Literacy Development Flashcards
Early Reader (Stage of Reading Development)
Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print
Prosody
the reader’s ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud
Phoneme Blending
the ability to blend two sounds to make a word
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
Accuracy (when reading)
the reader’s ability to correctly pronounce words
Phoneme Substitution
the ability to substitute one phoneme for a different one
Individualized Education Program (IEP)
legally mandated, customized educational plan developed for students with disabilities in the United States, outlining specific learning goals, services, accommodations, and supports needed to meet their unique educational needs
Individuals with Disabilities Education Act (IDEA)
the law mandating that all students with disabilities must receive a free and appropriate education that is tailored to their needs and abilities
Phonological Awareness
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
Letter–Sound Correspondence
knowing what sound(s) each letter makes
Early Fluent / Fluent / Proficient Reader (Stage of Reading Development)
readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words
Letter Recognition
the ability to name the letters in the alphabet and identify the characteristics of each letter
Accommodation
occurs when existing schemas cannot be applied to new objects or situations, and must therefore be adapted and revised
Phonetic Spelling
students spell the way they hear the word pronounced
Least Restrictive Environment (LRE)
the classroom or setting where the child can be successful, with or without accommodations, and with typical age/grade level peers
Phonics / Graphophonemic Principle
using the relationship between symbols (letters and words) and sounds of a language to read and write
Basal Reading
Leveled reading curriculum sets
Phoneme
the smallest individual sounds in a word
Semiphonetic Spelling
Students have some letter awareness, but are unable to use all letters in the word.
Decoding
in reading out loud, being able to sound out words by breaking them into simple forms; in reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning
Sight Word
typical phonics rules can only partially decode these words; students must recognize them by sight because they contain irregular sound-spelling patterns
Structural / Morphemic Analysis
using meaningful word parts (morphemes) to study a word and determine its 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
Modifications
changes made to the curriculum or instructional practices to alter the expectations or performance criteria for students, often used to support learners with special needs by providing a more accessible and tailored educational experience
Speed (when reading)
the pace at which the reader reads the text
QAR
A reading strategy to complete after completing a text to promote comprehention
Helps students understand the different types of questions they encounter when reading and how to find answers effectively. It categorizes questions into four main types: “Right There,” “Think and Search,” “Author and Me,” and “On My Own,” each requiring a different approach to find the answer.
Question-Answer Relationship
Shared Reading
a reading strategy that allows a teacher to model strong reading skills, such as fluency or decoding, while students have a clear view of the text
Phoneme Isolation
the ability to hear and recognize the individual sounds in words
Word Awareness
knowing that individual words make up a sentence
Reading Fluency
ability to read with appropriate speed, accuracy, and prosody
Phoneme Deletion
the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed.
SQ3R
A reading strategy to complete before, during, and after reading a text to promote reading comprehension
Survey, Question, Read, Recite, and Review
Emergent Reader (Stage of Reading Development)
when children understand that written language has meaning and gives messages
Conventional Spelling
children know and use basic spelling rules and spell most words correctly
Rhyme Awareness / Rhyming
the ability first to hear words that rhyme and then to be able to produce a rhyme(s)
Invented Spelling
child’s attempt to spell based on best judgement
Phonemic Awareness / Sound Awareness
the ability to hear, identify, and re-create individual sounds in spoken words
Phoneme Addition
the ability to make a new word(s) by adding a phoneme to an existing word
Transitional Spelling
students use some conventional spelling but still misspell many irregular words
Alphabetic Knowledge
the ability to recognize, name, and write letters
Phoneme Segmentation
the ability to break down a word into separate sounds, as they say and count each sound
Precommunicative Spelling
Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms
Phoneme Manipulation
the ability to perform phoneme deletion, addition, and substitution
Syllable Awareness / Syllabication / Syllable Segmentation
the ability to hear individual parts/syllables of words
Contextual Analysis
use of surrounding information in a text to help determine a word
