Vocabulary of Orthographic Mapping Flashcards

1
Q

The mental process we use to store words for immediate, effortless, retrieval. It requires phoneme proficiency and letter-sound proficiency, as well as the ability to unconsciously or consciously make connections between the oral sounds in spoken words and the letters in written words.

A

Orthographic Mapping

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2
Q

Another way of referring to written words; it focuses on the fact that the letters in printed words are designed to line up with the phoneme sequences in spoken words.

A

Another way of referring to written words; it focuses on the fact that the letters in printed words are designed to line up with the phoneme sequences in spoken words.Letter Strings

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3
Q

The smallest unit of sound within spoken words.

A

Phoneme

E.g., sat has 3 phonemes - s-a-t and shoe has 2, sh-oo.

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4
Q

Phonological AwarenessHaving an awareness of sound properties of words This includes rhyming and alliteration. It also involves the skill of manipulating sounds within words.

A

Phonological Awareness

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5
Q

Being aware of individual phonemes in words.

A

Phoneme Awareness

It is a subset of phonological awareness. Phonemic proficiency is necessary for efficient storage of written words in long term memory.

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6
Q

2 or more words that have a similar sounding oral rime unit e.g., bat, hat, sat.

A

Rhyming

Rhyming is oral so the spellings may differ e.g., white, right, height.

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7
Q

Word play that involves words sharing same beginning sounds e.g., the big brown bear.

A

Alliteration

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8
Q

It can be oral e.g., a student is given the sounds c/a/t to form cat. It can also be phonetic, taking a printed word, connecting the sounds, and forming the word.

A

Blending

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9
Q

A reading system that focuses on the relationship between the printed and oral forms of words. E.g., letter sounds are learned and then applied to reading.

A

Phonics

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10
Q

The state of being able to do something instantly, effortlessly, and without conscious thought.

A

Automaticity

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11
Q

a, e, I, o, u, and y as in cry and baby

A

Vowel

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12
Q

A combination of 2 letters designed to represent a single sound. E.g., Vowel - ee; Consonant - sh

A

Digraph

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13
Q

A very short vowel sound that appears in word, typically in a non-stressed syllable of a multisullabic word. E.g., a in about (like an ‘uh’ sound).

A

Schwa

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14
Q

When 2 vowels together each provide some contribution to the resulting sound e.g., oi in oil.

A

Diphthong

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15
Q

In oral language, those letter representing various types of restrictions of airflow when producing words. Full stop / unvoiced airflow, ‘t’ as in top. Partial / voiced ‘m’ as in man.

A

Consonant

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16
Q

Each syllable can be can be separated into an onset (preceding the vowel) and a rime (a vowel that follows the rime and includes subsequent consonants.

A

Onset-Rime

17
Q

The Consonant(s) within a word or syllable that precede the vowel. E.g., h in hand, sh in ship. Not all words, because some words begin with vowels, e.g, in, at.

A

Onset

18
Q

That part of a syllable that contains the vowel sound and any consonant sounds in the syllabe that follow the vowel e.g., and in hand, ip in ship.

A

Rime

19
Q

The written form of a rime.

A

Rime Unit

20
Q

A word or part of a word that involves one voicing (movement of air through the vocal chords). E.g., a-bun-dant, abundant.

A

Syllable

21
Q

Words with more than one syllable.

A

Multisyllabic Words

22
Q

The stressed syllable in a word receives more emphasis than the unstressed syllable(s).
E.g., in the word garden, gar is the stressed syllable.

A

Stressed/Unstressed Syllables

23
Q

A single or multiple letter unit of print that corresponds to a single phoneme.
E.g., ‘shut’ - sh / u / t.

A

Grapheme

24
Q

The pool of words that a person can identify immediately and effortlessly, without the need to sound out the word or use context clues.

A

Sight Vocabulary; also called orthogrpahic lexicon.

25
Q

Pronounceable letter patterns that are not real words, such as blamp, bit and torg.

A

Nonsense Word

Spelling nonsense words assesses students’ letter-sound skills and phoneme awareness.

26
Q

Do not conform to traditional phonic spelling patterns e.g., put and island.

A

Irregular Words