Foundational Reading Skills PRAXIS 5205

Question 1

Open-Ended Question

Answer 1

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.

Question 2

Phonological Awareness

Answer 2

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

Question 3

Phoneme Manipulation

Answer 3

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

Question 4

Onset and Rime Production

Answer 4

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/

Question 5

Word Awareness

Answer 5

knowing that individual words make up a sentence

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

Question 6

Syllable Awareness / Syllabication / Syllable Segmentation

Answer 6

the ability to hear individual parts/syllables of words

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

Question 7

Oral Language

Answer 7

The system that relates sounds to meanings through communicating by word of mouth.

Question 8

Sentence Stems

Answer 8

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…”

Question 9

Phonemic Awareness / Sound Awareness

Answer 9

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”

Question 10

Rhyme Awareness / Rhyming

Answer 10

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

“Blue” and “Flew” rhyme

Question 11

Grapheme

Answer 11

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

“ph” makes a “f” sound

Question 12

Print Concepts

Answer 12

The general rules governing text

text is read from left to right and top to bottom

Question 13

Directionality

Answer 13

the direction in which a language is read

The directionality of written English is from left to right.

Question 14

Letter Recognition

Answer 14

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.

Question 14

Word Analysis

Answer 14

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.

Question 15

Alphabetic Principle

Answer 15

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 16

Alphabetic Knowledge

Answer 16

The ability to recognize, name, and write letters.

Question 17

Encode

Answer 17

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/.

Question 18

Letter–Sound Correspondence

Answer 18

knowing what sound(s) each letter makes

the letter “f” makes the first sound in the word “foot”

Question 19

Affix

Answer 19

A letter or letters that change a root word’s meaning

prefixes or suffixes

Question 20

Consonant Digraph

Answer 20

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.

Question 21

Derivational Affix

Answer 21

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.

Question 22

Consonant Blend

Answer 22

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.

Question 23

Embedded Phonics Approach

Answer 23

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.

Question 24

Schwa

Answer 24

the vowel sound in an unstressed syllable, sounds like "uh" the first a in again

Question 25

High-Frequency Word

Answer 25

a word that appears often in grade-level text Words like "and", "the", "as" and "it" are high-frequency words.

Question 26

Continuous Consonant Sound

Answer 26

letters with sounds that can be lengthened or stretched /s/ is an example of a continuous sound, as it can be held out indefinitely!

Question 27

Short Vowel

Answer 27

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.

Question 28

Whole Word Reading

Answer 28

reading a word by sight, without attempting to decode it Memorizing sight words helps to support whole word reading.

Question 29

Decodable Word

Answer 29

words that follow common letter/sound correspondence rules and can be "sounded out" For a third grader, words like "family" and "afternoon" are decodable.

Question 30

Free Morpheme / Unbound Morpheme

Answer 30

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.

Question 31

Suffix

Answer 31

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

Question 32

Bound Morpheme

Answer 32

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.

Question 33

Phoneme Blending

Answer 33

the ability to blend two sounds to make a word Blend together these sounds to make a word: /b/ /a/ /t/ to form bat.

Question 34

Phoneme

Answer 34

the smallest individual sounds in a word The word “bit” has three phonemes – b – i – t.

Question 35

Morphology

Answer 35

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.

Question 36

Vowel Digraph

Answer 36

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

Question 37

Stop Consonant Sound

Answer 37

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.

Question 38

Structural / Morphemic Analysis

Answer 38

using meaningful word parts (morphemes) to study a word and determine its meaning

Question 39

Diphthong

Answer 39

one vowel sound made by the combination of two vowel sounds the "ou" in south; the "au" in taught; the "oy" in oyster

Question 40

Phonics / Graphophonemic Principle

Answer 40

Using the relationship between symbols (letters and words) and sounds of a language to read and write

Question 41

Sight Word Instruction

Answer 41

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.

Question 42

Dolch Word List

Answer 42

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

Question 42

Contextual Analysis

Answer 42

use of surrounding information in a text to help determine a word

Question 43

Spelling-Based Phonics Approach

Answer 43

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.

Question 44

Tense

Answer 44

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.

Question 45

Final Stable Syllable

Answer 45

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

Question 46

Open Syllable

Answer 46

Syllable that ends in a vowel; the vowel has its long sound vacant, brutal, agent

Question 47

Root

Answer 47

Base words to which prefixes, suffixes, and syllables can be added

Question 48

Sight Word

Answer 48

word that cannot be decoded because it doesn't follow standard phonics rules and must be recognized by sight of, was, the, would

Question 49

Analogy-Based Phonics Approach

Answer 49

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."

Question 50

Synthetic Phonics Approach

Answer 50

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

Question 51

Morpheme

Answer 51

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

Question 52

Inflectional Affix

Answer 52

an affix that changes the form of the root or base word The inflectional affix, "ed" changes a verb to the past tense.

Question 53

Analytic Phonics Approach

Answer 53

Analytic Phonics Approach

Question 54

Automaticity

Answer 54

the ability to read words effortlessly

Question 55

Vowel-Consonant-E Syllable

Answer 55

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

Question 56

Accuracy (when reading)

Answer 56

the reader’s ability to correctly pronounce words

Question 57

Long Vowel

Answer 57

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.

Question 58

Speed (when reading)

Answer 58

the pace at which the reader reads the text

Question 59

Supervised Oral Reading

Answer 59

A strategy in which a student reads aloud to a teacher or tutor.

Question 60

Rereading Familiar Text

Answer 60

Strategy in which students reread a familiar text to increase their rate, prosody, and confidence.

Question 61

Prosody

Answer 61

the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud

Question 62

Words per Minute (WPM)

Answer 62

the number of words a student reads correctly in a 60-second time span

Question 63

Reading Fluency

Answer 63

The ability to read with appropriate speed, accuracy, and prosody

Question 64

Listening Vocabulary

Answer 64

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.

Question 65

Phrase-Cued Reading

Answer 65

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.

Question 66

Audio/Video-Assisted Reading

Answer 66

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

Question 67

Speaking Vocabulary

Answer 67

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.