Test 2 Flashcards
phonological awareness
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
phonemic awareness
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”
phoneme
the smallest linguistic unit of sound
the smallest unit of speech sounds
grapheme
a written or printed representation of a phoneme
phonics
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
alphabetic principle
the understanding that there are systematic and predictable relationships between written letters and spoken sounds
onset
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.
rime
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”
consonant clusters
include two or three consonants that appear together
when multiple consonants appear together at the beginning of words and syllables.
consonant digraph
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
consonant blends
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.
vowel clusters
consist of two or three vowel letters that often appear together
ex. ou, ee, ai, and oy
vowel digraphs
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.
vowel blends (dipthongs)
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)
there are ___ letters that make ____ sounds (phonemes) in English
26; 44
what is the relationship between phonological awareness and phonemic awareness?
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)
why is phonemic awareness important?
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
examples of phonological awareness
hearing rhyming words
hearing syllables in spoken language
hearing words in spoken language
hearing onset and rimes
hearing alliteration
examples of phonemic awareness
blending sounds in words
hearing individual sounds in spoken words
segmenting sounds in words
hearing onsets and rimes
manipulating sounds in words
isolate the last sound in pan
n
segment the sounds in pan
/p/ /a/ /n/
blend the sounds in pan
- individually
- with an onset and rime
p-an
delete the p sound in pan
an
add a t sound to the end of pan
Pan/t/
substitute a m sound for the p sound
/m/an
what onset do you hear in pan?
p-
what rime do you hear in pan?
-an
how is phonics different from phonological and phonemic awareness?
phonics is written
the rest is orally, and you can have your eyes closed
what is the difference between voiced vs. voiceless consonants?
voiced: when you say the phoneme, your throat vibrates
- ex. /b/
voiceless: saying the phoneme does NOT make your throat vibrate.
- ex. /f/
what are the three separate but related types of alphabetic code knowledge?
- spelling
- phonics
- phonemic awareness
alphabetic code knowledge:
what is the top part of the pyramid for?
spelling
alphabetic code knowledge:
what is the bottom part of the pyramid for?
phonemic awareness
alphabetic code knowledge:
what is the middle part of the pyramid for?
phonics
why is it important to teach onset and rime?
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.
complete the rhyme to remember the C and G rule…
e, i, and y make G and C soft all day, BUT they become hard consonants before o, u, and a
what letters are always vowels?
A, E, I, O, U
what letters are sometimes vowels?
Y, W
list the 5 r-controlled vowels
ar, or, ir, er, ur
which 3 of the 5 r-controlled vowels sound the same?
ur, ir, er
____ provide more information for building words.
vowels or consonants?
consonants
______ have more consistent phoneme-grapheme relationships.
vowels or consonants?
consonants
for almost every vowel or consonant generalization, there is always ______.
expectations
traditional advice is to sound out words, but better advice is to ______.
think it out
long vowels
vowel sounds pronounced the same as the name of the letter
ex. a, e, i, o, u
“u” is pronounced like “you”
short vowels
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”
schwa
the /uh/ sound made by some vowels; often eliminated in words
ex. again (pronounced /uh/, camera (not pronounced)
word families
a more common name for onset and rime
ex. The bat, cat, and mat are all in the -at family.
blending sounds
the ability to identify a word when hearing parts (phonemes or syllables) in isolation
ex. /m/ + /a/ + /n/ = man
segmenting sounds
the ability to break a word down into individual parts (sounds or phonemes)
ex. man = /m/ /a/ /n/
deleting sounds
the ability to take away a sound (phoneme) from a word
ex. man - /m/ = an
substituting sounds
the ability to change a sound (phoneme) in a word
ex. man, change /n/ to /t/ = mat
