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Multi sensory teaching a > Glossary Terms > Flashcards

Glossary Terms Flashcards

1
Q

Fill-in-the-blank technique

A

See cloze technique

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2
Q

Final stable syllable

A

A syllable with a non-phonetic spelling and relatively stable pronunciation that occurs frequently in the final position of English words. Examples: -tle, -sion, -cial

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3
Q

Fine motor skills

A

The strategic control of small sets of voluntary muscles such as writing grasping small objects controlling eye movement or producing speech.

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4
Q

Finger agnosia

A

Kinesthetic feedback disorder in which the finger does not report location to the brain.

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5
Q

Finger-point reading

A

A form of pretend reader which pre-readers point to words on the page as they recite the story from memory and synchronize spoken words with words and print. Finger-point reading Is facilitated by the ability to segment phonemes and match them with written letters. See also concept of word.

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6
Q

Flap

A

The reduction of /t/ and /d/, Such as in the American English pronunciation of ladder and latter formed by the tongue flapping on the alveolar ridge.

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7
Q

Fluency

A

The ability to translate print to speech for the rapidity and automaticity that allows the reader to focus on meaning.

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8
Q

Formal test

A

See standardized test

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9
Q

Formative data collection

A

Procedure to gather information about a child’s progress in acquiring particular skills or knowledge to be applied to short term instructional goals usually collected using criterion and cumulative reference tests.

See also criterion referenced test curriculum reference test and summative data.

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10
Q

Fragment

A

A phrase or subordinate clause that is not a sentence.

For example:

             The girl who was standing
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11
Q

Free morpheme

A

Morpheme that can stand alone as a whole word

For example:

Box, plant, tame

See also unbound morpheme and bound morpheme

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12
Q

Frequency

A

The number of times an event occurs in a given category for example multiple spellings of long you as in the sounds in Cube, Human and statue that guides the order of introduction for reading and spelling

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13
Q

Fricative

A

A continent produced by a partial obstruction of the airflow which creates friction and a slight hissing noise

for example

/s/ and /f/

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14
Q

Functional Nuro imaging

A

Pictures of brain activity of awake subjects performing specific task that allow researchers to investigate which brain areas are used during certain tasks.

See also neuroimaging

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15
Q

Gerund

A

An English word ending in -ING when used as a noun

For example

She loves dancing and singing

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16
Q

Glide

A

A vowel like consonant produced with little or no obstruction of the airstream in the mouth

also called semivowel.

Examples

/w/ /y/

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17
Q

Glottal sound

A

A sound produced by using the most posterior part of the mouth known as the glottis. The sound is produced by complete or partial constriction of the glottis.

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18
Q

Grapheme

A

A written letter or letter cluster representing a single speech sound

Examples

I, igh

See Digraph try graph and Quadrigraph, trigraph

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19
Q

Graphic organizers

A

Visual displays of information to help students bolster comprehension and compose written material or study for tests

Examples are:

Outlines, semantic maps, story grammars/diagrams

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20
Q

Graphomotor

A

Pertaining to the skillful coordination of the muscle groups involved in handwriting.

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21
Q

Graphomotor Production deficit

A

Difficulty writing in which the larger muscles of the wrist and forearm are used during letter formation because they are under better control than the smaller muscles of the fingers

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22
Q

Graphophonemic

A

Pertaining to letter-sound patterns

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23
Q

Guide letter

A

The letter and a word that guides the reader an alphabetizing a word or finding it in the dictionary

Examples

Please in prison are guide words for plow

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24
Q

Guided discovery teaching

A

Manner of presenting new material or concepts so they can be deduce discovered by students

only material that relates logically to the previous learning or that involves reason or sequence will lend itself to students discovery

students will remember more readily that which they have been allowed to discover successful discovery teaching requires careful preparation

See also Socratic method

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25
Q

Guided oral reading

A

An instructional strategy in which an adult or peer reads the passage out-loud to model fluent reading and then asks the students to re-read the same passage while providing feedback

Also called repeated reading

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26
Q

Heterogeneous practice

A

A Spelling or reading practice session with more than one focus
that is used only after the student has mastered each of the concepts contained in the practice.

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27
Q

Homophones

A

Words that sound like another but have different spellings and meanings

for example

bare and bear

forth and fourth

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28
Q

Hyperlexic

A

A learner exhibit precocious an accurate decoding but fails to understand the meaning of written words

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29
Q

IDEA

A

See individuals with disabilities education improvement act of 2004

public law 108–446

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30
Q

IEP

A

Individual education program

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31
Q

Imagery training

A

Training and using language to create sensory impressions and informing imaginative mental images while reading or listening

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32
Q

Incidental learning

A

Learning that takes place without any intent to learn.

informal learning

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33
Q

Inclusion

A

The opportunity for all students with disabilities to have access to and participate in all activities of the neighborhood school environment an educational placement and which qualified students with disabilities receive special education and related services in the least restrictive environment which may involve to the extent possible placement and general education classrooms

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34
Q

Individuals with disabilities education improvement act 2004 IDE a public law 108–446

A

Special education legislation originally passed in 1975 public law 94 - 142 and amended in 1990 public law 101–476 and 1997 public law 105 - 17 that serves as a mechanism to help fund special education

this legislation mandates that the state receiving federal monies must provide special education and other services to qualified children from births through age 21 with disabilities are the risk of loss of these dollars IDA 2004 protects a child’s right to a free and appropriate public education FAPE in the least restrictive environment LRE

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35
Q

Macron

A

The flat diacritical mark above a vowel and a sound or a picture or a phonic/dictionary notation that indicates a long sound

(-)

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36
Q

Indo-European

A

A language family consisting of boast of the languages of Europe as well as those of Iran the Indian subcontinent and other parts of Asia most English words are ultimately of Indo-European origin

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37
Q

Inflectional morphine

A

A morphine added to the end of a word that shows

tense, number, or person of a verb;

plural or possessive of a noun;

or a comparative or superlative form of an adjective

for example

  • ed in floated
  • s in tails
  • er and thinner
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38
Q

Informal test

A

A test that is structured but not standardized;
typically follows the formula of a standardized test but presentation can be modified to improve the students responses in a way that are not permissible with standardized test

see also standardize tests

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39
Q

Initial

A

The first or beginning sound or letter and a word or syllable

A is initial letter of the alphabet the alphabet

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40
Q

Instant word recognition

A

The ease and automaticity in which a skilled reader is able to read individual words

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41
Q

Intonation

A

The pattern or melody of pitch changes revealed in connected speech

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42
Q

Invented spelling

A

Spelling that is not the same as conventional orthography and may be encouraged from preschool to first grade to help students develop phonemic awareness apply their knowledge of sounds, symbols, and letter patterns

using invented spelling is temporary and the regular orthography is learned

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43
Q

Irregular word

A

A word that has an unexpected spelling either because of his orthographic representation does not match it’s pronounced station for example (Colonel Wednesday)or because it contained in frequent orthographic representations of a sound for example soap

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44
Q

Juncture

A

The transition or mode of transition from one sound to another and speech a pause that contributes to the meaning of a word

for example to make a name distinguishable form an aim.

rising Intonation as an a question

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45
Q

Keyword

A

A word emphasizing a particular letter sound association that serves as a key to unlock the students memory for that association for

example Apple for a or it for I

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46
Q

Kinesthetic

A

Pertaining to the sensory experience stimulated by bodily movements and tensions often pertaining to the students feeling of letters shapes while moving parts of the body through space

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47
Q

Kinesthetic memory

A

A voluntary motor sequence that is recalled by the student after repeated practice in training such as daily writing of cursive letter shaped while associating them with the name and the sounds represented by each

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48
Q

Labiodental fricative

A

A sound in which the lower lip in the upper teeth touch partially obstructed the airflow

example

F

V

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49
Q

Kinesthetic memory

A

Voluntary motor sequence that is recalled by the student after repeated practice and training such as daily writing of cursive letter shapes while associating them with the same names and sounds represented by each

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50
Q

Language content

A

Knowing the vast array of objects events in relationships and the way they are represented in language

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51
Q

Laterality

A

The tendency to use either the left or the right side of the body handedness

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52
Q

Lax vowel

A

See short vowel

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53
Q

LEA

A

See local education agency

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54
Q

Learning disability

A

A generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening speaking reading writing reasoning and mathematical abilities or of social skills these disorders are intrinsic to individual and presumed to be you to central nervous system dysfunction

even though a learning disability may occur with other handicapping conditions such as sensory impairment mental retardation social emotional disturbances with social environmental influences for example cultural factors and especially with attention deficit disorder all of which may cause learning problems a learning Disability is not the direct result of those conditions or influences

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55
Q

IEP

A

A document that sets out the child’s placement and special education as well as specific goals short term objectives and benchmarks for measuring progress each year. Creating and implementing the IEP must include the opportunity for meaningful participation by the parents

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56
Q

Least restrictive environment LRE

A

Public schools are legally required to include learners with disabilities and regular classrooms and educate them as much as possible along side students without disabilities

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57
Q

Left angular gyrus

A

Part of the left hemisphere of the brain that is the primary location for translating visual orthographic information into phonological representations,

Linking symbol to the sound

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58
Q

Letter cluster

A

A group of two or more letters that regularly appear adjacent and a single syllable

examples are

oo, th, oh, ng, sh, igh, oi

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59
Q

Letter-sound Correspondences

A

See phonics

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60
Q

Lexical

A

Relating to words were the vocabulary of a language or the meaning of the base word in the inflected and derived forms

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61
Q

Lexical cohesion

A

The planning an organization of the continent of a message before it is communicated

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62
Q

Lexicon

A

A body of word knowledge and linguistic memory either spoken or written

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63
Q

Linguadental

A

Sound produced with the tongue contacting the teeth teeth

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64
Q

Linguistics

A

Study of the production, properties, structure, meaning and or use of language

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65
Q

Linkages

A

The associations developed and language training between students visual, auditory, kinesthetic, and tactile perceptions by seeing the letter, naming it, saying it sound, and writing it in the air and on paper. Connections between cursive letters. Students may need extra practice with more difficult linkages such as the bridge stroke after the letters B, oh, V, and W.

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66
Q

Liquid

A

A class of consonant sounds that contains /l/, /r/ In American English

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67
Q

Literacy socialization

A

As a result of being read to, the development of the sense that marks on a page relate to the words being said, that there is a correct way to manipulate books, and there is a positive connection between reading and nurturing experiences

snow & Dickinson 1991

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68
Q

LEA

A

Local education agencies

A public school board of education, school district, or other public authority that response to local education issues

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69
Q

Long vowel

A

A vowel sound that is produced by a slightly higher tongue position than the short vowels. The long sounds represented by the written vowels A E I O u are usually the same as their names.

When coding or writing a sound picture any long vowel is marked by a macron also called a tense vowel

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70
Q

Long – term memory

A

Permanent storage of information by means of primarily semantic links, associations, and general organization plans; includes experimental, semantic, procedural, and automatic habit memories.

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71
Q

LR

A

Least restrictive environment

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72
Q

Macron

A

The flat diacritical mark above a vowel sound in a pitcher or phonic dictionary notation that indicates a long sound

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73
Q

Manner

A

In phonology, the articulation and perceptual character of speech sounds

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74
Q

Manuscript Print

A

See print handwriting

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75
Q

Marker

A

A distinguishing feature of a word that signals the need to apply a spelling rule or coding for reading. The student made literally play some Mark at each crucial point as a reminder. Also called the checkpoint, clue

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76
Q

Mastery

A

Proficiency in specific subscales of a new task. Based on the bottom – up notion of gaining automatic recall a basic information or learning to automaticity. Also called over learning learning.

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77
Q

Matthew effect

A

A term coined by Stanovich 1986 to describe a phenomenon observed in the findings of cumulative advantage for children who read well and have a good vocabularies And read less does have lower rates of achievement. The term is named after a passage from the new testament: “for onto everyone that has shall be given, and he shall have abundance: but for him that has not shall be taken away even that what he has” Matthew 25:29

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78
Q

Meaning – based words

A

As a result of compounding a word, whose meaning, may not always be inferred from the meaning of its components

for example

greenhouse flyleaf

see also compound words

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79
Q

Medial

A

The letters or sounds that occur in the interior of a word or syllable. All of the letters are in the sequential alphabet are medial except for a and Z.

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80
Q

Mehta - analysis

A

Pertaining to an awareness of a language as an entity that can be contemplated; crucial to early reading ability, to understanding discourse patterns in the classroom, and analyzing the language been used to teach language that must be learned.

metalinguistic says one kind of meta-cognition.

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81
Q

Metacognitive strategies

A

Strategies students may used to think about what they are reading and the factors that influence their thinking.

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82
Q

Metalinguistic

A

Pertaining to an awareness of language as an entity that can be contemplated; crucial to early learning learning ability, understanding deep discourse patterns, and analyzing language being used to teach the language that must be learned.

Metalinguistics is one kind of metacognition.

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83
Q

Metaphor

A

A word or phrase that means one thing and that is used, through implications, to mean something else.

For example his remark created a blizzard of Controversy.

See also simile

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84
Q

Middle

A

An equal distance between two extremes. Middle and medial or not synonymous. The middle letters of the alphabet are M and N.

See also medial

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85
Q

Miscue

A

Used by reading specialist to refer to an accurate reading responses to Retton text during oral reading

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86
Q

Missing addend equation

A

Addition equation in which only one addend and some are given for example 5+? = 10. The student must provide the missing addend

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87
Q

Mnemonic strategies

A

Formal schemes designed to improve Memering, including using keywords, chunking, rhyming, and visualization. Arbitrary learning is more difficult for the student with dyslexia then learning that is related and logical, so devices such as meant mnemonic strategies for grouping needed facts are essential

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88
Q

Modality

A

A specific sensory pathway. Multi sensory instruction simultaneously engages the students visual, auditory, and kinesthetic\tactile senses.

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89
Q

Model

A

A standard or example provided by the teacher for imitation or comparison for example model of syllable division procedure before reading practice; I structure or designed to show how something is formed for example teacher sky writing cursive letters.

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90
Q

Modifications

A

A term used to refer to changes in how An alternate assessment is administered

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91
Q

Mono syllabic

A

Pertaining to a one-syllable word containing one vowel sound

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92
Q

Morpheme

A

The smallest meaningful linguistic unit. A morphine may be a whole word for example child, the base word (for example child in childhood), a suffix (for example hood and childhood)or a prefix for example untie

see also derivational morphemes; inflectional morphemes

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93
Q

Morphological

A

In linguistic terms, Pertaining to the meaningful units of speech; for example, a suffix is a morphological ending.

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94
Q

Morphology

A

The internal structure of meaningful units within words and the relationships among words and a language. The study of word formation patterns.

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95
Q

Motor engrams

A

A set of memorized instructions stored in the brain that lets the body know how to perform a specific motor movement or task, such as how to form a letter.

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96
Q

Motor feedback problem

A

See Finger agnosia

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97
Q

Motor memory dysfunction

A

A disorder affecting hand writing in which a person has difficulty recalling the movement needed to form specific letters

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98
Q

MSLEe

A

See Multi sensory structured language education

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99
Q

Multiple meanings

A

Different meanings for the same word characteristics of the English language. Students with learning disabilities often have difficulty with multiple meanings of words.

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100
Q

Multiple regression analysis

A

A statistical method that relates a dependent (or criterion) variable (Y )to a set of independent (or predictor) variable’s (x) by a linear equation for the purposes of prediction, controlling confounding variables, evaluating sets of Ariel schools, accounting for multivariant interrelationships, and analyzing variance and covariance on levels of independent variables

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101
Q

Multiple spellings

A

The various ways in which sound may be spelled for example along sound may be spelled A,Y,I,EIGH,EY, or ai

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102
Q

Multiplicand

A

The number in a multiplication equation that states the size are the amount that is to be multiplied for example 3×5 = 15 five is the multiplicand

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103
Q

Multiplier

A

The Number and a multiplication equation that states how many times a certain size is to be produced for example 3×5 = 15. Three is the multiplier also called the operator

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104
Q

Multisensory

A

Referring to any learning activity that includes using two or more sensory modalities simultaneously for taking and for expressing information

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105
Q

Multisensory strategy

A

A procedure used most often for novice or poor breeders that involves an auditory, visual, tactile kinesthetic, and/or and articulatory –motor component in the carefully sequenced teaching of language structure

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106
Q

Multi sensory structured language education (MSLE)

A

Instructional approach that incorporates the simultaneous use a visual, auditory, kinesthetic, and tactile sensory modalities to link listening, speaking, reading, and Writing together.

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107
Q

Multisyllabic

A

Pertaining to a word of more than one syllable

for example fantastic

also called polysyllabic

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108
Q

Narrative

A

A composition containing a sequence of events, usually in chronological order.

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109
Q

Nasal

A

A sound produced in which air is blocked in the oral cavity but escapes through the nose. The Consonants in mom and no are nasal sounds.

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110
Q

Netbook

A

And expensive notebook computer that typically what comes with a small screen and limited computing power

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111
Q

Neuroimaging

A

Diagnostic and research method for viewing brain structures and activity through the use of advanced medical technology, such as MRI, in which patient’s body is placed in a magnetic field and resulting in images process by the computer to produce an image of contrasting adjacent tissues..

See also Functional Neuroimaging

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112
Q

Nuropsychology

A

The study of areas of the brain and their connecting networks involved in learning and behavior

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113
Q

Nonliteral language

A

Language that avoids exact meanings of words and uses exaggeration, metaphors, and embellishments.

Also called figurative language

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114
Q

Nonsense word

A

A word having no meaning by itself the spelling of which is usually phonetic for example vop. Reading and spelling nonsense words are phonetic reinforcement for students who already memorized a large number of words. Nonsense words can be used for teaching older students to apply phonetic decoding.

Also called nonsense syllable, non-word, Pseudoword.

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115
Q

Norm – referenced test

A

Assessment of performance in relation to that of the norm group or cohort Used in the standardization of the test. Norm-referenced test produce scores that permit comparisons between a student and other children of the same age.

All norm-referenced tests are standardized.

See also standardize tests

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116
Q

Oddity task

A

Task or question in which a student is presented with several items and must select one that does not fit with the rest. For example ball, call, tall, hop. Which of these words doesn’t belong? Also called the odd one out task in the odd man out task.

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117
Q

Onset

A

The initial written or spoken single consonant or consonant cluster before the first vowel and a syllable for example/S/ In sit, /str/ in strip.

She also rime

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118
Q

Open syllable

A

A syllable ending with a long vowel sound

for example the first syllable is in labor and freedom

see also closed syllable

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119
Q

Operator

A

Multiplier

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120
Q

Orthographic memory

A

Memory of letter patterns and word spellings

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121
Q

Orthography

A

The writing system of a language. Correct or standardize spelling according to established usage

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122
Q

Orton-Gillingham approach

A

Multisensory method of teaching language–related academic skills that focuses on the structure and use of sounds, syllables, words, sentences, and written discourse. Instruction is explicit, systematic, cumulative, direct and sequential

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123
Q

Outcomes

A

In Assessment the measured results of an educational program.

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124
Q

Over learning

A

See mastery

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125
Q

Palatal

A

Pertaining to sounds produced by the tongue touching the hard palate.

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126
Q

Paralinguistic

A

See suprasegamental

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127
Q

Partially blocked

A

See stop

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128
Q

Pause

A

A break, Stop, or rest in a spoken language; one of the suprasegmental aspects of language. See also juncture; and supraSegmental.

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129
Q

Peer review

A

Scrutiny and evaluation of the results of a research study by a group of independent researchers researchers with expertise and credentials in that field of study before the research findings were publicly reported.

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130
Q

Persuasive writing

A

Writing whose purpose is to give an opinion by supplying supporting evidence in order to influence the readers way of thinking

. For example, an essay about whether students should be required to wear school uniforms.

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131
Q

Phoneme

A

And individual sound unit and a spoken word; the smallest unit of speech that makes one word distinguishable from another and a phonetic language such as English. For example

/f/ makes fat Distinguishable from vat
/J/makes jump distinguishable from Chump

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132
Q

Phonemic awareness

A

Awareness of the smallest units of sound in the speech stream and the ability to isolate or manipulate the individual sounds in the word.

Phonemic awareness is one aspect of the larger category of phonological awareness. Also called phoneme awareness.

See also phonological awareness.

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133
Q

Phoneme deletion

A

See sound deletion

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134
Q

Phonetic

A

Pertaining to speech sounds and the relation to graphic or written symbols.

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135
Q

Phonetic stage

A

Stage and spelling development and which every sound is represented, but the complete knowledge of conventional orthography is not.

See also pre-phonetic stage; semi-phonetic stage

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136
Q

Phonetically regular word

A

See regular word

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137
Q

Phonetics

A

The system of speech sounds and any specific language

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138
Q

Phonics

A

Paired associations between letters and letter sound; an approach to teaching of reading and spelling that emphasizes the sound-symbol relationship, especially an early instruction.

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139
Q

Phonological

A

Pertaining to a speakers knowledge about sound patterns in a language.

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140
Q

Phonological awareness

A

Both the knowledge of and sensitivity to phonological structure of words and a language.

Phonological awareness involves a sophisticated ability to notice, think about, or manipulate sound segments in words.

It can progress from rhyming; to syllable counting; to detecting first, last, and middle sound; to segmenting, adding, deleting, and substituting sounds in words.

  • The ability to identify, segment, blend, and manipulate words, syllables, and individual sounds.
  • Phonemic awareness is one component of phonological awareness. See also phonemic awareness.
  • It’s all auditory.
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141
Q

Phonological processing

A

An umbrella term for a large category of oral language processing abilities that are related to the sounds in a word and are associated with the ability to read well.

Slideshow definition: ability to form, Use and retain phonemes when listening thinking reading writing.

Torgeson definition: it involves the ability to notice, think about, or manipulate, the individual sounds of words.
……..Wagner Torgeson and Rochette 1999
Phonological processing
1 phonological memory
2 phonological awareness
3 Naming speed
142
Q

Phonological rules

A

Implicit rules governing speech sound production and the sequence in which sounds can be produced in a language.

143
Q

Phonology

A

The science of speech sounds, including the study of the development of speech sounds in one language or the comparison of speech sound development across different languages. J Birsch

144
Q

PL 108–446

A

See individuals with disabilities education improvement act IDEA of 2004

145
Q

Place of articulation

A

The place in the oral cavity where the stream of air is obstructed or change during the production of sound.

146
Q

Place value

A

Position of a digit in a numeral or series.

For example, the ones place, the tens place, the hundreds place.

147
Q

Polyglot

A

A language that is made up of words from several languages; English is a polyglot.

148
Q

Polysyllabic

A

See multisyllabic

149
Q

Pragmatics

A

The set of rules that dictate behavior for communicative intentions in a particular context and the rules of conversation or discourse.

150
Q

Précis

A

Condensation and the students on words of an authors essential message, thesis, moral, or purpose.

151
Q

Prefix

A

An affix attached to the beginning of a word that changes the meaning of that word

for example try and tricycle

See also consonant prefix; Vowel-prefix

152
Q

Prephonetic stage

A

Stage in spelling development and which not all of the sounds of the word are represented by letters

for example JS for dress.

See also phonetic stage; semi phonetic stage.

153
Q

Prescriptive

A

When used in context of instruction, and entailing the changes made to A lesson to taylor for more practice, review, and/or multisensory activities..

154
Q

Print awareness

A

Children’s appreciation and understanding of the purpose and function of written language.

155
Q

Print handwriting

A

Unconnected letters formed using arcs and straight lines. Also called manuscript hand writing, manuscript Print

156
Q

Prosody

A

Features of spoken language, such as intonation and stress, that fluent readers use for appropriate phrasing of text into meaningful units.

157
Q

Proprioception

A

An individual subconscious perception of movement and spatial orientation coming from stimuli within the body

158
Q

Perseudo words

A

Nonsense words

159
Q

Quadrigraph

A

Four adjacent letters in a syllable that represents one speech sound. For example EIGH

See trigraph and digraph

160
Q

Qualitative research

A

Research that involves observing individuals and settings and relies on observation and description of events in the immediate context.

161
Q

Quasi-Experimental research

A

Research that determines cause and effect without strict randomized controlled trial’s and is valid but less reliable than randomized controlled trials.

162
Q

Quotient

A

In division, the number of shares contained in a total dividend for example five is the quotient and 15÷3 = 5

163
Q

Randomized controlled trial

A

An intervention study in which subjects are randomly assigned to experimental and control groups; all variables are held constant except for the one variable that is hypothesized to cause a change.

164
Q

Rapid Sereal naming

A

A speed naming task, most often administered to pre-readers, in which the individual Is asked to quickly name a series of printed letters, numbers, or blocks of color repeated in random order.

Also called rapid atomized naming, rapid automatic naming.

165
Q

R-controlled

A

Pertaining to the phenomenon in English in which the letter R affects the way a proceeding vowel is pronounced. For example, the a and bar is influenced by the R and sounds different from a In bad

166
Q

R-controlled syllable

A

A syllable containing the combination of a vowel followed by R. The sound of a vowel is often not short but instead may represent an unexpected sound for example dollar,*, her. This kind of syllable is also called a vowel-r syllable, A term which focuses on orthographic pattern (whereas the term r-controlled syllable focuses on the sound pattern).

167
Q

Reader’s theater

A

Fluency – building activity in which students read literature presented in a dramatic form with sets, costumes, or the need to memorize lines

168
Q

Reading disability

A

See Dyslexia

169
Q

Reading fluency

A

See fluency

170
Q

Recognition

A

The act of identifying a stimulus at as the same as something previously experienced.

For example

auditory recognition is involved in listening for a particular sound.

171
Q

Regrouping

A

New mathematical term for caring and addition and borrowing and subtraction; necessary in the base 10 positional notation system.

172
Q

Regular word

A

A word that is spelled the way it sounds.

Also called phonetically regular word.

173
Q

Relative clause

A

A dependent clause introduced by a relative pronoun such as who, that, which, or whom. For example we bought ice cream from the man who was standing on the corner. A relative clause is not a complete sentence on its own.

174
Q

Response to intervention RTI

A

An integrated model of assessment and intervention was multi-level prevention system to identify students at risk as well as monitor their progress, supply evidence-based interventions, and allow for appropriate adjustments based on student responsiveness.

An alternative way to identify students with learning disabilities.

Also cost called response to instruction.

175
Q

Review

A

Look over again; bring back to awareness. Used twice in a multi sensory lesson to increase automatic reaction to symbols for reading and spelling and to make a brief reference to the days new material.

176
Q

Rime

A

The written or spoken vowel and the final consonant(s) in a syllable

For example

At in cat

Tch in
switch

See Onset

177
Q

Root

A

The form of the word after removing all the affixes. Also known as the root word.

178
Q

RTI

A

Response to intervention

179
Q

Rule word

A

A word that carries information indicating when a letter should be dropped, doubled, or changed. For example shiny, rabbit, bountiful.

180
Q

Run-on sentence

A

Two main clauses and correctly run together without any punctuation or conjunction separating them.

For example

It began raining they parked the car.

181
Q

Scaffolding

A

An educational strategy in which the teacher controls the complexity of the lesson and gradually increases the lessons difficulty as students gain knowledge, skills, and confidence.

182
Q

Schema

A

A student prior knowledge and experience relevant to a new topic and so far as it contributes to a frame of reference, factual or attitude at all, for the new information, thus creating links or structures through which the new information can be assimilated.

Also called schemata

183
Q

Schwa

A

And an accented vowel who’s pronunciation approximates the short U sounds,

Such as the sound that corresponds to the first and last a an America or the second a scandal.

184
Q

Scientifically-based research

A

A process that gather evidence to answer questions and bring new knowledge to field so that effect of practices can be determined and implemented.

Also called evidence-based research

185
Q

Segmental

A

Pertaining to a feature of language that can be divided or organized in a class.

For example Pl. of articulation, voicing.

186
Q

Segmentation

A

Separating of word into units, such as syllables, onsets, and rhymes, or individual phonemes for the purpose of reading or spelling. Also called on blending. Breaking down a target skill into smaller step-by-step sequenced units than synthesizing the parts in to a whole.

187
Q

Selective attention

A

The ability to attend to certain stimuli while ignoring other stimuli; and working memory, putting ideas on hold while working on other ideas.

188
Q

Selective attention

A

The ability to attend to certain stimuli while ignoring other stimuli; and working memory, putting ideas on hold while working on other ideas.

189
Q

Semantics

A

The meaning of words and the relationships among the words as they are used to represent the knowledge of the world.

190
Q

Semantic map

A

A graphic organizer that focuses on the relationship of words.

191
Q

Semi phonetic stage

A

A stage in spelling development in which a child usually strings consonance together to represent speech sounds in a words and syllables.

For example NTR for enter.

See phonetic stage; and pre-phonetic stage

192
Q

Selective attention

A

The ability to attend to certain stimuli while ignoring other stimuli and working memory, putting ideas on hold while working on other ideas.

193
Q

Sentence expansion

A

Addition of details explaining who, what, where, when, and/or how to a sentence Kernel.

For example,

yesterday when I was at the store, I saw the woman with the brown dog. Is an expansion of, I saw the woman.

194
Q

Sentence starter

A

Words you specifically to begin a sentence or complete thoughts.

For example

whenever, since, after

195
Q

Sequencing

A

In multi sensory structured language education, orderly presentation of linguistic concepts based on the frequency and ease of learning and a continuous series of connected lessons.

196
Q

Shared reading

A

Reading in which the instructor reads the paragraph aloud and then the student read the paragraph aloud, with the instructor assisting with words as needed.

See coral readings; echo reading

197
Q

Short vowel

A

A vowel that is pronounced with a short sound, which is unrelated to the name of the letter.

A short vowel usually occurs in a closed syllable and is marked with a breath.

Also called lax vowel.

198
Q

Short -term memory

A

Memory that last only briefly, has rapid input and output, is limited and capacity, and depend directly on stimulation for its form.

Short term memory enables the reader to keep parts of reading material in mind until enough material has been processed for it to make sets.

Also called working memory.

199
Q

Silibant

A

A speech sound that is uttered or accompanied by a hissing sound.

/s/, /z/, /ch/, /j/, /sh/, /zh/

200
Q

Sight word

A

A word that is immediately recognized as a whole and does not require decoding to identify.

Sight word may or may not be phonetically regular, such as can , would, and the

201
Q

Simile

A

An explicit comparison of two unlike things, usually with the word like or as.

For example her tousled hair was like an explosion in a spaghetti factory.

See metaphor

202
Q

Simple view of reading

A

A model that defines reading comprehension as a product of lower level skills such as word recognition and higher level thinking processes such as listening comprehension.

203
Q

Simultaneous oral spelling SOS

A

A structured sequence of procedures to teach the student how to think about the process of spelling. The student looks and listens to the word, and blends it, spells it out loud, writes it while naming each letter, codes it, and read it aloud for proofing.

204
Q

Situational

A

In reading and spelling instruction, a feature and a word that provides clues about how to spell or read the word. The situation refers to the position of the letters or sounds, placement of axis, and the influence of surrounding sounds or letters.

205
Q

Skywriting

A

Technique of writing a letter or word in the air using the arm and writing hand use of the upper arm muscles during skywriting help the student retain kinesthetic memory of the shape of letters. Also called Air writing

206
Q

Socratic method

A

A teaching message that leads learners to discover information for carefully guided questioning based on the information they already possess.

Also called discovery learning; Socratic questioning. See guided discovery teaching

207
Q

SOS

A

Simultaneous oral spelling

208
Q

Sound Deletion

A

Early literacy task in which the student is presented with a word and is asked to say all the sounds in the word except one. For example safe back without the /b/.

Ability to delete sounds is an important component of phonemic awareness.

Also called phoneme deletion

209
Q

Sound dictation

A

Procedure in which the teacher dictate individual phonemes, words, or sentences,And the student repeats and responds by writing them down. Sounded dictation may involve oral and/or written review with a sound or spelling deck to develop automaticity and translating sounds to spelling.

210
Q

Sound picture

A

Letter or word written with diacritical markings indicating pronunciation. Sound pictures are often enclosed in slashes or parentheses. For example /KUP/ for cup.

211
Q

Sound-symbol association; sound-correspondence

A

See phonics

212
Q

Special education

A

A federally defined type of education for a qualified child with a disability that is specially designed instruction, at no cost to the parents, to meet the unique needs of the child with a disability, including —(A) instruction conducted in the classroom, in the home, and hospitals and institutions, and and other setting; and(B) instruction and physical education (PL) 108-446, 20 U.S.C $ 1401 [29] [a-b])

213
Q

Specific agraphia

A

Acquired just order in which ability to form letter shapes, ladder sequences, and motor patterns is impaired.

214
Q

Specific learning disability

A

See learning disability.

215
Q

Speech synthesis software

A

Software and which synthetic speech is added to the printed material presented on computers or other electronic devices. See text-to-speech- software.

216
Q

SQ3R

A

See survey question read recite review.

217
Q

Standardized test

A

A test that is standardize using a carefully selected sample Of people representative of the larger group of people for whom the test was created; such a test must be administered and scored following procedures prescribed in the manual accompanying the test.

See also informal test

218
Q

Stop

A

In terms of speech sounds, a constant that is produced with a complete obstruction of air.

For example/P/,/T/,/K/.

219
Q

Strategy

A

And individuals approach to a task, including how the person thinks and ask when planning, executing, and evaluating performance on a task and it’s subsequent outcomes

220
Q

Stress

A

See accent

221
Q

Structural analysis

A

The perception and examination of syllables and Morphins. Structural analysis enables the reader to recognize different kinds of syllables and decode long, unfamiliar words.

222
Q

Study skills

A

Those competence is associated with acquiring, recording, organizing, synthesizing, remembering, and using information and ideas in school or in other instructional Arenas.

223
Q

Subskill

A

A skill that is part of a more complex Gil a group of skills. A skill of reading includes phonological awareness and knowledge of ladder – sound correspondences.

224
Q

Sub vocalize

A

To move the lips without audible vocalization.

225
Q

suffix

A

A morphine attached to the end of a word that create a word with a different form or use.

For example -s in cats, -ing in lettering.

Suffix include inflected forms indicating tenths, number, person, and comparatives.

See Consonant vowel suffix; vowel suffix.

226
Q

Summative data collection

A

Procedure to gather information about the accumulation and integration of knowledge to be applied to the long-term comprehensive teaching goals; typically collected using norm-referenced measures but sometimes collected with curriculum- and criterion-referenced tests. See criterion referenced-test; curriculum-referenced test; formative data,; normed-referenced test.

227
Q

Suprasegmental

A

Pertaining to the singular musical qualities of language, including internation, expression, xx, pitch, juncture, and rhythm, which are significant in our ability to communicate and comprehend emotions and attitude also called paralinguistic.

228
Q

Survey, question, read, recite, review

SQ3R

A

Study method in which the student survey is the assignment, poses a question, reads to answer the question, recite the answer to the question, and reviews the material read.

229
Q

Syllable

A

A spoken or written unit that must have a vowel sound and may include consonants that proceed or follow the vowel. Syllables are units of sound made by one impulse of the voice.

230
Q

Syllable division

A

The process of breaking down multisyllabic words into separate syllables for greater ease of learning, pronunciation, or spelling.

231
Q

Syllable division

A

Patterns for dividing words into syllables.

There are four major syllable division patterns in English:

VCCV, VCC, Vcccv, VV

232
Q

Syllable types

A

Orthographic classifications for syllables.

There are six syllable types in English:

closed, open, vowel consonant E, vowel team or vowel pair, vowel-R or r-controlled, and consonant-le.

See specific syllable types

233
Q

Synonyms

A

Words with similar meanings

234
Q

Sentax

A

The system by which words may be ordered and phrases and sentences; sentence structure; grammar.

235
Q

Synthesize speech

A

Computer-generated sounds of simulate human speech.

236
Q

Synthetic

A

Pertaining to instruction or process that begins with the parts and builds to the hole. Synthetics phonics starts with individual letters sounds that are blended together to form a word.

See analytic

237
Q

Tactile

A

Relating to sense of touch.

238
Q

Target word

A

A word that is being looked for in a dictionary or other reference source. A word that is the focus of reading, spelling, vocabulary, handwriting, or other instruction.

239
Q

Template

A

A blank pattern that can be used as a guide to be filled in by the student.

240
Q

Tenses vowel

A

Long vowel

241
Q

Text-to-speech -software

A

Software that can convert computer-text and then to spoken words

242
Q

Thesis statement

A

A short statement, usually of hearing in an essay is opening paragraph in which the writer expresses the main idea, purpose, and intent of a piece of writing.

243
Q

Tracking

A

The ability to finger point while reading a text, demonstrating the concept of a word.

See concept of a word; finger-point reading

244
Q

Transition words

A

Words that Aid in changing a thought with an a sentence or paragraph.

For example

first, next, then, finally.

245
Q

Trigraph

A

Three adjacent letters and a syllable that represents one speech sound.

For example

TCH, DGE

246
Q

Typography

A

The physical appearance of written letters such as whether they are upper or lower case or formed and cursive or manuscript.

247
Q

Unblending

A

See segmentation

248
Q

Universal design for learning

A

An educational approach that concentrates on designing instructional practices, teaching materials, and educational environment that meet the needs and maximize the learning of all students, including those with disabilities.

249
Q

Unbound morphine

A

See free morpheme

250
Q

Unvoiced

A

See voiceless

251
Q

VAKT

A

Visual, auditory, kinesthetic, tactile

Say Fernald method, see also multisensory structured language education MSLE.

252
Q

VCE

A

Vowel-consonant-E syllable

253
Q

Velar

A

Pertaining to sound produced when the tongue and the roof of the mouth contact near the soft palate.

254
Q

Velum

A

The soft palate

255
Q

Vebalization

A

Of the saying aloud of a pattern or rule for reading or spelling or the strokes of a ladder shape after that pattern or rule or letter shape has been discovered or learned.

256
Q

Visual, auditory, kinesthetic, tactile, VAKT

A

See Fernald method; see also multi sensory structured language education MSLE

257
Q

Visual discovery

A

Information gained by sight. Guided discovery of a reading or’s spelling rule through looking at written examples of the language concept.

258
Q

Visual mapping software

A

Software that allows for visual representation of ideas and reduce the need for writing because concepts can be expressed and brief phrases while the visual array does the cognitive and linguistic taxing work of representing relationships among concepts.

This software offers enhanced opportunities for brainstorming or organizing on the computer.

259
Q

Vocabulary

A

A large store words that a person recognizes and/or uses in his or her oral and written language for communication and comprehension.

260
Q

Voice recognition software

A

Computer software recognizes the users voice and provides an alternative to hand writing or keyboarding wall drafting text.

261
Q

Voiced

A

Pertaining to a consonant articulated with vocal vibrations

Z

262
Q

Voiced-cognates

A

Phonemes produced in the same place of the mouth and in the same manner, but vary in voicing characteristics.

For example /K/ ,/g/

263
Q

Voiceless

A

Pertaining to a consonant articulated with no vocal vibrations

/s/

Also called unvoiced

264
Q

Vowel

A

The class of open speech sounds produced by the easy passage of air through a relatively open vocal tract. English vowels include a, E, I, o, u, and sometimes Y.

265
Q

Vowel blend

A

See blend

266
Q

Vowel digraph

A

See digraph

267
Q

Vowel pair syllable

A

A syllable containing two adjacent vowels that have a long, short, or diphthong sound.

For example meat, head, loud.

Also called vowel team syllable

268
Q

Vowel prefix

A

A prefix with a vowel As the final letter. The spelling of a vowel prefix does not change when it is added to a base word, route, or a combining form.

269
Q

Vowel suffix

A

A suffix beginning with a vowel, such as -ing, and -s

270
Q

Vowel team syllable

A

See vowel pair syllable

271
Q

Vowel-consonant-E syllable VCE

A

A one syllable word or final syllable of a longer word in which the final silent E signals that the vowel before the consonant is long.

For example cake, rope, cube, five, athlete.

272
Q

Vowel-r syllable

A

See r-controlled syllable

273
Q

Watch our writing WOW

A

A checklist designed to help students write accurately, comfortably, and legibly: place feet flat on the floor, sit up straight, slant the paper out of 45° angle, rest arm on the desk, and hold a pencil lightly pointing at upper and towards the shoulder of the writing arm.

274
Q

Whole language approach

A

A perspective on teaching literacy based on the belief about teaching and learning that include the following. Reading can be learned as naturally as speaking; reading is focused on constructing meaning from text using children’s books rather than basal controlled readers; reading is best learned in the context of the group; phonics is taught indirectly during integration of reading, writing, listening, and speaking; teaching is child centered and emphasizes motivation and interest; and instruction is offered on the basis of need.

275
Q

Word bank

A

A list of vocabulary words that can be used as answer choices on a vocabulary test.

276
Q

Word blindness

A

Term used in the late 19th century and early 20th century for dyslexia. Word blindness now refers to acquired Alexia, the loss or diminution of ability of reading ability resulting from of brain trauma, a tumor, or a stroke shawitch 2003

277
Q

Word consciousness

A

And interest and awareness of words.

278
Q

Word prediction software

A

A software that uses spelling knowledge, grammar rules, and context clues to predict what word a student wants to type as he or she enters the first few letters into the computer.

279
Q

Working memory

A

See short - term memory

280
Q

Wow

A

See watch our writing

281
Q

Zero-reject principal.

A

The principal infused in special education Legislation that no child’s disabilities are too severe for him or her to learn or to be provided with educational services.

282
Q

Accents

A

Stress or emphasis on one syllable in a word or on one or more words in a phrase or sentence. The accented part is spoken louder, longer, and/or in a higher tone. The speakers mouth opens wider while saying an accented syllable.

See SupraSegmental

283
Q

Accommodations

A

Changes within the general classroom to enable students to keep up with the education program, such as intensive instruction; reduced assignments; adapted test procedures; and computers, calculators, and tape recorder yes. The term accommodation of 2004 PL108 Dash 446. That law however generally refers to supplemental services that are, for the most part, what section 504 of the rehabilitation act amendments of 1998 public law 105–220 and the Americans with disabilities act ADA of 1990 public law 101-336 Call reasonable accommodations

284
Q

Active learning

A

Learning in which the learner mentally searches for connections between new and already known information.

285
Q

Active reading process

A

I’m reading method that Offers the reader an effective system for processing the meaning of text in progressively deeper stages

286
Q

Active reading process

A

A reading method that offers the reader and effective system for processing the meaning of text in progressively deeper stages.

for example pre-read, read, make margin notes, chunk, summarize.

287
Q

Addend

A

A number to be added to another. The numbers one and two are atoms and one +2 equals three.

288
Q

Affix

A

A letter or group of letters attached to the beginning or ending of a base word or root that creates the derivative with meaning or grammatical form that is different than the base word for the route.

She also prefix; suffix.

289
Q

Affricative

A

A consonant speech sound that is articulated with the tongue touching the roof of the mouth. For example /ch/ in chair, /j/ in judge.

290
Q

Agnosia

A

See finger Agnosia

291
Q

Air writing

A

See sky writing

292
Q

Alliteration

A

The repetition of the initial sound of two or more words such as, “laughing llamas.”

293
Q

Allophones

A

Slight variation in the production of vowels are continents that are predictable variance of a phoneme /o/ in pot and spit, /short a/ in fast and tank.

294
Q

Alphabet

A

A series of letters Or signs arranged in a fixed sequence, each of which represents a spoken sound of language.

Knowing the 26 letters of English alphabet is essential to the language skills—phonics, reading, writing, and spelling.

295
Q

Alphabetic language

A

Language, such as English, in which letters are you systematically to represent speech sounds, or phonemes..

296
Q

Alphabetic principle

A

The concept, understood by readers, that letters on the page represent or map onto the sounds in spoken words.

297
Q

Alveolar

A

Pertaining to sounds produced with the tongue placed against the alveolar ridge.

298
Q

Alveolar ridge

A

The gum Ridge behind the upper front teeth.

299
Q

Amanuensis

A

A person, such as a teacher, who writes well another person, such as a student, dictates words, sentences, or stories.

300
Q

Analytic

A

Pertaining to instruction or a process that separates the whole into constituent parts to reveal the relationship of the parts.

Analytic phonics separates the whole word into its constituent parts so that the students can deduce the phonic relationships or the separate orthographic patterns.

See also synthetic.

301
Q

Anglo-Saxon

A

The language of the Germanic peoples (Angles, Saxons, and Jutes) Who settled in Britain and the fifth and sixth century A.D. Anglo Saxon was the dominant language in Britain until the Norman conquest and 1066 and is a major contributor to the English language.

303
Q

Antonyms

A

Words Of opposite meanings

304
Q

Appositive

A

A noun or phrase that is placed after a noun to explain it more fully; it is usually contains modifiers.

For example Susan B Anthony, an influential suffragist, appears on the silver dollar.

305
Q

Articulation

A

The vocal production of speech in which the mouth, tongue, lips, the teeth and other parts of the vocal track are used in specific ways.

306
Q

Aspiration

A

The push of air that accompanies the production of some stop consonants.

For example/T/ in tops

307
Q

Assessment

A

Collection of information to make decisions about learning and instruction.

308
Q

Assistive technology

A

Any item, piece of equipment, or a product that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

309
Q

Attention deficit/hyperactivity disorder ADHD

A

Disorder characterized with or by difficulty with attending to and completing task, impulsivity, and/or hyper activity that frequently cooccur but is not a learning disability. See also learning disability

310
Q

Auditory discovered

A

Listening and responded to guided questions to discover new information, such as when students echo words dictated by the teacher to discover a new common sound.

311
Q

Automaticity

A

The ability to respond or react without attention or conscious effort. Automaticity in word recognition Permits full energy to be focused on comprehension.

312
Q

Background knowledge

A

The prior knowledge a student brings to a reading task. For example, if a student student is reading a passage about American revolution, then it is his or her prior knowledge about the war that will bolster comprehension.

313
Q

Base word

A

A word to which affixes are added for example Whole and unwholesome. A base word can stand alone.

See also free morphine

314
Q

Bilabial

A

Pertaining to a consonant sound produced with two lips contacting each other

315
Q

Biliteracy

A

The ability to speak, read, and Write in two languages.

316
Q

Blend

A

Two or more adjacent consonants a consonant blend or two or more adjacent vowels a vowel blend who sounds flows smoothly together.

See also blending

317
Q

BLending

A

Using individual sounds, syllables, or words to produce meaningful units or to sound out.

For example

318
Q

Anaphora

A

Using a pronoun or a definite article to refer to something already mentioned.

For example the turtle moved slowly. It kept along the road.

319
Q

Blocked

A

See continuant

320
Q

Borrowing

A

See regrouping

321
Q

Bound morpheme

A

A morphine that must be attached to other morphemes.

For example -ed in spotted and pre-in preview

322
Q

Breve

A

The curve diacritical mark above a vowel and a sound pitcher or phonics/dictionary symbol notation that indicates a short sound and a close syllable, and which at least one consonant comes after the vowel sound in the same syllable.

For example it, cat, blend,; exception divide.

323
Q

Cacography

A

Poor spelling or handwriting

324
Q

Carrying

A

See regrouping

325
Q

Chameleon prefix

A

A prefix his final consonant changes based on the initial letter of the base word or root.

For example In- changes to Ir- before words and roots beginning with R, such as responsible

326
Q

Checkpoint

A

See marker

327
Q

Choral

A

Reading in which the instructor and the student(s) read the passage aloud together.

See Echo reading

328
Q

Circumflex

A

A diacritical mark (^)Placed over certain vowels when coding or when writing a sound picture to indicate an unexpected pronunciation. The circumflex is used in the alphabetic phonics code to indicate when vowel or combination is accented.

for example AR ER IR OR ur

The circumflex is also used over the circled a to indicate the /AW/ pronunciation ball for the /L/and monosyllabic words

for example
ball

329
Q

Closed syllable

A

A syllable ending with one or more consonants

for example Matt hand.

The vowel is usually short. See also open syllable

330
Q

Cloze technique

A

Any a several ways to measure a students ability to restore admitted portions of an oral or written message from its remaining context.

Also called fill in the blank technique

331
Q

Coarticulation

A

The phenomenon of world word pronunciation and which adjacent sound often are spoken in such a way that one phoneme seems to overlap, is changed by, and/or modifies another.

332
Q

Cognates

A

See voiced and voiceless cognates

333
Q

Cognitive strategies

A

Self regulating mechanisms, including planning, testing, checking, revising, and evaluating, during an attempt to learn or solve a problem. Using cognitive strategies is a higher order cognitive skill that influences and direct the use of lower order skills.

334
Q

Collaborative learning

A

Learning they working together and small groups to understand new information or create a common product.

335
Q

Column word

A

The first word in the second column of a dictionary page. This word assists in determining whether a target word will be found in the first or second column of the page.

336
Q

Combining form

A

See letter cluster

337
Q

Comirbity

A

The presence of two or more learning disorders in an individual at a given time.

For example a student may be diagnosed with the dyslexia and ADHD.

338
Q

Compare-and-contrast composition

A

Writing that explores the similarities and differences between related or unrelated objects, concepts, or categories. For example, writing that describes how dogs and foxes are the same and different.

339
Q

Computer mediated text

A

Computer text that is linked to another electronic resources such as an online dictionary glossary and other graphic organizers.

340
Q

Compound word

A

A word composed of two or more smaller words.

For example doghouse.

A compound word may or may not be hyphenated depending on its part of speech and conventions of usage.

For example in modern usage, football is not hyphenated. She also meaning-based words

341
Q

Comprehension

A

Making sense of what we read. Comprehension depends on good word recognition, fluency, vocabulary, worldly knowledge, and language ability.

342
Q

Comprehension monitoring

A

The act of awareness of whether one is understanding for remembering the text being processed.

343
Q

Concept of the word

A

Understanding the sentences are made of strings of words the ability to count words and sentences and to match spoken words to printed as demonstrated by pointing to words of a text while reading.

See also finger-pointing reading

344
Q

Conjunction

A

A part of speech that serves to connect words, phrases, clauses, or sentences.

For example: 
and
 but 
as 
because

also called connectives.

345
Q

Consonant

A

One class speech sounds in which sound moving through the vocal tracks is constricted were obstructed by Lipps, tongue, or teeth during articulation.

346
Q

Consonant blend

A

See blend.

347
Q

Consonant digraph

A

See digraph

348
Q

Consonant prefix

A

A prefix with a consonant as the final letter. The spelling of a consonant prefix may change for euphony.

349
Q

Consonant suffix

A

A suffix beginning with a consonant for example -ful, –ness

350
Q

RWRC

A

Rapid word recognition chart

351
Q

NRP (NICHD 200)

Suggested oral reading rate

A

1st grade 60 WCPM
2nd 90-100
3rd. 114 by the end
5th-on-a 129-150

Multi sensory teaching a (3 decks)

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