Literacy Terms 2 Flashcards
the task of combining sounds rapidly to accurately represent the word
blending
a decoding strategy for breaking words into manageable parts ( /yes /ter/ day); the process of dividing a sentence into smaller phrases where pauses might occur naturally
chunking
two or more consecutive consonants that retain their individual sounds (/bl/ in block; /str/ in string)
consonant blend
two consecutive consonants that represent one phoneme or sound (/ch/ or /sh/)
consonant digraph
a sound that can be held for several seconds without distortion (/m/, /s/)
continuous sounds
the ability to translate a word form print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out
decoding
a group of two consecutive letters whose phonetic value is a single sound (/ea/ in bread; /ch/ in chat)
digraph
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
diphthong
words of one syllable that have one vowel and end in “f”, “l”, or “s” usually double the final consonant (gruff, hill, floss)
floss rule
a letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (sent, cent, scent)
grapheme
A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words. Often, they are referred to as sight words since automatic recognition of these words is requires for fluent reading.
high frequency words
words in print contain letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (were, was, laugh, been)
high frequency irregular words
an attempt to spell a word based on a student’s knowledge of the spelling system and how it works (kt for cat)
invented spelling
the smallest meaningful unit of language or grammar
morpheme
the initial consonant or consonants in a syllable (“s” in sat)
onset
Spoken language. There are five components or oral language: phonology, morphology, syntax, semantics, and pragmatics.
oral language
a writing system for representing language
orthography
the smallest unit of osund within our language system (eat has 3 letters but 2 phonemes)
phoneme
a succession of letters that represent the same phonological unit in different words, such as “igh” in flight, might, tight sigh, and high
phonogram
One’s sensitivity to, or explicit awareness of, the phonological structure of words in one’s language. This is an “umbrella” term that is used to refer to a student’s sensitivity to any aspect of phonological structure in language. It encompassess awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes.
phonological awareness
words that have the same ending sound
Rhyming
a vowel plus the consonants that follow (in the word sat, the “at”)
rime
separating the individual phonemes, or sounds, or a word into discrete units
segmenting
Words that are recognized immediately. Sometimes sight words are thought to be irregular, or high frequency words. However, any word that is recognized automatically is a sight word. These words may ne phonetically regular or irregular.
sight words
phonics instruction that matches phoneme to grapheme
sound to symbol
A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant.
syllable
a group of words that share a rime – a vowel plus the consonants that follow (fame, lame, name, shame)
word family
