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Language Development for Educators > Test 2 > Flashcards

Test 2 Flashcards

1
Q

phonological awareness

A

develops as young children become aware that language is an object they can analyzed and manipulate in different ways

ex. rhyming, playing word games, and talking about words as objects

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2
Q

phonemic awareness

A

a conscious awareness of distinctive speech sounds

you are aware of individual sounds or phonemes as objects

the metalinguistic awareness that words are composed of separate sounds that can be manipulated

ex. you can hear these two syllables in as well as the phonemes in “to”

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3
Q

phoneme

A

the smallest linguistic unit of sound

the smallest unit of speech sounds

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4
Q

grapheme

A

a written or printed representation of a phoneme

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5
Q

phonics

A

applying information about the sounds of language to the teaching of reading

knowledge about how sounds are represented by letters or letter combinations in written language– to help readers determine the equivalents of words

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6
Q

alphabetic principle

A

the understanding that there are systematic and predictable relationships between written letters and spoken sounds

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7
Q

onset

A

refers to the initial consonant or consonant cluster of a syllable, which precedes the first vowel of that syllable

found at the beginning of syllables and words, such as B, C, F.

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8
Q

rime

A

a limited set of the most common endings to syllables and words, such as -at, -all, and others

refers to the initial consonant or consonant cluster of a syllable, which precedes the first vowel that syllable

ex. the c in “cat”, the sp in “speed”

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9
Q

consonant clusters

A

include two or three consonants that appear together

when multiple consonants appear together at the beginning of words and syllables.

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10
Q

consonant digraph

A

two consonants that make a different sound

two different consonant letters that appear together and represent a single sound (phoneme) not usually associated with either letter

ex. ch, sh, th, wh, etc

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11
Q

consonant blends

A

two or three consecutive consonants, each representing a separate phoneme that is blended together

you can hear them separately

ex. bl, br, cr, st, sn, etc.

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12
Q

vowel clusters

A

consist of two or three vowel letters that often appear together

ex. ou, ee, ai, and oy

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13
Q

vowel digraphs

A

when two vowels are beside each other and make one sound

two vowels appearing together that represent a single phoneme

ex. ai, ei, oo, oy, oi, ey, ay, etc.

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14
Q

vowel blends (dipthongs)

A

two vowel sounds in one syllable

two vowel letters that appear together and represent a blending of the sounds often associated with each letter

ex. aw (saw), ew (few, chew), ou (loud, trout), oi (soil), oy (toy), ou (mouse)

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15
Q

there are ___ letters that make ____ sounds (phonemes) in English

A

26; 44

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16
Q

what is the relationship between phonological awareness and phonemic awareness?

A

phonological: the broad topic-deals with language as a whole; deals with syllables, and rhyme/alliteration

phonemic: “under phonological’s umbrella”; deals with SOUNDS in words specifically
(ex. addition, deletion, substitution, isolation, blending, and segmenting)

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17
Q

why is phonemic awareness important?

A

it is one of the strongest indicators of future success in learning to read.

When a child has PA, he/she will be able to identify and manipulate individual sounds in words

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18
Q

examples of phonological awareness

A

hearing rhyming words

hearing syllables in spoken language

hearing words in spoken language

hearing onset and rimes

hearing alliteration

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19
Q

examples of phonemic awareness

A

blending sounds in words

hearing individual sounds in spoken words

segmenting sounds in words

hearing onsets and rimes

manipulating sounds in words

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20
Q

isolate the last sound in pan

A

n

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21
Q

segment the sounds in pan

A

/p/ /a/ /n/

22
Q

blend the sounds in pan

  • individually
  • with an onset and rime
A

p-an

23
Q

delete the p sound in pan

A

an

24
Q

add a t sound to the end of pan

A

Pan/t/

25
Q

substitute a m sound for the p sound

A

/m/an

26
Q

what onset do you hear in pan?

A

p-

27
Q

what rime do you hear in pan?

A

-an

28
Q

how is phonics different from phonological and phonemic awareness?

A

phonics is written

the rest is orally, and you can have your eyes closed

29
Q

what is the difference between voiced vs. voiceless consonants?

A

voiced: when you say the phoneme, your throat vibrates
- ex. /b/

voiceless: saying the phoneme does NOT make your throat vibrate.
- ex. /f/

30
Q

what are the three separate but related types of alphabetic code knowledge?

A
  1. spelling
  2. phonics
  3. phonemic awareness
31
Q

alphabetic code knowledge:

what is the top part of the pyramid for?

A

spelling

32
Q

alphabetic code knowledge:

what is the bottom part of the pyramid for?

A

phonemic awareness

33
Q

alphabetic code knowledge:

what is the middle part of the pyramid for?

A

phonics

34
Q

why is it important to teach onset and rime?

A

it is not necessarily about rhyming (phonological), instead, more about reading

ex. if i can read “cake”, then I can read bake, sake, take, rake, etc.

35
Q

complete the rhyme to remember the C and G rule…

A

e, i, and y make G and C soft all day, BUT they become hard consonants before o, u, and a

36
Q

what letters are always vowels?

A

A, E, I, O, U

37
Q

what letters are sometimes vowels?

A

Y, W

38
Q

list the 5 r-controlled vowels

A

ar, or, ir, er, ur

39
Q

which 3 of the 5 r-controlled vowels sound the same?

A

ur, ir, er

40
Q

____ provide more information for building words.

vowels or consonants?

A

consonants

41
Q

______ have more consistent phoneme-grapheme relationships.

vowels or consonants?

A

consonants

42
Q

for almost every vowel or consonant generalization, there is always ______.

A

expectations

43
Q

traditional advice is to sound out words, but better advice is to ______.

A

think it out

44
Q

long vowels

A

vowel sounds pronounced the same as the name of the letter

ex. a, e, i, o, u
“u” is pronounced like “you”

45
Q

short vowels

A

any word that does not allow the vowel within it to generate that vowel’s long vowel sound (or schwa sound)

ex. a, e, i, o, u
“u” in bug does not sound like “you”

46
Q

schwa

A

the /uh/ sound made by some vowels; often eliminated in words

ex. again (pronounced /uh/, camera (not pronounced)

47
Q

word families

A

a more common name for onset and rime

ex. The bat, cat, and mat are all in the -at family.

48
Q

blending sounds

A

the ability to identify a word when hearing parts (phonemes or syllables) in isolation

ex. /m/ + /a/ + /n/ = man

49
Q

segmenting sounds

A

the ability to break a word down into individual parts (sounds or phonemes)

ex. man = /m/ /a/ /n/

50
Q

deleting sounds

A

the ability to take away a sound (phoneme) from a word

ex. man - /m/ = an

51
Q

substituting sounds

A

the ability to change a sound (phoneme) in a word

ex. man, change /n/ to /t/ = mat

Language Development for Educators (3 decks)

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