Foundational Reading Skills PRAXIS 5205 Flashcards
Open-Ended Question
questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion
A question posed as a statement, such as “Tell me about the relationship between the main characters in the novel” is an open-ended question.
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
Phoneme Manipulation
the ability to perform phoneme deletion, addition, and substitution.
Onset and Rime Production
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
In the word cat, the onset is /c/ and the rime is /at/
Word Awareness
knowing that individual words make up a sentence
“A brown cat jumped over the car.” has 7 words
Syllable Awareness / Syllabication / Syllable Segmentation
the ability to hear individual parts/syllables of words
“Education” has four syllables “ed-u-ca-tion”
Oral Language
The system that relates sounds to meanings through communicating by word of mouth.
Sentence Stems
Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.
“According to the author…” “We see in Chapter 2 that…” or “While X does this, Y…”
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
A student can hear that /b/ makes first sound in the word “blue”
Rhyme Awareness / Rhyming
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
“Blue” and “Flew” rhyme
Grapheme
A written letter or a combination of letters that represents a single sound.
“ph” makes a “f” sound
Print Concepts
The general rules governing text
text is read from left to right and top to bottom
Directionality
the direction in which a language is read
The directionality of written English is from left to right.
Letter Recognition
the ability to name the letters in the alphabet and identify the characteristics of each letter
Letter recognition requires direct instruction that connects the letter shape to the letter name.
Word Analysis
breaking down words into morphemes, or the smallest units of meaning
Word analysis can be useful as a decoding tool and can help to determine word meaning.
Alphabetic Principle
The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter–patterns of written English.
Alphabetic Knowledge
The ability to recognize, name, and write letters.
Encode
using individual sounds to spell a word
To encode, a student must represent the sounds of a word with letters. For example, the word cat would be encoded as /c/, /a/ and /t/.
Letter–Sound Correspondence
knowing what sound(s) each letter makes
the letter “f” makes the first sound in the word “foot”
Affix
A letter or letters that change a root word’s meaning
prefixes or suffixes
Consonant Digraph
two consonants that make a single consonant sound when together in a word
In the word “wish,” the letters s and h form the consonant digraph, sh.
Derivational Affix
an affix that changes the root or base word into a new word
When the derivational affix, “ful” is added to the noun, beauty, the word “beautiful” forms, meaning full of beauty.
Consonant Blend
two or more consonants that blend together when decoded, but each retains its own sound
In the word “blue,” the letters b and l form the consonant blend, bl.
Embedded Phonics Approach
an approach to phonics instruction that involves implicitly teaching through reading or in context
A student learns to decode the word “snake” when reading a short story about a boy who goes hiking.
Schwa
the vowel sound in an unstressed syllable, sounds like “uh”
the first a in again
High-Frequency Word
a word that appears often in grade-level text
Words like “and”, “the”, “as” and “it” are high-frequency words.
Continuous Consonant Sound
letters with sounds that can be lengthened or stretched
/s/ is an example of a continuous sound, as it can be held out indefinitely!
Short Vowel
the sound that most often corresponds to a vowel when the vowel occurs individually between consonants
When there is one vowel in a word, either at the beginning or between two consonants, it usually has the short vowel sound.
Whole Word Reading
reading a word by sight, without attempting to decode it
Memorizing sight words helps to support whole word reading.
Decodable Word
words that follow common letter/sound correspondence rules and can be “sounded out”
For a third grader, words like “family” and “afternoon” are decodable.
Free Morpheme / Unbound Morpheme
type of morpheme that can stand alone or can appear with other morphemes in a lexeme
Simple words (i.e. words made up of one free morpheme, such as the, run, on, etc.) and compound words (i.e. words made up of two free morphemes, such as keyboard, greenhouse, etc.) are free morphemes.
Suffix
A letter or letters at the end of a root word that changes its meaning
s, es, ed, ing, ly, er, or, ion, tion, able, and ible
Bound Morpheme
type of morpheme that can appear only as part of a larger word
Prefixes such as pre-, dis-, in-, un-, and suffixes such as -ful, -ment, -ly, -ise are bound morphemes.
Phoneme Blending
the ability to blend two sounds to make a word
Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.
Phoneme
the smallest individual sounds in a word
The word “bit” has three phonemes – b – i – t.
Morphology
The study of forms of words, including affixes, roots, stems, and parts of speech.
The word “bicycles” is made up of three individual morphemes. The prefix bi-, the stem cycle, and the suffix -s.
Vowel Digraph
two vowels that make a single vowel sound when together in a word, also known as “vowel teams”
the “ai” in paint; the “ee” in need; the “oa” in boat
Stop Consonant Sound
letters with sounds that cannot be stretched without changing the sound
/t/ is an example of a stop sound, as it cannot be stretched out.
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its meaning
Diphthong
one vowel sound made by the combination of two vowel sounds
the “ou” in south; the “au” in taught; the “oy” in oyster
Phonics / Graphophonemic Principle
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Sight Word Instruction
the approach taken when teaching high frequency, often irregular words to early readers
Sight word instruction helps students to memorize words that they will encounter often, by teaching them to read the words by sight, without attempting to decode them.
Dolch Word List
the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English
Some words on the list include: am, are, at, be, but, came, did, have, he, into, like, now, on, our, out, please
Contextual Analysis
use of surrounding information in a text to help determine a word
Spelling-Based Phonics Approach
an approach to phonics instruction that involves spelling rules and phonemes
In a spelling-based phonics approach, students learn the sounds of each letter and put the sounds together to create a word.
Tense
words that indicate if a statement is referring to past time, present time, or future time
Past- She spoke. Present- She speaks. Future- She will speak.
Final Stable Syllable
A consonant + -le syllable occurs at the end of a word. If the consonant + -le syllable is found next to an open syllable, then the vowel in the open syllable stays long. If the consonant + -le is next to a closed syllable, the vowel in the closed syllable stays short.
bugle, candle, bubble, circle, and trample
Open Syllable
Syllable that ends in a vowel; the vowel has its long sound
vacant, brutal, agent
Root
Base words to which prefixes, suffixes, and syllables can be added
Sight Word
word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight
of, was, the, would
Analogy-Based Phonics Approach
an approach to phonics instruction in which students use knowledge of word patterns to decode new words
In an analogy-based phonics approach, to decode the unknown word “zap,” students would think of the word “map.”
Synthetic Phonics Approach
an accelerated approach to phonics instruction that explicitly teaches how to convert letters into sounds (phonemes) and then blend the sounds to form words.
A teacher first teaches the sounds of each letter and then focuses on how to blend the sounds together to pronounce whole words
Morpheme
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts. This includes prefixes and suffixes.
write, cat, laugh, box
Inflectional Affix
an affix that changes the form of the root or base word
The inflectional affix, “ed” changes a verb to the past tense.
Analytic Phonics Approach
Analytic Phonics Approach
Automaticity
the ability to read words effortlessly
Vowel-Consonant-E Syllable
The vowel-consonant-e syllable has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word
name, mice, cake, compete
Accuracy (when reading)
the reader’s ability to correctly pronounce words
Long Vowel
When a vowel sounds like its name, this is called a long vowel sound.
Long A sound is AY as in cake. Long E sound is EE an in sheet … etc.
Speed (when reading)
the pace at which the reader reads the text
Supervised Oral Reading
A strategy in which a student reads aloud to a teacher or tutor.
Rereading Familiar Text
Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.
Prosody
the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
Words per Minute (WPM)
the number of words a student reads correctly in a 60-second time span
Reading Fluency
The ability to read with appropriate speed, accuracy, and prosody
Listening Vocabulary
words a listener can recognize when heard
People typically have a larger listening vocabulary than writing vocabulary, as the meaning of words can be determined from the context.
Phrase-Cued Reading
adding slashes into a text to mark the ends of phrases or natural pauses
When a teacher creates a text for phrase-cue reading, she puts in single slashes (/) to represent a phrase break, and double slashes (//) to represent the end of sentences.
Audio/Video-Assisted Reading
A strategy in which a teacher plays an audio recording of a book or show an animated illustration of a book while students read along
Speaking Vocabulary
all the words known and used by a person in speech
Students typically have a clear understanding of a word in order to use it in their speaking vocabulary.
