
Stop Sounds
Sounds (phonemes) that can be produced only for an instant.
Schwa
Indistinct vowel sound- an empty vowel with no identity.
Vowel
Can be classified according to place of articulation: tongue position and lip position.
R-Controlled
A syllable in which the vowel(s) is followed by the single letter r. The vowel sound is “controlled” by the r.
Diphthong
A syllable containing two vowels in which a new vowel sound is formed by the combination of both vowel sounds.
Grapheme
Written representation of sounds (phonemes).
Digraph
Two letters that represent one sound.
Iconic
the letter’s name is included in the sound that the letter represents.
Irregular Word
cannot be decoded by sounding out.
Regular Word
can be decoded by sounding out.
High-Frequency Words
Regular and irregular words appear often in the printed text.
Permanently Irregular
One or more sounds/spellings in the word are unique to that word or a few words and therefore are never introduced.
Temporarily Irregular
One or more sounds/spellings in the word have not yet been introduced.
Syllable
a word or part of a word is pronounced as a unit. Each syllable contains only one vowel sound.
Onset-Rime
Onset is the part of the syllable that comes before the vowel; it may be a consonant, consonant blend, or digraph. The rime is the vowel and everything after it.
Phonogram
Nonlinguistic terms are sometimes substituted for rime.
Morpheme
The meaningful part of words is the smallest unit of meaning.
Anglo-Saxon Root Words
free morphemes.
Suffix
-ed makes three different sounds.
Cognate
words in two languages that share a similar spelling, pronunciation, and meaning.
False Cognate
Pairs of words spelled the same or nearly the same in two languages but do not share the same meaning.
Context Processor
concepts and information, sentence context; text structure.
Meaning Processor
vocabulary.
Meaning Processor
vocabulary
Orthographic Processor
memory for letters
Phonological Processor
speech sound system
Syllabication
division of a multisyllabic word into separate syllabi with each syllable containing one vowel sound.
Affixes
prefixes and suffixes
Prefixes
Affixes that come before the root word.
Root Word
Base word; a single word that cannot be broken into smaller meaningful words or parts.
Adept Diction
The skillful use of words in speech and writing.
Synonyms
words that are very close in meaning
Antonyms
words that are opposite or nearly opposite in meaning.
Homographs
Words that are spelled the same but have different meanings and different origins.
Denotation
The literal meaning of a word
Connotation
the feeling associated with a word.
Simile
comparison of two things that are not the same by use of the word like or as.
Metaphor
Comparison of two things that are not the same without using the word like or as.
Idiom
An expression that cannot be understood by the meanings of the individual words within it.
Syntactic
the system of rules governing permissible word order in sentences.
Semantics
the study of word and phrase meanings and relationships.
Pragmatics
the system of rules and conventions for using language and related gestures in a social context.
Reading Fluency
Accurate reading of connected text at a conversational rate with appropriate prosody.
Prosody
The rhythmic and tonal aspects of speech: the “music” of spoken language.
Accuracy
the ability to recognize or decode words correctly
Rate
how quickly and accurately a reader reads connected text.
(ORF) Oral Reading Fluency
The combination of reading rate and accuracy.
WCPM
Acronym: Words Correct Per Minute
The Three-Tier System of Vocabulary-
Tier 1- basic words whose meanings students are likely to know. Tier 2- general purpose words that occur across a wide variety of domains. Tier 3- specialized words that are specific to a particular content area or subject matter.
Concrete Words
Words that can be pictured, felt, or heard, such as cottage, scalding, or shrill.
Effective Vocabulary Instruction
Creates rich knowledge of the meaning and uses of words.
Robust Instruction
Involves not just a direct explanation of the meanings of words, but also thought-provoking, playful, and interactive follow-up.
Morphemic Analysis
The process of breaking down words into their units of meaning, called morphemes, to understand the word’ meaning.
Contextual Analysis
The process of breaking down a complex topic into smaller parts to better understand it.
Context Clues
Words or phrases that give readers hints or suggestions to the meaning of unfamiliar words.
Receptive Vocabulary
The words whose meanings one can recognize when reading or listening to others speak.
Expressive Vocabulary
The words one uses in speaking and writing.
Etymology
origin of words.
Structural Analysis
A strategy that is used to facilitate decoding as students become more proficient readers. Students are taught to read prefixes and suffixes through direct and explicit instruction. Structural analysis of the number, order, and type of morphemes used to make up a particular word is called its structure.
Phonological Lexicon
The brain’s storehouse of words previously heard, but not necessarily understood.
Semantic Lexicon
The brain’s “mental dictionary” of word meanings, including synonyms and related mental concepts.
Comprehension
The process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
Schema
A mental network of knowledge structures.
Predicting
Making an informed guess about what will come next in a reading, based on world knowledge and clues from a text.
Scaffolding
Gradually releasing to students the responsibility for strategy use.
Graphic Organizer
A visual representation of knowledge that structures information to demonstrate relationships.
Reader Response
meaning-making through personal response and reflection.
Factual Knowledge Dimension
The basic elements students must know to be acquainted with a discipline or solve problems in it.
Conceptual Knowledge Dimension
The interrelationships among the basic elements within a larger structure enable them to function together.
Procedural Knowledge Dimension
How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Metacognitive Knowledge Dimension
knowledge of cognition in general as well as awareness and knowledge of one’s cognition.
K-W-L Procedure
A frequently used technique for tapping into students’ world knowledge. K- Already Know. W- Want to Know. L- Need to Know/Learn.
Constructing Mental Images
It has proved to be an effective strategy for comprehending complex informational text. Readers can create pictures of the author’s words in their minds as they read, depicting the content of the text.
Collaborative Strategic Reading (CSR)
A research-validated program in which students learn to use comprehension strategies that support their understanding of informational text.
Directed-Oriented Discussion
Focuses students’ attention on text content and ideas.
Content-Area Instruction
Students are often expected to write about what they read. Writing is a particularly important form of response to informational text.
Scientific Approach to Reading Instruction
The application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction, and reading difficulties.
Comprehensive Assessment Plan
A critical element of an effective school-level plan for preventing reading difficulties.
Curriculum Based Measurement (CBM)
An assessment tool that usually includes a set of passages, scoring rules, standards for judging performance, and record forms or charts.
Differentiated Instruction
Meets the needs of students with reading difficulties, students with disabilities, advanced learners, and English-language learners (ELLs).
English-Language Learners
National-origin-minority students who are limited-English proficient.
Decoding
being able to read words on a page
Encoding
being able to take the words spoken and write them down
Fluency
being able to read and write words without having to think about the individual sounds.
Vocabulary
the knowledge of words and word meanings
Systematic
a carefully planned sequence for instruction.
Explicit
direct instruction that the educator gives clear and guided instructions.
Blending
Given a word separated into phonemes, the student combines the sounds to form a whole word.
Segmentation
Given a whole word, the student separates the word into individual phonemes and says each sound.
Identification
given a word, the student selects a word that has a common sound from a set of three or four different words.
Isolation
given a word, the student recognizes individual sounds in the word.
Categorization
given a set of three or four words, the student recognizes the word that has the “odd” sound.
Deletion
given a word, the student recognizes the word that remains when a phoneme is removed from that word.
Addition
given a word, the student makes a new word by adding a phoneme.
Substitution
given a word, the student makes a new word by replacing one phoneme or another.
Reversals
given a word, a student can reverse the phonemes and create a new word.
Dyslexia
A specific learning disability that is neurobiological in origin; characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.
Dialect
form of language spoken in a particular geographical area or by members of a particular social class or occupational group, distinguished by its vocabulary, grammar, and pronunciation.
Phonological Processing
multiple functions of speech and language perception and production, such as perceiving, interpreting, staring (remembering), recalling or retrieving, and generating the speech sound system of a language.
Phonology
Rule system in language by which phonemes can be sequenced, combined, and pronounced to make words.
Phonetics
study of the sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal tract.
Affricate
Two or more consonants that when combined create a fricative.
Macron
Vowel sounds that occur at the end of an open syllable.
Magic-e
A syllable with the long vowel-consonant-silent e pattern.
Vowel Team
A syllable containing two letters that together make one vowel sound.
Floss Rule
Words of one syllable ending f, l, s, or z. Usually in double ff, ll, ss, or zz.
CK Rule
When they are together, as in black, they are usually at the end of a word. They never appear together at the beginning of a word.
HQIM
H- High. Q- Quality. I- Instructional. M- Materials. It includes evidence-based strategies, embedded teacher support, and inclusive practices.
