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Science to Teach Reading > Reading Development: Foundational Skills > Flashcards

Reading Development: Foundational Skills Flashcards

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1
Q

the reader’s ability to correctly pronounce words

A

Accuracy (when reading)

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2
Q

stage of second language acquisition in which the learner has reached a level of near-native proficiency

A

Advanced Fluency

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3
Q

a letter or letters that change a root word’s meaning

A

Affix

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4
Q

a set of basic written symbols, or letters, that represent the phonemes of a language

A

Alphabet

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5
Q

The ability to recognize, name, and write letters.

A

Alphabetic Knowledge

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6
Q

The understanding that there is a logical/systematic relationship between the sounds of spoken English and the letters and letter-patterns of written English.

A

Alphabetic Principle

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7
Q

a writing system in which there is a symbol for each consonant and vowel

A

Alphabetic Writing System

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8
Q

an approach to phonics instruction in which students use knowledge of word patterns to decode new words

A

Analogy-Based Phonics Approach

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9
Q

a common approach to phonics instruction in which students are taught to recognize whole words by sight and then to break down words into smaller units of sound

A

Analytic Phonics Approach

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10
Q

a teacher plays an audio recording of a book or show an animated illustration of a book while students read along

A

Audio/Video-Assisted Reading

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11
Q

the ability to read words effortlessly

A

Automaticity

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12
Q

information or experience that the students have prior to learning (schema or prior knowledge)

A

Background Knowledge

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13
Q

type of morpheme that can appear only as part of a larger word

A

Bound Morpheme

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14
Q

the action of starting a word with a capital letter to signify a certain characteristic

A

Capitalization

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15
Q

Students first listens to the teacher read a short passage aloud, and then the class and the teacher all read it aloud at the same time

A

Choral/Echo Reading

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16
Q

syllable that ends with a consonant; vowel has its short sound

A

Closed Syllable

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17
Q

Words in two languages that share a similar meaning, spelling, and pronunciation.

A

Cognates

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18
Q

two complete words that have joined together to form one word with a new meaning

A

Compound Words

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19
Q

two or more consonants that blend together when decoded, but each retains its own sound

A

Consonant Blend

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20
Q

two consonants that make a single consonant sound when together in a word

A

Consonant Digraph

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21
Q

words that follow common letter/sound correspondence rules and can be “sounded out”

A

Decodable Word

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22
Q

use of surrounding information in a text to help determine a word

A

Contextual Analysis

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23
Q

being able to sound out words by breaking them into simple forms

A

Decoding

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24
Q

an affix that changes the root or base word into a new word

A

Derivational Affix

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25
Q

Assessment administered before instruction to determine students’ strengths and weaknesses

A

Diagnostic Assessment / Pre-Assessment

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26
Q

one vowel sound made by the combination of two vowel sounds

A

Diphthong

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27
Q

the direction in which a language is read

A

Directionality

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28
Q

the 220 most frequently used words that are considered basic level to the reading of a first or second grader in English

A

Dolch Word List

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29
Q

stage of second language acquisition in which the learner is listening and absorbing new information and collecting new words

A

Early Production

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30
Q

an approach to phonics instruction that involves implicitly teaching through reading or in context

A

Embedded Phonics Approach

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31
Q

using individual sounds to spell a word

A

Encode

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32
Q

Students who are learning the English language, or for whom English is not a first language

A

English Language Learners (ELLs)

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33
Q

ELL student expectations and proficiency level descriptors in the areas of reading, writing, listening, and speaking

A

English Language Proficiency Standards (ELPS)

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34
Q

the study of the origin and history of words

A

Etymology

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35
Q

A consonant + -le syllable occurs at the end of a word.

A

Final Stable Syllable

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36
Q

type of morpheme that can stand alone or can appear with other morphemes in a lexeme

A

Free/Unbound Morpheme

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37
Q

the 100 most frequently occurring words in the English language; often used for sight word instruction

A

Fry Word List

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38
Q

A symbol, letter, or the combination of letters that represents a single sound.

A

Grapheme

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39
Q

use of letter sounds and spelling patterns to decipher new words

A

Graphophonic Cue

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40
Q

a tool for assessing a students mastery of oral language skills

A

Growth Chart

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41
Q

a word that appears often in grade-level text

A

High-Frequency Word

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42
Q

words that are pronounced the same as another word but have a different meaning and may be spelled differently

A

Homophones

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43
Q

an affix that changes the form of the root or base word

A

Inflectional Affix

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44
Q

stage of second language acquisition in which the learner begins to communicate in more complex sentences

A

Intermediate Fluency

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45
Q

Promotes reading and writing through the use of personal experiences and oral language; Materials are learner-generated.

A

Language Experience Approach (LEA)

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46
Q

differences between a learner’s native language and the language being learned, which can cause confusion in the acquisition of the new language

A

Language Interference

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47
Q

process that occurs when students who are learning a new language transfer knowledge from L1 to L2

A

Language Transfer

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48
Q

the ability to name the letters in the alphabet and identify the characteristics of each letter

A

Letter Recognition

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49
Q

knowing what sound(s) each letter makes

A

Letter-Sound Correspondence

50
Q

A strategy in which a teacher organizes students into small groups to discuss a common text.

A

Literature Circles

51
Q

a writing system in which characters represent words or phrases

A

Logographic Writing System

52
Q

when a vowel sounds like its name

A

Long Vowel

53
Q

the teacher demonstrated a concept or skill and students learn by observing

A

Modeling

54
Q

a combination of sounds that has meaning in speech or writing and cannot be divid3ed into smaller grammatical parts

A

Morpheme

55
Q

the study of forms of words

A

Morphology

56
Q

in a syllable, everything that comes before the vowel

A

Onset

57
Q

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

A

Onset and Rime Production

58
Q

syllable that ends in a vowel; the vowel has its long sound

A

Open Syllable

59
Q

questions that require more than a simple “yes” or “no” response and promote whole class and small group discussion

A

Open-Ended Question

60
Q

The system that relates sounds to meanings through communicating by word of mouth.

A

Oral Language

61
Q

Listen to, analyze, and record brief episodes of students’ oral language to assess needs, strengths, interests, and next steps to support growth

A

Oral Language Assessment

62
Q

the application of a grammar rule in a place where it does not apply

A

Overgeneralization

63
Q

students read semi-independently in pairs or small groups

A

Partner / Small Group Reading

64
Q

the smallest individual sounds in a word

A

Phoneme

65
Q

the ability to make a new word by adding a phoneme to an existing word

A

Phoneme Addition

66
Q

the ability to blend two sounds to make a word

A

Phoneme Blending

67
Q

the ability to recognize and understand a word or sound(s) that remain when a phoneme is removed

A

Phoneme Deletion

68
Q

the ability to hear and recognize the individual sound in words

A

Phoneme Isolation

69
Q

the ability to perform phoneme deletion, addition, and substitution

A

Phoneme Manipulation

70
Q

the ability to break down a word into separate sounds, as they say and count each sound

A

Phoneme Segmentation

71
Q

the ability to substitute one phoneme for a different one

A

Phoneme Substitution

72
Q

the ability to hear, identify, and re-create individual sounds in spoken words

A

Phonemic/Sound Awareness

73
Q

Using the relationship between symbols and sounds of a language to read and write

A

Phonics / Graphophonemic Principle

74
Q

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

A

Phonological Awareness

75
Q

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

A

Phonological Awareness

76
Q

adding slashes into a text to mark the ends of phrases or natural pauses

A

Phrase-Cued Reading

77
Q

occurs when L1 knowledge facilitates the acquisition of L2

A

Positive Language Transfer

78
Q

stage of second language acquisition in which the learner takes in new language, but doesn’t speak it

A

Pre-Production/Silent Period

79
Q

A letter or letters at the beginning of a root word that changes its meaning

A

Prefix

80
Q

The general rules governing text

A

Print Concepts

81
Q

periodic assessments to monitor student growth and evaluate the effectiveness of instruction

A

Progress Monitoring

82
Q

the reader’s ability to convey expression

A

Prosody

83
Q

the marks, such as period, comma, and parentheses, used in writing to separate sentences and their elements and to clarify meaning.

A

Punctuation

84
Q

Syllable that contains a vowel followed by the letter r; the r controls the vowel and changes the way the vowel is pronounced

A

R-Controlled Syllable

85
Q

a vowel followed by the letter r where the “r” that doesn’t make its normal short or long sound

A

R-Controlled Vowel

86
Q

A strategy in which a teacher directs students in a dramatic enactment of a play or book

A

Reader’s Theater

87
Q

he ability to read with appropriate speed accuracy, and prosody

A

Reading Fluency

88
Q

Students reread a familiar text to increase their rate, prosody, and confidence

A

Rereading Familiar Text

89
Q

the ability first to hear words that rhyme and then to be able to produce a rhyme(s)

A

Rhyme Awareness / Rhyming

90
Q

in a syllable, the vowel and everything after it

A

Rime

91
Q

Base words to which prefixes, suffixes, and syllables can be added

A

Root

92
Q

Use of word, symbol, or speech meanings to comprehend a text

A

Semantic Cue

93
Q

Common sentence starters provided to students to use when generalizing, summarizing, or transitioning between ideas.

A

Sentence Stems

94
Q

strategy that allows a teacher to model strong reading skills

A

Shared Reading

95
Q

the sound that most often corresponds to a vowel when the v

A

Short Vowel

96
Q

word that cannot be decoded because it doesn’t follow standard phonics rules and must be recognized by sight

A

Sight Word

97
Q

the approach taken when teaching high frequency, often irregular words to early readers

A

Sight Word Instruction

98
Q

stage of second language acquisition in which the learner speaks more frequently using longer words and sentences

A

Speech Emergence

99
Q

the pace at which the reader reads the text

A

Speed (when reading)

100
Q

an approach to phonics instruction that involves spelling rules and phonemes

A

Spelling-Based Phonics Approach

101
Q

using morphemes to study a word and determine its meaning

A

Structural / Morphemic Analysis

102
Q

A letter or letters at the end of a root word that changes its meaning

A

Suffix

103
Q

Assessment of learning. Given at specific points in time in order to determine what students know and don’t know.

A

Summative Assessments

104
Q

A strategy in which a student reads aloud to a teacher or tutor.

A

Supervised Oral Reading

105
Q

a writing system in which each character represents a syllable

A

Syllabic Writing System

106
Q

the ability to hear individual parts/syllables of words

A

Syllabication/Syllable Awareness

107
Q

Use of a sentence or paragraph’s grammar to comprehend a text

A

Syntactic Cue

108
Q

a teacher reads aloud to students emphasizing her own fluency and prosody

A

Synthetic Phonics Approach

109
Q

a teacher reads aloud to students emphasizing her own fluency and prosody

A

Teacher-Modeled Reading

110
Q

words that indicate if a statement is referring to past time, present time, or future time

A

Tense

111
Q

detailed descriptions of expected behaviors across multiple skill domains that should be observed in children from the beginning to the end of prekindergarten

A

Texas Prekindergarten Guidelines

112
Q

A strategy in which a teacher listens to a student read a passage from a grade-level novel for a set period

A

Timed Reading

113
Q

the ability to effectively know and use words in their listening, speaking, reading, and writing

A

Vocabulary Development

114
Q

vowels that make a single vowel sound when together in a word

A

Vowel Digraph

115
Q

has a silent “e” and makes the vowel before it long; this syllable is usually found at the end of a word

A

Vowel-Consonant-E Syllable

116
Q

reading a word by sight, without attempting to decode it

A

Whole Word Reading

117
Q

breaking down words into morphemes, or the smallest units of meaning

A

Word Analysis

118
Q

knowing that individual words make up a sentence

A

Word Awareness

119
Q

a group of words with a shared ending letter group/sound

A

Word Families

120
Q

the number of words a student reads correctly in a 60-second time span

A

Words per Minute (WPM)

Science to Teach Reading (4 decks)

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