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MTLE Reading Test Vocabulary > Glossary Terms > Flashcards

Glossary Terms Flashcards

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1
Q

Base word

A

A unit of meaning that can stand alone as a whole word (example- friend, pig) also called a free morpheme.

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2
Q

Chunking

A

A decoding strategy for breaking words into manageable parts (example yes/ter/day.) Also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally (when the sun appeared after the storm,/ the newly fallen snow/simmered like diamonds.)

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3
Q

Coarticulation

A

When saying words our mouth is always ready for the next sound to be made. While saying one sound, the lips, tongue, etc. are starting to form the sound to follow. this can distort individual sounds during speech because the sounds are not produced in isolated units (example- ham the M blends with the A to distort the vowel.)

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4
Q

Cognates

A

Words that are related to each other by virtue of being derived from a common origin (example- decisive and decision)

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5
Q

Connected text

A

Words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs.

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6
Q

Consonant blend

A

Two or more consecutive consonants which retain their individual sounds (example- BL in Block; STR in string)

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7
Q

Consonant digraph

A

Two consecutive consonants that represent one phoneme or sound (example- /ch/, /sh/)

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8
Q

Derivational affix

A

A prefix or suffix added to a route or base to form another word (example- un in unhappy, ness in likeness.)

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9
Q

Digraphs

A

A group of two consecutive letters who’s phonemic value is a single sound (example- /ea/ in bread; /ch/ in chat; /ng/ in Sing)

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10
Q

Diphthong

A

A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

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11
Q

Etymology

A

The origin of the word and the historical development of its meaning.

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12
Q

Explicit

A

Involves direct explanation. the teachers language is concise specific and related to the objective

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13
Q

Floss rule

A

Words of one syllable, ending in F, L, or S after one vowel usually ends in “ff” “ll” or “ss” sounds.

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14
Q

Grapheme

A

A letter or letter combination that spells a phoeme; can be one, two, three, or four letters in English (e, ei, igh, eigh)

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15
Q

Graphophonemic

A

The relationship between letters and the phonemes

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16
Q

High frequency irregular words

A

Words in print containing letters that stray from the most common sound pronunciations because they do not follow common phonic patterns (example- were, was, laugh, been).

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17
Q

Homograph

A

Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (example- can is a metal container\can as in able to)

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18
Q

Homonym

A

Words that sound the same but are spelled differently (example- cents\sense, Knight\night)

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19
Q

Homophone

A

Words that may or may not be spelled alike but are pronounced the same. These words are different origins and have different meanings (example- ate and eight; scales as in the coverings of a fish; and scale as in a device used to weigh things)

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20
Q

Inflectional suffix

A

In English, a suffix that expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective or some adverbs. (-s, -es, -info, -ed)

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21
Q

Irregular words

A

Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (example – were, was, laugh, been)

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22
Q

Letter combinations

A

Also referred to as digraphs, a group of consecutive letters that represent a particular sound in the majority of words in which they appear. (example- /ai/ in maid; /ch/ chair; /kn/ know; /ng/ in ring)

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23
Q

Morpheme

A

The smallest meaningful units of language.

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24
Q

Morphemic analysis

A

And analysis of words formed by adding prefixes, suffixes or other meaningful words units to a base word.

25
Q

Onset and rime

A

In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (example the word sat the onset is S and the rime is -at. the word flip, the onset is fl and the rime is -ip)

26
Q

Orthographic units

A

The representation of the sounds of a language by written or printed symbols.

27
Q

Orthography

A

A writing system for representing language

28
Q

pedagogy

A

How instruction is carried out for the method and practice of teaching.

29
Q

Phrases of word learning: pre-alphabetic

A

Sight Word learning at the earliest. Period children do not form letter-sound connections to read words; if they’re able to read words at all, they do so by remembering selected visual features.

30
Q

Phases of word learning: partial alphabetic

A

Children learn the names or sounds of alphabet letters and use these to remember how to read words. However, they often form connections between only some of the letters and sounds in words, often only the first and final letter sounds.

31
Q

Phases of word learning: full alphabetic

A

Children can form complete connections between letters in written words and phonemes in pronunciations.

32
Q

Phases of word learning: Consolidated alphabetic

A

Readers operate with multi letter units that may be morphemes, syllables, or subsyllabic units such as onset and rime. Common spelling patterns become consolidated into letter chunks, and these chunks make it easier to read words.

33
Q

Phoneme

A

The smallest unit of sound within our language system. A phoneme contains other phonemes to make words.

34
Q

Phoneme isolation

A

Recognizing individual sounds in a word (example \P\ is the first sound in pan.)

35
Q

Phoneme manipulation

A

Adding, deleting, and substituting sounds in words (example add \b\ o oat to make boat; delete \P\ in Pat to make at; substitute \o\ for \a\ in pat to make pot.

36
Q

Phonemic awareness

A

The ability to notice, think about, or manipulate the individual Phonemes in words

37
Q

Phonogram

A

A succession of letters that represent the same phonological unit in different words, such as “igh” in flight, might, tight, sigh, and high.

38
Q

Prosody

A

Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also an element of fluency that sets it apart from automaticity.

39
Q

Root

A

A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meetings.

40
Q

Schema

A

Refers to prior knowledge, the knowledge and experience that readers bring to the text.

41
Q

Schwa

A

The vowel sound sometimes heard in an unstressed syllable and is most often sounded as /uh/ or as the short \u\ sound as in cup.

42
Q

Segmenting

A

Separating the individual phonemes, or sounds, of a word into discrete units.

43
Q

Semantic maps

A

Portray the schematic relationships that compose a concept; a strategy for graphically representing concepts.

44
Q

Stop sounds

A

A stop sound can only be said for an instant, otherwise it sound will be distorted. Examples. /b/ /c/ /d/ /g/ /h/ /j/ /k/ /p/ /q/ /t/ /x/ words beginning with stop sounds are more difficult for students to sound out then words beginning with a continuous sound.

45
Q

Story grammar

A

The general structure of stories that includes the story elements.

46
Q

structural analysis

A

A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts.

47
Q

Syllable

A

A segment of the word that contains one vowel sounds. The vowel may or may not be proceeded and/or followed by a consonant.

48
Q

Syllable types: closed

A

Cat, cobweb

49
Q

Syllable types: open

A

He, silo

50
Q

Syllable types: vowel-consonant-e

A

Like, milestone

51
Q

Syllable types: consonant-l-e

A

Candle, juggle, (second syllable)

52
Q

Syllable types: R-controlled

A

star, Corner

53
Q

Syllable types: vowel pairs

A

Count, rainbow

54
Q

Trade book

A

A book intended for general reading that is not a textbook.

55
Q

Variant correspondences

A

Various corresponding spelling patterns for a specific sound or a variety of spelling patterns for one sound (long a spelled a, a_e, ai_, _ay)

56
Q

Vowel digraph or vowel pair

A

Two vowels together that represent one phoneme, or sound (ea, ai, oa)

57
Q

Word parts

A

Letters, onsets, rhymes, syllables that, when combined, result in words. The ability to recognize various word parts in multisyllabic words is beneficial in decoding unfamiliar words.

58
Q

Affix

A

A general term that refers to prefixes and suffixes.

59
Q

Systematic phonics instruction sequence

A

VC, CVC, CVCC, CCVC, CVVC, CVCe, CCCVCCC

MTLE Reading Test Vocabulary (1 decks)

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