Foundations of Reading Test Part 4

Using phonics to figure out words. 

Refers to all of the words of our language; Four types include listening, speaking, reading and writing. 

Reading with expression, proper intonation, and phrasing. 

A word opposite in meaning to another word.

An individuals understanding about the rules or practices that govern the use of printing of written language.

Teach importance of connection w/ letters, & sounds they represent, word dissection into parts & blending back together.

Information from the surrounding text that helps identify or gives meaning to a specific word or phrase i.e. 

Reading aloud taking turns with a peer who provides word identification help and feedback. 

A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant. 

 A story that has many elements or language patterns repeated until the climax; a predictable text. 

An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. 

A reading based on highly regular spelling patterns. Such as: Nat the cat sat on the mat. 

Support by providing structure, organization, questioning, clarification, summarizing, or info on what is/will be known.

Children and Adult reading so that the adult models strategies and concepts: ex. predicting and noticing letter pattens.

Understanding of the basic facts that the student has read. 

Informations accessed through visual means, such as the size and shape of a word, format, pictures, diagrams, etc. 

 Scientifically based research that applies rigorous, systematic, and objective procedures to obtain valid knowledge.

The rules, or accepted practices, that govern the use of grammar in written or spoken language. 

Visual frame or structure that captures main reading points: concepts, ideas, events, vocabulary, or generalizations.

Degree of usefulness.

Exam of reading errors or substitutions needed to determine the strengths and weaknesses of a student's reading skills.

 Tests that keep the teacher informed about the child’s progress in learning to read during the school year.

An experienced reader’s oral reading of a text to aid students in learning strategies...

 Referring to the relationship between the letters and the letter sounds of a language.

Students are asked to apply what they have been taught in order to accomplish specific reading tasks.

Students are asked to apply what they have been taught in order to accomplish specific reading tasks.

Making a connection between individual letters and the sounds they represent (graphophonics.

The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words. 

Concept word, definition, characteristics of concept word, examples of the concept word, & non-examples of concept word.

Knowledge of the relationships between letters and phonemes.

A writing system for representing language. 

A letter or letter combination that spells a phoneme; can be 1, 2, 3, or 4 letters in English (e.g., e, ei, igh, eigh).

A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme. 

The identification of individual letters by name and/or sound in a variety of contexts.

Teach explicit and systematic instruction that is tailored to meet the identified needs of struggling readers. 

Refers to schema, the knowledge and experience that readers bring to the text. 

Words containing phonic elements that were previously taught. 

Spelling that is in the standard or correct form for written documents.

Everyday experiences, riding in cars, playing with peers and adults, etc... that help them to make sense of the text...

Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan).

Refers to prior knowledge, the knowledge and experience that readers bring to the text. 

Characters, problem, solutions, themes, settings, and plot.

Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.

Suffix denoting plural or possessive on noun, tense when on a verb, and comparison on Adj. and Adverbs (s, es, ing, ed).

 The Speed of lessons should move briskly, but not so fast as to rush students beyond their ability to answer correctly.

Phonics instruction that matches phoneme to grapheme. 

 Strategies set to emphasize importance of preparing students to read; activate prior knowledge, set reading purpose.

 Portray the schematic relations that compose a concept; a strategy for graphically representing concepts. 

Add, delete, and subbing sounds in words (add /b/ out to make boat; delete /p/ pan to make at; sub o in pat get pot.

Using words or sentences around an unfamiliar word to help clarify its meaning. 

The central thought or message of a reading passage. 

Non-fiction books, also referred to as expository text, that contain facts and information. 

Students practice what the teacher modeled and the teacher provides prompts and feedback. 

Translate a word from print to speech, usually employing knowledge of sound-symbol correspondences; Also Sounding Out.

Words recognized immediately. Sometimes irregular or high frequency (Dolch and Fry). *any word recognized automatically.

Text with a high proportion of words (80%-90%) comprising sound-symbols already taught.  Used for Independent practice.

Refers to digraphs, vowel pairs, word families, and vowel variant spellings. 

Comparing two sets of words to show some common similarity between the sets.  (cat is to kitten as dog is to _____).

Reading without conscious effort or attention to decoding. 

Uses a grid to explore how things relate to one another through connections, making predications, and concept mastery.

Framework used for phonemic awareness instruction; (sometimes know as Sound Boxes) there is one box per sound in a word.

Matching grapheme to phoneme. 

Any substitution of a word in a text that a reader makes. 

A reader who is developing an association of print with meaning – the early stages of learning to read. 

Spelling patterns for a specific sound or a variety of spelling patterns for 1 sound ( long a spelled a, a_e, ai_,_ay).

The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading.

Words that have similar meanings. 

Various sources of info. that may aid identification of a word such as: graphophonics, semantic and syntactic info...

Ability to notice, think about, or manipulate the individual phonemes (sounds) in words. When joined, sounds make words.