02/03: Phonics and Word Analysis
What is considered a morpheme or affix that comes before the base or root word and alters its meaning; the most common are dis, ir, im, in, re and un?
Prefix
Is a a third-grade student who can read most grade-level text fluently but has difficulty with unfamiliar irregular low-frequency words ab example of explicit phonics instruction. True or False?
False - First-grade student who can easily decode nonsense words but has limited comprehension of the meaning in a text is an example of explicit phonics instruction
______________is the ability to being able to read running text accurately, quickly and with good intonation or expression. It is necessary but NOT sufficient for comprehension.
Fluency
Which of the following sentences contains a pair of italicized words that differ from each other by one phoneme? A. He took off his cap before he lay down to take a nap. B. She walked down the lane to see the beautiful deep blue sea. C. They were distracted by the noise as the window shade retracted. D. After he bashed his toe, he sat down for a while and basked in the sun.
He took off his cap before he lay down to take a nap.
A child who write I LV MI CT on a piece of paper is he showing phonological and phonemic awareness? True or False
True
A child who write I LV MI CT on a piece of paper is he showing the understanding of the alphabetic principle and phonics knowledge with initial and final consonants? True or False
True
Children should know at least ______________ sight words by sight because, it will help enable them to recognize that 50 percent of all the words they will encounter while reading.
200
___________________ also called context use, is a type of assistance used during word analysis. It helps students/readers identify the meaning of an unknown word by looking back at the last word in a sentence, and the other words and sentences that follow.
Context clues
Is this an example of explicit instruction or non-explicit instruction: "When a long vowel sound is spelled with one vowel letter, a single consonant, and an e at the end, it is called long-vowel, silent e."
Explicit instruction
A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the spelling patterns and to engage in word sorts comparing new and previously taught spelling patterns. These types of instructional activities are likely to promote students' reading skills primarily by developing their: A. Skill in identifying and categorizing common word families by their rimes. B. Accuracy and automaticity reading words that follow the target phonics patterns. C. Automatic recognition of and fluency reading texts containing high-frequency words. D. Knowledge of the meaning and usage of common, grade-level vocabulary words.
Accuracy and automaticity reading words that follow the target phonics patterns.
Blob and frog are words that begin with a consonant blend, these words are _____________.
CCVC
Slick, split, and stress are words that begin with a consonant blend, these words are ______________, __________________, and ___________.
CCVCC, CCCVC, CCCVCC
Dog and bag are words that begin with a stop sound. These words are ________________.
CVC
Jump and test are words that begin with a stop sound and end with a consonant blend. These words are ___________.
CVCC
_______________________ is also known as structural analysis and syllabication. It is used to break words into smaller units to help pronunciation and understand its meaning.
Chunking words
______________ is a spelling error that indicates a based difficulty in mastering specific phonics, morphemic elements and spelling patterns..
Code
___________________________________ of reading reflects on the process the reader takes to find meaning in a text. They are actively searching for meaning by reflecting off of background knowledge, interpretations, and how it is socially construed. Example Our interpretation to John Green books is X compared to other peers interpretation is Y.
Constructivist view
_________________________________ are a type of practice material that English language learners may need. They also help students to build automaticity for words by getting them to orthographically map the words in their brain.
Decodable texts
____________________________________ are a type of practice material teachers can use to reinforce sound-spelling relationships and spelling patters already taught. The words in the text also incorporate to all types of phonics instruction as in irregular high frequency words.
Decodable texts
____________________________________ stems from a phonological processing deficit where students have difficulty understanding how spoken words are made up of units of sound/phonemes that correspond to letters/graphemes. As a result they have difficulty in decoding words accurately which impacts their fluency and can sometimes impact their naming speed as well.
Dyslexia
_______________________________________ students do not need to know all the letters of the alphabet. Although they should know their their name and words with strong connections like M. A. T. S could be "Sam" but, also make up the words am mat, sat, mats, and tam.
Early word learning
_________________________________ acquire word analysis skills in English more easily when phonological and phonemic awareness are established in their first language.
English language learners
Is this an example of explicit instruction or non-explicit instruction: "Let's count the number of sounds in the word late,. You finger-stretch and say the sounds while I move a counter into each box."
Explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Since there are three letters and only three sounds, one letter is silent. It's the final e. let's write the letters. What's the first sound? k sound (/k/ for C) What letter spells the kuh sound(/k/).? What's the second sound? Let's write the letter for the long a (/a/) sound. What's the last sound? Students say puh (/p/). What letter spells puh(/p/)/?"
Explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "The e is silent but, has an important job. It works with the a to spell the long a sound."
Explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "There is a silent e at the end of the word. Does it go in a separate box? A student says: No. Why not? Student says: Because it doesn't represent a sound. We write a small e in the bottom corner of the box with the letter t."
Explicit instruction
The letter/grapheme combinations of QU and Z are NOT commonly found in words. Also the letter/graphemes of J, K, Q, W, X, and Y are almost never doubled. True or False?
True
______________________ from context is not as efficient as phonemic decoding.
Guessing words
The letter/grapheme combinations of S, T, and N are commonly seen in words. True or False?
True
Which of the following actions by kindergarten children demonstrates understanding of the alphabetic principle? A. reciting the alphabet song, B. using knowledge of letter sound correspondences to spell words phonetically when writing, C. distinguishing between similar shaped letters. D. Recognizing and naming the letters of the alphabet on letter cards when presented out of order,
Letter sound correspondence - B
It is one of the aspect of the alphabetic principle that encompasses the sound/phoneme the letter/grapheme represents alone or while located in a word with other letters/graphemes. Also it is the ability to be able to distinguish different letters apart that look similar as well. This is a part of __________________________.
Letter-recognition
____________________________ is one of the aspects of the alphabetic principle. It encompasses on the letter name and how to identify the formation of a letter by how it looks/physical act/working their muscle memory in writing.
Letter-recognition
_______________________________ are the meaningful parts in words that cannot be broken down any further from the two forms free and bound.
Morphemes
_______________________ also known a part of prefixes and suffixes that help break a word apart for both its meaning and pronunciation.
Morphemic analysis
__________________________ is helpful in the later stages of word analysis when it comes to determining multisyllabic word meaning, Example the words: unachievable, plenipotentiary, and autobiographical.
Morphemic analysis
______________________ also called graphophonic knowledge, consists of understanding the alphabetic principle that is letters in our written language often represent sounds in a reasonable manner, understanding the relationships between specific letters and the sounds that they often represent including common patterns that appear together and being able to blend sounds represented by letters.
Phonics
Is this an example of explicit instruction or non-explicit instruction: " Is the l sound (/l/) correct. So what's the word?"
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Look at all these words. See how they look alike? They are all part of a word family. Now that you know how to read car, you can also read all these other words."
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Students misread the word late as lat, with a short a sound."
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Teacher asks students to sound it out. They still struggle. Teacher asks; What's the first sound? Students say; (/l/) sound"
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Teacher supplies the word; The word is late."
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Teacher writes the following list of words on the board: late, fate, Kate, mate, Nate."
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "While chorally reading a passage aloud, students stop at the word late and look up at the teacher for help."
Non-explicit instruction
Is this an example of explicit instruction or non-explicit instruction: "Would the word lat make sense in this sentence? No, this is about a person who is behind schedule and is not going to arrive on time."
Non-explicit instruction
_______________________________ instruction involves literature-based programs that encompass reading and writing activities, whole word/meaning-based activities which limit letter-sound correspondence and blending to pronounce words, and 50 to 100 sight word vocabulary is taught as an add on.
Non-systematic phonics
__________________________ you need light to understand the relationship between sounds/phonemes and graphemes/letters that represent the sounds in written language.
Phonics
_________________________________ develops understanding of the alphabetic principle and incorporates phonemic awareness by providing practice in reading regular words in isolation, decodable texts, and through written dictation. As a result it leads to automatic word recognition in sight words.
Phonics instruction
____________________________ is the ability to quickly and efficiently add words to your sight-word vocabulary.
Orthographic mapping
The spelling system that includes encoding is called ______________________.
Orthography
______ is a spelling error that indicates difficulty in phonemic awareness skills.
PA/phonemic awareness
From phoneme manipulation skills to connecting letters/graphemes to sounds/phonemes we are beginning to develop _____________________________ skills which include graphemes, digraphs, trigraphs, vowel teams, blends, families, syllables, morphemes, and etymology.
Phonic
________________________________ are single consonant and short vowels/CVC, consonant digraphs, long vowels at the end of words or syllables, silent letters with long vowels like the silent e/CVCe as in cube, single-y as a vowel, r-controlled/l-controlled and vowel pairs.
Phonic elements
The best effective type of phonics instruction is _________________________________.
Scope and sequence
________________________________ phonics instruction introduces a set of sound-spellings that occur most commonly in words such as m, n, s, and a. These high utility sound-spellings are mentioned early in the sequence. Both consonants and short vowels are introduced enabling students to begin reading words.
Scope and sequence
__________________________________ phonics instruction progresses from simple to more complex concepts. It starts off with letters to sounds that are easy to pronounce such as M compared to F which is much harder. They are also taught how letters are similar in shape and have similar sounds such as b/d and p/q would not be taught together.
Scope and sequence
_________________________ are all the words you easily recognize in a text.
Sight vocabulary
______________________ also known as high frequency words and tier 1 words. They are words that students don't have to analyze using phonics or context clues. Instead, these words become automatic overtime because, we see and hear them everyday. They are I, me, you, he or she.
Sight words
In order to be a _________________ a student must have all the fundamentals of literacy. This reading process incorporates first the printed word/word-recognition - phonemic awareness and phonics to then the language comprehension - vocabulary, fluency, and comprehension.
Skilled reader
__________________________________ involves fluency only if the student has word recognition and text comprehension.
Skilled reading
How does the alphabetic principle support reading development?
Sounds/phonemes are represented by letters via letter pairs/combinations/graphemes to help develop automatic reading with high frequency words.
What word is used to describe "breaking longer words down by morphemes: prefix, root or base and suffix". It is also known as morphemic analysis to some is also called?
Structural analysis
_______________________ take longer to develop reading skills that lead to accurate and automatic word recognition and to develop effective reading comprehension.
Struggling readers
In the beginning of the school year, to help plan effective literacy instruction, a third grade teacher analyzes students spelling errors and categorizes them according to their most likely cause. The key the teacher uses to categorize spelling errors is PA and Code. Which students spelling error is correct: A. student 1 via word is flap to falp, B. Student 2 via word plane to playn , C. Student 3 via word feet to fet.
Student 3 - Feet to fet
A third-grade teacher is planning differentiated reading instruction for an entering-level English learner who has grade-level reading skills in a language that uses the Roman alphabet. The teacher could best accelerate the student's progress in reading English by using which of the following approaches? A. Providing instruction to promote the student's development of the alphabetic principle by drawing explicit connections between oral and written language. B. Supporting the student in identifying consonant sounds that both languages have in common while systematically teaching common English syllable types to introduce English vowel patterns and pronunciations. C. Introducing systematic, explicit phonics skills to the student by showing the student how to sound out and blend the letter-sounds in simple English words. D. Modeling how to use textual and graphic context clues to decode unfamiliar words in texts while providing the student with predictable, illustrated texts to use in practicing context as a word-identification strategy.
Supporting the student in identifying consonant sounds that both languages have in common while systematically teaching common English syllable types to introduce English vowel patterns and pronunciation.
What type of instruction teachers model word recognition with separate isolated sounds that are then blended together?
Synthetic
_____________________________ instruction improves a students ability to identify words easily and increase their reading comprehension because, they are focusing on meaning.
Systematic phonics
_____________________________ instruction improves kindergarten and first grade students ability to identify words with ease/automaticity, increase their reading comprehension and spelling in because, they are focusing on meaning.
Systematic phonics
_____________________________ instruction improves older students ability to identify words with ease/automaticity and increase their reading comprehension because, they are focusing on meaning. It DOES NOT have an affect on their spelling ability due to a less focus on letter-sound correspondence and more towards combining word parts.
Systematic phonics
A kindergarten teacher wants to promote her students' understanding of the alphabetic principle. She first instructs her class through a beginning lesson, about selected consonants and using a series of posters that each features one consonant and a picture of items whose initial phoneme demonstrates the consonants sound. Is this the most effective way to achieve this goal. True or False?
True
Which of the following principles is best illustrated by the words watched, wanted, and warned? A. Spelling is often the best predictor of the pronunciation of a suffix. B. Open syllables are usually pronounced with a long vowel sound. C. The spelling of a suffix is often more reliable than its pronunciation. D. The second letter of a consonant blend is usually pronounced as the onset of the following syllable.
The spelling of a suffix is often more reliable than its pronunciation.
By the end of first grade, students who are taught a code-based approach in phonics with perform, on average 7 to 8 points higher on the standard score in reading comprehension. True or False?
True
English words do not end in I, U, V, or J. Instead, words in the English language are spelled blue, argue, have and give. True or False?
True
Reading is NOT a natural thing like speaking and walking. True or False?
True
Sometimes the patterns from the first language can make learning word analysis in English easier? True or False
True
The spelling of a suffix is often more reliable than its pronunciation, is a principle that best illustrates the words watched, wanted, and warned. True or False?
True - The words listed all contain the regular past-tense inflection -ed. The ending is spelled the same way in all three cases, but the ending is pronounced differently in each word. In the word watched, the -ed ending is pronounced [t]. In the word wanted, the -ed ending is pronounced [ĕd]. In the word warned, the -ed ending is pronounced [d].
Am, at, man, and mop are words that have a continuous sound these words make up of ______________ and ______________.
VC , CVC
Ant, end, fill, and sack are words that have a continuous sound these words make up of ______________ and ______________.
VCC, CVCC
_____________________ builds overtime as a student develops phonological awareness, phonemic awareness, phonics, context use, sight word knowledge, morphemic analysis, and word skills.
Word analysis
Decodable books are a type of effective strategy for the ________________________.
alphabetic principle
Teaching students how to connect letters/graphemes to their most common sounds/phonemes in a word is an effective strategy for ______________________.
alphabetic principle
Teaching students to read words using what they know about the sounds/phonemes that letters/letter combinations/graphemes make is an effective strategy for _________________________________.
alphabetic principle
Students learn how to use parts of word families they know to help them identify words they don't know that have similar parts is ____________________.
analogy-based phonics
Many word ____________ strategies are referred to as decoding skills. A reader must be able to use the knowledge of the _________________ language to decode words.
analyses, written
Phonics or graphophonics, is only one of many important word _____________ strategies. Some elements of word analysis, such as phonological awareness and phonemic awareness, are skills that develop earlier. These enable readers to use word analysis strategies.
analysis
Students learn to analyze letter-sound relationships with previous learned words is _________________________.
analytic phonics
Activities that develop automaticity focus on the rapid and effortless decoding and reading of words in isolation is known as ____________________________.
applying automatic word recognition
Opportunities to practice reading and re-reading decodable texts to develop automaticity is ____________________________________________.
applying decodable text
____________________________ in explicit instruction and practice involves sounding out and reading words. This includes sound by sound, continuous spelling focused, and whole word.
blend words
__________________________________ is when two consonants are combined to each make their own sound as in the sound/phoneme of s and l make sl, the sound/phoneme of s and t make st, and the sounds/phonemes of g and r make gr.
blends
A morpheme that is broken into parts of a word as in derivational/changes the meaning or category of a word and inflectional/keeps the word meaning but changes its grammar is considered __________.
bound
Being able to determine the graphophonemic relationships in a word does not, by itself, always enable a reader to comprehend wheat he or she reads. However, graphophonemic cues can be combined with other language information to result in understanding what you read, or reading ___________________,
comprehnsion
CH. GH, NG, PH, SH, TCH, TH, and WH are considered _____________________________.
consonant digraphs
Development of phonemic awareness through the alphabetic principle of letter to sound correspondence leads to an introduction of sound to spelling, blending of words, building automatic word recognition to applying these skills in decodable texts and word work of decoding and encoding is ________________________________________.
explicit phonemic lesson
What is the process of breaking down a word into individual phonemes like beads strung on a string. Using this process/word analysis skills it will help them to develop the ability to recognize the written word in print?
decoding
Students who practice sound/spelling patterns by building, manipulating, and sorting words it will reinforce _________________________________.
decoding and encoding
A bound morpheme that is _________________________ will have prefixes that are de, pre, in, un and suffixes of -ion, -ily, -able, and -er.
derivational
A variety of activities that help students make sense of the alphabetic principle and develop their phonics skills through letters/graphemes is called _____________________________________________________.
develop phonemic awareness
A combination of two letters/graphemes that are often consonants making one sound as in ph, wh, ch, sh, ck, or ey are considered ____________________________.
digraphs
Students learn how _______________________________ encompasses an exploration of words and how they are made up of one or more letters/graphemes. That there are 26 letters of different combinations that represent sounds/phonemes - one letter can make multiple different sounds/long and short.
early word learning
__________________________________ encompasses how words are written from left to right, have white spaces on either side, appear with other words in a way that makes the message meaningful, can be connected together in the way they look or sound, some have the same letters/graphemes or parts as other words, and some letters don't go together as in bz, cj, fv, gq, gv, hz, and jb.
early word learning
Is this an example of explicit instruction or non-explicit instruction: "Today, we will study a new way to spell words that have a long vowel sound. This pattern is called the long-vowel, silent-e pattern."
explicit instruction
It is NOT systematic or an explicit type of instruction. Instead, students are taught letter-sound relationships during the reading of connected-texts is called _______________________________.
embedded phonics
Is this an example of explicit instruction or non-explicit instruction: "Teacher writes the word on the board. Look at the word cape. How many letters are there? students say four. How many sound boxes? Students say four."
explicit instruction
__________________________ are words that have the same common pattern of letters/graphemes of inflected and derivative forms of prefix and suffix. As in act = action, active, activate, and activation OR as in the suffix ed = red, bed, led, ned, and shred.
families
A morpheme that represents a single-word as in gentle, father, gem, license and picture is considered _______________.
free
The word box contains one unit of meaning or a "morpheme". In the word boxes, there are ______________ morphemes: box and es. Box is called a __________ morpheme because, it can stand alone. The es plural is an example of a _________ morpheme.___________ morphemes function only when combined with a _________ morpheme.
free, free, bound, bound, free
There are a limited set of English words that bein with this grapheme. This grapheme often closes off French derived words. What are the parts in these words: ghostly, ghastly, ghoulish, intrigue, fatigue, and league?
g sound(/g/) gh and gue
A grapheme s a written or printed representation of a phoneme. For example, the letters th, i, and s in the word "this" each represent a grapheme. A single grapheme may include several letters that represent a single sound such as th. When you see the written word at, you see two ____________________ a and t. In the written word path, you see three ________________: p, a, and th.
graphemes
This written one to one symbol/letter sound correspondence can contain one or more letters. Each letter denotes sounds/phonemes. As in the sound e (/e/) - Long e in bead and the short e in head, and the sh in sheep are considered ___________________________.
graphemes
What words are spelled or look the same but sound very different and have different meanings Example tear as in paper and a tear as in crying is called?
homographs
A bound morpheme that is __________________________ will have only suffixes that end in plural form as with -s, -ing, and -ed.
inflectional
Phonic elements that are explicitly taught in isolation is called ____________________________________________.
introduce sounds/spellings
No word in English language is allowed to end in a plain letter. Instead, at the end of syllables we have accented short vowels to represent the sound/phoneme of one letter/grapheme. We also have long vowels, dipthongs, unaccented vowels/schwa and other consonants such as in the words dodge, fudge, sledge, wage, scrooge, and village. What are the parts of these words that end with a one letter/grapheme to sound/phoneme j?
j sound(/j/) dge, ge
In reconstructing a message from written _______________________, a reader uses at least three types of cueing systems. These interrelated cueing systems are graphophonics, semantics, and syntax.
language
Phonology, semantics, morphology, syntax, pragmatics, orthography and discourse are the 7 components of _____________________________.
language
Background knowledge/facts-concepts, vocabulary/breadth-precision and links, language structures/syntax-semantics, verbal reasoning/inferences-metaphor-other figurative language, and literacy knowledge/concepts of print-genre is considered all parts of __________________________________.
language comprehension
Phonics refers to the application of information about the sounds of __________ to the teaching of reading. Phonics refers to the knowledge about how ___________ are represented by letters or letter combinations in written language to help readers determine the oral equivalents of words.
language, sounds
Syntax refers to the sentence patterns and structure, or grammar, of __________. Readers use these structures or ________________ cues, when constructing meaning from print.
language, syntatic
Our alphabet is made up of 26 letters/44 sounds. All these letters/graphemes can have many visual features. This is of great importance for students to know. These features include the size -large/small/tall/short, color, style/upper-lower case, the number/how often it occurs in a word, and its sound are all part of ________________________.
letter-recognition
The English spelling system is based on more than the correspondence between ____________ and sounds. Linguists use the term morphonemic to refer to the combined meaning and ______________ base of the English spelling system.
letters, sound
In these words fever, see, sea, baby, piece, decieve, key and pete are all A. long vowels B. Short vowels ?
long vowels/long e - A
Printed letters, words, and sentences are language symbols from which a reader seeks to derive ___________________. Word analysis refers to those strategies a reader uses when unfamiliar words are encountered in written ___________________. Both sound and meaning are ______________ by the symbols in our written language,
meaning, language, represented
Beginning words of Anglo-saxon origin and with silent letter spellings are which parts in these words: knight and gnat?
n sound(/n/) - kn and gn
Students learn how to identify the sound/phoneme of a letter or letters/graphemes before the first vowel/onset in a one-syllable word. The sound of the remaining part of the word are consonants/rime is called _________________________.
onset-rime phonics
_____________ refers to the writing system of language. In English it is very complex and is based on an alphabetic principle as well as morphological - word form and syntactic influences. Meaning words are NOT always spelled the way they sound.
orthography
Grapho _______________ information describes the relationship between sounds and the letters or spelling patterns making up written _____________.
phonic, language
Systematic and explicit instruction of ____________________________ is a big contributor to a students growth in reading. This is because, students are taught in a clear sequence of direct instruction through a set of letter-sound relationships between consonants and vowels and applying these relationships in other reading and writing activities.
phonics
The English language does not have a completely predictable correspondence between sounds and written symbols, which makes __________ an incomplete word analyses system. Nerveless, relationships between letters and sounds are sufficiently predictable useful word analysis strategy when it is combined with other strategies.
phonics
Grapho-phonemic relationships, letter sound associations, letter-sound correspondence, sound-symbol correspondence and sound spellings are known as ___________________________________.
phonics instruction
The systematic and predictable relationship between the letters/graphemes of written language and the individual sounds/phonemes of spoken language is _______________________________.
phonics instruction
The sound system is _______________________ which encompasses phonological and phonemic awareness.
phonology
The rules of social discourse as in being aware of their audience/people around them is _________________________ while communication that is beyond sentence level orally and in written format but has rules and purposes for why is _______________________.
pragmatics , discourse
Morphemic analysis is an important aspect of word analysis. The use of morphemic analysis is limited, however, to words that contain identifiable morphemes including _______________, ______________, and root words.
prefixes, suffixes
First graders who recognize and distinguish the features of a sentence: first word, capitalization, ending punctuation is demonstrating ______________________________.
print concepts
Kindergartners who demonstrate an understanding of printed and written text through book handling skills and print directionality: how to handle a book right side up, from cover, title, author, illustrator, back cover, words are read left to right, top to bottom, and pages are turn one at a time. They recognize all upper and lowercase letters of the alphabet and in their name, how words are separated by spaces in print, and how spoken words are represented in written language by a specific sequence of letters is a demonstration of _________________.
print concepts
Preschoolers who know book handling skills: how to handle a book right-side up, turning pages one at a time front to back...etc. and recognize the name of some upper and lowercase letters of the alphabet and their own name are demonstration foundational skills of ______________________________.
print concepts
Readers use all three types of cueing systems, graphophonics, semantics, and syntax, simultaneously during the reading ______________.
process
Two letter spelling that stands for two unique speech sounds in English while in other languages they may use just one letter for a sound different in the English language. Example Arabic language uses the letter/grapheme q for the English translation k sound(/k/). What are the parts/speech sounds/phonemes in these words: quick and question?
qu sound(/kw/)
Phoneme segmentation ability, knowledge of letter names, performance on the Peabody picture vocabulary test/oral English vocabulary, a parents occupational status, gender, having a library membership, the amount of books a child owns or has been read to, if the parents read and if the student had attended preschool plays a role as a factor in a students _________________________________________.
reading success
In reading, children are expected to learn letter-sound correspondences or as they are referred to as grapheme-phoneme ___________.
relationships
A teacher is working with a group of learners who exhibit the following characteristics. • The students can accurately read single-syllable words that feature closed, open, and silent-e syllables; and vowel-team syllables that make a long-vowel sound. • The students can accurately read multisyllable words that feature closed and open syllables. Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of syllable types to read decodable multisyllable words? Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of syllable types to read decodable multisyllable words? A. treadmill, healthy, pleasant B. council, county, avoid C. table, pickle, candle D. reveal, combine, explain
reveal, combine, explain.
What are considered free morphemes but are called "bound morphemes". They also, capture the bulk of the meaning in a word?
root words
Semantic information refers to the meaning elements of language. The vocabulary and conceptual background of a reader influence his or her ability to use _______________ information.
semantic
The meaning system and vocabulary represents ____________________ while _____________ is the meaningful units that contribute to vocabulary
semantics , morphology
The meaning system and vocabulary represents _____________________ while the order of words to convey thoughts, expressive and receptive skills, and plays a role in comprehension is ______________________.
semantics , syntax
Students learn how to segment words into phonemes/sounds to make words by writing letters/graphemes for phonemes is _________________________.
spelling phonics
Grammatical clues are called __________________ because, they are found within phrases or sentences. As in: The big gray _________ ran down the road. Any noun could fill the blank.
syntactic
According to basic principles of evidence-based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first? A. ir B. kn C. th D. oi
th
According to basic principles of research based systematic phonics instruction, it is highly recommended that first grade teachers teach the common English letter combinations first before complex combinations. What is the first combination teachers should teach?
th
The written word "Chat" has 4 letters. It also has ______________ graphemes and ________________ phonemes. Two of the letters appear as a single grapheme, _________. This grapheme represents ________________sound.
three, three, one
What are the concepts students need to acquire about print awareness?
to to bottom, left to right directionality, punctuation and expression.
_______________________ is a type of orthography that consists of three letters combined to make one sound as in str, shr, thr, and spl.
trigraphs
To practice sound/spelling patterns teachers should create activities that involve building, manipulating, and sorting out words such as in word work like elkonin boxes with letters, word building, and dictation. These activities are effective in explicit phonics instruction, True or false?
true
________________________________ is when a combination of two letters/graphemes that are vowels to make one sound as in oi, ai, ay, oa, and ou.
vowel teams
A set of knowledge and strategies that help students determine the sound/phonemes of words and their meaning is ____________________.
word analysis
One element of reading instruction that teachers should be familiar with is ________________________. Readers use _____________________ to analyze written words and construct both their sounds and their ________________.
word analysis, word analysis, meanings
Sounding out the individual sounds/phonemes in the word mat (/m/-/a/-/t/), pronunciate the whole word aloud correctly, read the sight word to automatically recognizing the word "mat" with out decoding are the principles of ___________________________.
word reading
Phonological awareness/syllables, phonemic awareness/phonemes manipulation, decoding/alphabetic principle of letter to sound and spelling to sound correspondence and sight recognition is considered all parts or _______________________________.
word recognition
Readers construct meaning from written language. Although emergent readers are already familiar with the spoken form of their language, most of them are unfamiliar with the ______________ form of language.
written
They are either prefixes or suffixes and are added to base or root words to change their meanings or grammatical functions What type of word parts are these?
Affixes
What type of instruction teachers base instruction on known words and word parts, sounds are never isolated. What type of instruction is this?
Analytic
________________it is the skill that contributes to fluency.
Automaticity
A fourth-grade student tries to decode the word accumulate in a science article by using syllabication skills. In order to read the individual syllables of the word after dividing them correctly, the student would need to be proficient in decoding which of the following syllable types? A. silent e, closed, vowel team B. vowel team, consonant + le, silent e C. closed, open, silent e D. open, silent e, vowel team
Closed, open, silent e
The __________________ help students to use context clues sometimes combined with the initial grapheme to predict the word in the blank. Example: The big, gray d-____ ran down the street. One would have to use semantic/meaning, syntax/grammar and the initial onset duh(/d/) sound to predict the word that probably belongs in the sentence.
Cloze
What word is also used in conjunction with rimes, to help describe the spelling patterns or word families. They are one syllable patterns that begin with a vowel and extend to the end of the syllable and any words can be built on them to stabilize the vowel sound. Example, As in ame, at, ight, ing, ell, ill, old, et, op, ite, and ate is?
Common phonograms
What word is made up of two free morphemes?
Compound word
CVC, CVCC, CCVCC, CVCe sound 60% of the time, CVVC - either digraph of diphthong sound and Vowel R- controlled sound, are not long nor short are part of what type of pattern?
Consonant vowel
They help determine either word identification or word meaning. They are the words that surround an unfamiliar word that allow readers to use semantic - meaning or syntactic - grammar clues to determine the meaning or help to identify the unfamiliar word. What type of clues are these?
Context Clues
A second-grade teacher frequently conducts spelling inquiry workshops with students to deepen their understanding of various orthographic guidelines. For example, in one inquiry, the teacher gives students a set of words that follow the silent-e syllable pattern and that include the inflectional ending -ing, -ed, or -s. Students work with a classmate to sort the base words according to whether the word drops the silent e when adding the inflection. After sorting the words, the students must analyze each list to generate a rule describing the conditions that require an e-drop. The following is a completed chart by one pair of students. What is the rule for dropping silent e? Inflected words WITH an e-drop: shaking staring baking - Inflected words WITHOUT an e-drop: shakes, stares, bakes. Inflected words WITH an e-drop: shared, biked, hoped. Inflected words WITHOUT an e-drop: shares, bikes, hopes and Inflected words WITH an e-drop: smiling, joked, living. Inflected words WITHOUT an e-drop: smiles, jokes, lives. Some pairs of students, such as the pair whose work is shown, correctly sort the words, but they still cannot generate an orthographic rule for when to drop the silent e. The teacher could best support these students by prompting them to: A. Explain how different types of morphemes come together to create more complex words. B. Examine the consonant/vowel patterns of the base words and suffixes on both sides of the chart. C. Describe what feature all the base words had in common before an inflectional suffix was added. D. Jdentify all the long-vowel and short-vowel pattern words on either side of the chart.
Examine the consonant/vowel patterns of the base words and suffixes on both sides.
In the years since the report by the National Reading Panel (2000) was published, evidence based research has conclusively documented that which of the following phonics approaches is most effective in promoting beginning readers' reading and spelling development? A. Teaching students common phonograms or word families that share the same orthographic rime (i.e., ending letter sequence with a common pronunciation). B. introducing students to printed words that are likely to be in their oral vocabularies to support them in making effective guesses based on a text's context (e.g., the pictures). C. providing embedded phonics or "phonics in context," in which the teacher primarily offers support reading a word when a student cannot read a word in connected text. D. focusing on grapheme-phoneme correspondences, in which students are taught explicitly to sound out each letter or letter combination in a word and blend the letter-sounds together.
Focusing on grapheme-phoneme correspondences, in which students are taught explicitly to sound out each letter or letter combination in a word and blend the letter-sounds together.
The written symbols/letters that denote phonemes. As in the sound e (/e/) - Long e in bead and the short e in head, and the ee in sheep. Contain one or more letters. This is a part of a one to one correspondence called _____________________.
Grapheme
Two students in the class with a learning disability are successful in generating multimorphemic words when presented with a familiar base word and a simple suffix (e.g., -s, -ed). However, when presented with a familiar prefix, base word or root, and suffix, they cannot generate any new words, with or without the support of the matrix. Which of the following strategies for differentiating the lesson would be most appropriate for supporting the students' development in structural or morphemic analysis? A. Allowing the students to construct their own matrices by choosing their own base words or root with which to work and then providing them with a different set of affixes than the ones used in the modeled matrix B. Emphasizing basic orthographic guidelines related to the addition of affixes with the students rather than trying to promote their understanding of the underlying concept and skills of word construction C. Having the students begin with a two-box matrix using a few common inflections and then gradually introducing one new derivational affix at a time and explaining how each affix changes the meaning of the base word D. Providing the students with a greater number of affixes to choose from and allowing them to construct multisyllable nonsense words using the matrix rather than encouraging them to.
Having the students begin with a two-box matrix using a few common inflections and then gradually introducing one new derivational affix at a time and explaining how each affix changes the meaning of the base word
What type of words are used most frequently used in the language. These words often defy decoding generalizations so readers must recognize the whole word automatically. Examples include the, and, he, she, have, was, and or is?
High frequency
Several children in a kindergarten class have mastered orally blending sets of spoken sounds together to make words. Which of the following additional skills demonstrated by the children would best indicate that they are ready to begin instruction in decoding simple words? A. Identify key parts of a book consistently, such as the front, back, and title, when prompted by the teacher and pointing to the first page. B. Tracking print directionality with a pointer on a big book of a predictable text after the teacher models reading and tracking the text. C. Identifying letter-sound correspondences consistently for several high utility letters such as a, m, t, and s when prompted by the teacher. D. Recalling the letters of the alphabet in sequence, when prompted by the teacher using an alphabet banner.
Identifying letter sound correspondences consistently for several high utility letters such as a, m, t, and s when prompted by the teacher.
What word describes the further categorized five grammatical functions: plurality s or es, verb tense ed, s, es, and ing, possession 's, s', comparison er, est and the adverb ly. It make sentences more grammatically acceptable. and English Language Learners often struggle with these as well!
Inflected endings
Use the information below to answer the question that follows: Line 1 - Phonics term l-controlled vowel, example word real, Line 2 - Phonics term consonant trigraph, example word scratch, Line 3 - Phonics term vowel team, example word stir, Line 4 - Phonics term consonant blend, example word mistake. In which line is the example is an accurate match to the term that is used to describe the Phonics element? A. Line 1 B. Line 2 C. Line 3 D. Line 4
Line 2
A group of first-grade students has mastered reading single-syllable words that follow the closed syllable patterns VC, CVC, CVCC, and CCVC. The teacher would like to expand students' reading development by teaching them how to read two-syllable words that consist of closed syllables, such as picnic, muffin, trumpet, pretzel, invent, and frantic. The teacher could best promote the students' accurate, efficient reading of this type of word by teaching them to use which of the following decoding strategies? A. Look at the vowels in a target word; if they are separated by two consonants, divide the word between the consonants (e.g., muf/fin), and then read each syllable from left to right. B. Look for recognizable single-syllable words within a target word (e.g., muff in muffin, ant in frantic), and then use that word as a starting point to decode the longer word. C. Sound out each of the letters of a target word from left to right, continuing to the end of the word, and then go back and blend the letter-sounds into recognizable syllables. D. Sound out and blend the first two letters in a target word; if you recognize the word, then stop, but if not, proceed to the next set of letters until you recognize the word.
Look at the vowels in a target word; if they are separated by two consonants, divide the word between the consonants example muf/fin, and then read each syllable from left to right.
It is considered the smallest unit of meaning in a language. It includes prefixes, roots, bases and suffixes. They can be considered "Free" as a stand alone such as base words but can also be "bound" meaning they must be attached to another word. As in affixes or root words. For example. The word sandboxes has 3 of these units: sand, box and es. Sand and box are free. The word is?
Morpheme
A teacher poses the following question to fourth-grade students. What words can you think of that have the word "act" in them? Using student responses, the teacher creates a web on the board. This technique is likely to be most helpful for enhancing the students' awareness of _______________
Morphemic Structure
_______________________________ is a type of instruction that is not taught through a carefully selected specific scope and sequence of chosen consonant and vowel letter-sound relationships. Instead, this instruction is informal based on what the teacher believes students should learn and when.
Non-systematic phonics
_________________________________ is a type of instruction that neglects vowel letter-sound relationships and does not incorporate practice materials that could normally give students opportunities to apply these skills.
Non-systematic phonics
It is the smallest unit of sound in a language and is usually noted within // marks to denote the sound vs. the name of the letter is called?
Phoneme
________________ is a type of instruction that is taught very carefully in a predetermined sequence/easy to hard. Students learn letter shapes and names/graphemes, phonemic awareness to letter sound relationships and apply these skills in decoding/reading and encoding/writing.
Phonics
____________________________ is a type of instruction that should not be taught alone as it. Instead, in conjunction with other literacy skills as in having knowledge about letters/graphemes/the alphabet, phonemic awareness activities, listening to stories read aloud and read silently, and practice writing through words, letters, messages, and stories.
Phonics
______________________________ should be taught from letter-sound correspondences to letters/graphemes, syllables, and morphemes.
Phonics
Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis? A. late, great, wait, eight B. afraid, obtain, explain, remain C. swim, swims, swam, swum D. pretest, retest, tested, testing
Pretest, retest, tested, testing.
A second-grade teacher wants to ensure that students become automatic in recognizing the orthographic patterns they are explicitly taught during decoding instruction. According to evidence-based best practices, which of the following instructional strategies best promotes students' automatic recognition of a new orthographic pattern to support proficient reading? A. Providing instruction in the new orthographic pattern implicitly when it arises in the context of reading a shared text or it appears in a text selected for comprehension instruction. B. Providing practice with phoneme-grapheme mapping and various reading and spelling activities that focus on words containing the new orthographic pattern. C. Emphasizing the use of the three-cueing systems, especially context clues, to decode words that contain the new orthographic pattern. D. Emphasizing a tactile-kinesthetic approach when introducing new words that follow the new orthographic pattern.
Providing practice with phoneme-grapheme mapping and various reading and spelling activities that focus on words containing the new orthographic pattern.
A first-grade teacher periodically administers spelling surveys to help assess students' phonics knowledge. The following tables show one student's performance on a spelling survey midway through the school year and again two months later. First Month Dictated Words: Set, Star, Drive, Peach, Turn, Join and student spelling was set, ster, driv, pech, tarn, joyn. Second Month of Dictated Word Spelling: Set, star, drive, peche, turn, joyn. The student's performance on the second administration of the spelling survey indicates that the student has progressed with respect to which of the following phonics elements? A. Initial and final consonants B. long-vowel teams and dipthongs C. consonant digraphs and blends D. Silent e and r-controlled vowels
Silent e and r-controlled vowels
Which of the follow statements provides the best rationale for incorporating spelling instruction into a first grade reading program? A. Spelling instruction promotes phonological sensitivity by teaching students to break words into onsets and rimes and recognize common phonograms. B. Spelling instruction streamlines the reading process by focusing on a finite set of orthographic guidelines, which accelerates students' reading development. C. Spelling instruction facilitates students' vocabulary development by introducing them to new grade-level academic words throughout the school year. D. Spelling instruction reinforces students' knowledge of phonics patterns, which supports their development of automaticity and ability to construct meaning while reading.
Spelling instruction reinforces students knowledge of phonics patterns, which supports their development of automaticity and ability to construct meaning while reading.
What is considered a morpheme or an affix that comes after a base word or root word. There are two categories: inflected endings s, es, 's, s', ed, ing, er, est, ly and derivational endings able, ment, less, er, ist, ful, and ous.
Suffix
__________________________ is a type of instruction that is taught carefully and selected through a specific scope and sequence of chosen set of letter-sound relationships. These sounds are associated with single letters/graphemes like mmm sound (/m/) with the letter/grapheme M. To much larger units of written language like pairs and combinations of letters/graphemes in th or ing and spelling patterns as in ea or ie.
Systematic phonics
Effective _______________________ instruction is explicitly and systematically taught in how to understand why they are learning the relationship between letters and sound. How to relate letters and sounds, how to break spoken words into sounds, blend sounds to form words, apply phonics via reading words/sentences and text to their own writing.
Systematic-phonics
Effective ___________________________ instruction can be adapted to the needs of individual students based on assessment and includes alphabetic knowledge, phonemic awareness, vocabulary development and reading in text.
Systematic-phonics
Which of the following instructional strategies would be most effective in promoting students' decoding of multisyllable words that are not multimorphemic? A. Giving students opportunities to read literature featuring predictable text containing multisyllable words. B. Teaching students how to divide multisyllable words into syllables according to common syllable types. C. Prompting students to sound out and blend the individual phonemes that compose multisyllable words. D. Developing and reinforcing students' recognition of high-frequency multisyllable words using flash cards.
Teaching students how to divide multisyllable words into syllables according to common syllable types.
"Gobb" is a nonsense word where the vowel sound is likely to be the same as the vowel sound in the word "on". True or False?
True
A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written word is the best statement to describe how oral written vocabulary knowledge is related to the process of decoding written words. True or False?
True
A second-grade teacher administers spelling inventories periodically to help assess students' phonics knowledge. The following shows one student's performance on a spelling inventory at the beginning of the school year and again several months later. The student's performance on the second administration of the spelling inventory indicates that the student made the most improvement from ster to star, driv to drive, and joyn to join. As given, is this an improvement in long and r controlled vowels. True or False?
True
A second-grade teacher has students pull two single-syllable nouns from a hat (e.g., bulb, light) and asks them to form words by putting the words together (e.g., lightbulb). Students then draw pictures to illustrate their new words and write short stories using the new words. Is this type of activity the most effective intervention for helping students understand the concept of compound words. True or False?
True
A second-grade teacher pairs students who are reading at approximately the same independent reading level for a partner reading activity. During the activity, the two partners sit side by side and take turns reading aloud from a shared text. Over a period of several days, the partners read a large number of independent-level texts together. This activity is best designed to promote a student's development in reading rate and automaticity. True or False?
True
A second-grade teacher uses the following handout to guide the class through an activity. Look at the word fair in these two sentences:• It isn't fair that Juan got an extra scoop of ice cream. • Simon and Ling went to the fair and rode on the merry-go-round. How are these words the same? How are they different? Can you think of sentences that show two different ways in which each of the following words can be used? saw, spell, root, run, play, fly, kind, and seal. In this activity will students promote their ability in identifying and decoding common homographs. True or False?
True
A student who has mastered being able to segment and blend a word's phonemes along the phonological awareness continuum is prepared to begin explicit phonics instruction. True or False?
True
A teacher can most effectively support first graders' development of rapid automatic word recognition by first teaching students how to apply consistent phonics generalizations in common words. True or False?
True
A third-grade teacher administers the following informal reading assessment to individual students. Part I: Read aloud the following words: laugh, neighbor, beginning, friend, together, young. Part II: Read aloud the following passage: Nick and Ben are best friends. They have been neighbors since they were very young. In the beginning, they did not get along, but now they play together every day after school. They make jokes and laugh a lot. One student performs significantly better on the second part of the test than on the first. In this sample "The student is proficient at using context clues to help identify words but has weak word decoding skills" the best assessment for the students reading performance. True or False
True
An English Language Learner pronounces tigers as tiger when reading the following sentence aloud: They saw tigers at the zoo. His teachers response to the miscue was to "verify that the student understands that tigers means more than one tiger." Was this an appropriate statement to use first in responding to the student's miscue. True or False?
True
Do the words enjoyable, maneuverable, corruptible, and convertible best illustrate the principle "The spelling of a suffix can vary depending on its root word." True or False?
True
Does rapid automatic decoding skills help facilitate development of reading fluency and comprehension in a beginning readers development. True or false?
True
Does this sentence: "He took off his cap so that he could take a nap." differ from one another by one phoneme. True or False?
True
Encouraging students to compare the parts of new multisyllable words with known single-syllable words is a strategy that would be most effective in promoting second graders 'decoding of multisyllable words? True or False
True
Equipping them with strategies for understanding the meanings of unfamiliar multisyllable words, is the best instruction in structural analysis to help promote upper elementary students reading comprehension. True or False?
True
Is "pretest, retest, tested, and testing" are a set of words that would be most effective to use when introducing students to the concept of structural analysis. True or False?
True
Phonics instruction is beneficial for ALL students: It is one of the most effective instruction used to prevent and treat reading difficulties. True or False?
True
Read the sentence: My family went to the circus last weekend. I liked the clowns the best. They were very funny. A student makes several miscues when reading these sentences aloud such as "saying bet for best". Is this an example of error in decoding consonant blends. True or False?
True
Reading fluency with respect to accuracy A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the target spelling patterns and to engage in word sorts focused on previously taught spelling patterns. Are activities that promote reading fluency with accuracy. True or False?
True
Systematic and explicit instruction has the greatest impact on a students word recognition/reading and writing/spelling in kindergarten and the first grade. True or False?
True
The letters of the English alphabet may represent different phonemes in other languages' writing systems, is the source of phonics difficulty in English language learners. True or False?
True
The relationship between rapid automatic word decoding skills help facilitate development of reading fluency and comprehension in a beginning reader's development. True or False?
True
The following sentence: 1 __________ unusual 2 _________ of spices 3 _______ the soup an 4 _______ flavor. Is 2 ___________ the best fit for a word with the suffix -tion. True or False?
True - Words ending with the derivational suffix -tion are nouns (e.g., combination, addition). The syntax of English determines the word orders that are possible (i.e., grammatically correct) in sentences.
A second-grade teacher divides the class into small groups and provides a copy of the following instructions to each group. Students work collaboratively to complete the activity. Afterward, each group shares their results with the whole class during a teacher-led discussion. Look at the word fair in these two sentences: 1. It isn't fair that Juan got an extra scoop of ice cream. 2. Simon and Mei-Yin went to the fair and rode on the merry-go-round. How are these words the same? How are they different? Can you think of sentences that show two different ways to use each of the words below? saw bow root run play fly spell wind The activity and related discussion would best promote students' ability to: A. Use semantic and syntactic clues to identify the meaning and pronunciation of homographs. B. Apply structural clues to decode and identify the meaning of printed words. C. Find and use synonyms for common words to expand their receptive and expressive vocabularies. D. Associate related vocabulary words and sort them into meaningful groups.
Use semantic and syntactic clues to identify the meaning and pronunciation of homographs.
It is considered a free morpheme that captures the bulk of the meaning in a word. The word in rerun is run, this word in misunderstood is understood, and compound words have two of these words within them sandbox or playground. They also, can be built into word families as well. What type of free morpheme is this?
base word
It contains 2 or 3 consonants that blend together. As in bl or nd, all sounds are still heard, consonant and may appear in the beginnings or ends of single syllables: like the st in start, fast and the spr in spring is called?
consonant blend
It is written as two consonants usually including an h produces one sound. It DOES NOT blend like th, ch, sh, wh, ph, and gh. Some experts include ck as well. Like in the words, chicken, ship, and rough. What type of of consonant is this?
consonant digraph
The process of building a word using word analysis skills is called ____________?
encoding
What is the study of word origins?
etymology
What type of instruction is favored in Massachusetts and encompasses how teachers plan phonics instruction in a systematic and direct sequence?
explicit
What words sound alike but are spelled differently. Example to, too and two are spelled differently but sound the same.
homophone
Use the information below to answer the following question. A teacher poses the following question to fourth-grade students. What words can you think of that have the word "act" in them? Using student responses, the teacher creates the following web on the board. Act is in the middle with branching off words of acts, acted, acting, actor, active, activity, action, actual, actually, activate, action, activism, react, enact, overact, interact, inactive, deactivate, enactment, and playact. This technique is likely to be most helpful for enhancing the students' awareness? A. morphemic structure. B. compound words. C. syllable patterns. D. Greek roots.
morphemic structure
Use the information below to answer the two questions that follow. A third-grade teacher uses word matrices as a strategy for teaching structural or morphemic analysis skills. The teacher models for students how to create and use a word matrix to generate related words by combining a base word or root with one or more affixes. Following is a word matrix for the base word move. Re - move - s Un - move - ing, ed, er, ment The teacher supports students in generating the following list of words using this matrix: moves, moving, moved, mover, movement, movements, remove, removes, removing, removed, remover, unmoving, and unmoved. Which of the following words that the students generated contains a derivational suffix? A. moves B. moving C. moved D. mover
mover
The ultimate goal of _________________________ is that students learn the alphabetic principle, in order to recognize familiar words accurately and automatically in isolation or through text. Also, students should able to decode if they are unfamiliar with a word.
phonics instruction
What clues are found within phrases or sentences. A student who substitutes rat for ran in a sentence is probably not using these clues because rat will not make sense?
semantic
Students learn how to convert graphemes/letters or letter pairs into phonemes/sounds and then blend them together to form a word is ____________.
synthetic phonics
What are the 6 forms of phonics instruction?
synthetic, analytic, analogy-based, spelling, embedded, onset and rime.
