Reading Development: Foundational Skills Flashcards
Typical Progression of Phonological Awareness Skills
Recognize rhyming words
Alliteration (same beginning sounds)
Awareness of syllables (blending and breaking apart)
Onsets (initial consonant or consonant blends)
Rimes (vowels and remaining consonants)
Phonemic Awareness
Phonological Awareness
broader term: ability to identify and manipulate sounds in spoken language; includes: rhyming, alliteration, breaking words into syllables, dividing syllables into onset and rimes, blending and segmenting phonemes
Phonemic Awareness
component of phonological awareness involving ‘phonemes’ - smallest unit of speech: identifying and manipulating phonemes in spoken language
Phonics
relationship between letters and the sounds they make;
Fluency
Reading accurately with the appropriate speed and intonation; developed through frequent shared and guided reading experiences; impacts comprehension
Semantic Cues
Strategy for determining word meaning: use of prior knowledge and meaning from text and pictures to make sense of what they are reading
Syntactic Cues
Strategy for figuring out unknown words and make meaning from texts: use knowledge about correct oral language structures to decode and make meaning
Grapheme
letters or groups of letters that represent a single sound
Decoding (read)
translating print to speech by translating graphemes into phonemes. ex: reading the word “chair” required reader to break down phoneme sounds (decode word)
Encoding (write)
translating sounds to print using knowledge of letter-sound relationships. ex: using knowledge of letter sounds in word “hop” to write the word.
Consonant Blends
group of two or three consonants that blend together to make a sound, but each individual sound is still heard. Examples: bl, fr, sw.
Consonant Digraph
a group of two consonants that form a new consonant sound when combined. Examples: th, sh, ch
R-Controlled Vowels
Letter r changes the sound of the vowels: ar, er, ir, and or
