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Concepts About Print/Conventions of Print:

The understanding an individual has about the rules or accepted practices that govern the use of print and the use of written language. For example concepts about print include: reading left to right, top to bottom, words are made of letters, use of spaces between words, use of upper case letters, spelling patterns, punctuation, etc.

phonological awareness

the awareness that oral language is composed of smaller units, such as spoken words and syllables

affix

A general term that refers to prefixes and suffixes.

Derivational Affix:

A prefix or suffix added to a root or stem to form another word (e.g., -ness in likeness, un- in unhappy).

phonemic awareness

The ability to hear, identify, and manipulate individual sounds - phonemes - in spoken words. This is purely an auditory skill and does NOT involve a connection to the written form of language

dipthong

A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.

syllable

A word part that contains a vowel, or, in spoken language, a vowel sound.

Explain the role of phonological processing in reading development for Struggling Readers. Struggling readers also have a hard time decoding a word that they are reading.

Able to easily think of what sounds coincide with the letter/combination of letters. Theses readers are able to decode the written message without much difficulty by reading it, and can easily sound out or say the word/ words they are reading.

important vocabulary for the open response

Accuracy (part of fluency): Reading words in text with no errors.

Cueing System:

Any of the various sources of information that may aid identification of a word such as: graphophonics, semantic and syntactic information.

chunked text

: Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give children an opportunity to practice reading phrases fluently.

phonological awareness

A broad term that includes phonemic awareness. In addition to phonemes, phonological awareness activities can involve work with rhymes, words, syllables, and onsets and rimes

chunking

A decoding strategy for breaking words into manageable parts (e.g., yes/ter/day). Chunking also refers to the process of dividing a sentence into smaller phrases where pauses might occur naturally (e.g., When the sun appeared after the storm, / the newly fallen snow. shimmered like diamonds).

diagraph

A group of two consecutive letters whose phonetic value is a single sound (e.g., ea in bread; ch in chart; ng in sing).

Phoneme categorization

Children recognize the word in a set of three or four words that has the "odd" sound. Teacher: What word doesn't belong? Bus, Bun, Rug. Children: Rug does not belong. It doesn't begin with /b/.

phoneme deletion

Children recognize the word that remains when a phoneme is removed from another word. Teacher: What is smile without the /s/? Children: Smile without the /s/ is mile.

phonics

The understanding that there is a predictable relationship between phonemes (sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language)

phoneme

the smallest part of spoken language that makes a difference in the meaning of words. English has 41 phonemes. A few words, such as a or oh, have only one phoneme. Most words, however, have more than one phoneme: The word if has two phonemes (/i/ /f/); check has three phonemes (/ch/ /e/ /k/), and stop (/s/ /t/ /o/ /p/) has four phonemes. Sometimes one phoneme is represented by more than one letter.

Students in an upper-elementary class examine and discuss paired words such as compete and competition, inflame and inflammation, and magic and magician. Word pairings such as these are most likely to promote students' reading development by increasing their awareness that:

the spelling of a word may give clues to its meaning as well as to its sound.

blending

The task of combining sounds rapidly, to accurately represent the word.

levels of phonological and phonemic awareness skills substituting

If I have the word host and I substitue "h" for "m" then I have the word most.

levels of phonological and phonemic awareness skills deleting

If you start with the word ghost and delete the "g" then the word is host.

What is the role of phonological awareness in reading development?

Phonological awareness is the area of oral language that relates to the ability to think about the sounds in a word the word's phonological structure rather than just the meaning of the word. It is an understanding of the structure of spoken language that it is made up of words, and words consist of syllables, rhymes, and sounds. This knowledge occurs initially in oral language; students do not have to know how to name letters or their corresponding sounds in order to demonstrate phonological awareness.

phoneme identidy

Children recognize the same sounds in different words. Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/, is the same.

phoneme segmentation

Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word. Teacher: How many sounds are in grab? Children: /g/ /r/ /a/ /b/. Four sounds. *Teacher: Now let's write the sounds in grab: /g/, write g; /r/, write r; /a/, write a; /b/, write b.

phoneme blending

Children listen to a sequence of separately spoken phonemes, and then combine the phonemes to form a word. Then they write and read the word. Teacher: What word is /b/ /i/ /g/? Children: /b/ /i/ /g/ is big.

phoneme addition

Children make a new word by adding a phoneme to an existing word. Teacher: What word do you have if you add /s/ to the beginning of park? Children: Spark.

phoneme isolation

Children recognize individual sounds in a word. Teacher: What is the first sound in van? Children: The first sound in van is /v/.

strategies EXPLICIT to promote phonological and phonemic awareness

Part-whole: Understanding of which sounds (phonemes) go with certain letters (graphemes). Then putting these smallers parts together you can blend sounds into syllables and then words (whole). EX distinguishing spoken words, syllables, onset/rimes, phonemes

onset and rime

Parts of spoken language that are smaller than syllables but larger than phonemes. An onset is the initial consonant sound of a syllable; a rime is the part of a syllable that contains the vowel and all that follows it. STOP (st = onset; op = rime)

What is the role of phonemic awareness in reading development?

Perception involves the ability to perceive and discriminate between sounds, especially sounds similar to one another (ex. /f/ versus /v/ like fan vs. van). The discrimination of sounds provides children with the ability to distinguish visual differences between written letters, along with the ability to represent the different sounds.

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

Phonemic awareness is the recognition that spoken words are made up of phonemes - the discrete speech sounds of a language. Identifying the final sound (or phoneme) in a word demonstrates phonemic awareness.

the difference between phonemic awareness and phonics skills

Phonemic awareness means that the learner is aware or conscious that sounds can be linked together, altered and moved and phonics is more of the letter-to-sound association. Phonemic awareness is narrow, and deals only with phonemes and manipulating the individual's sounds that makes up to for the word " cat" Phonological awareness, includes the phonemic awareness ability and it also includes the ability to hear, identify, and manipulate larger units of sounds such as rimes and onsets.

kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to:

Phonemic awareness, a type of phonological awareness, is the recognition that spoken words are made up of phonemes, the discrete speech sounds of a language. Segmenting the first sound in a spoken word is one of the first phonemic awareness skills to develop and therefore B is an effective informal procedure for assessing phonemic awareness in the beginning stages.

After-Reading Comprehension Strategies:

Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling).

decodable text

Text in which a high proportion of words (80%-90%) comprise sound-symbol relationships that have already been taught. It is used for the purpose of providing practice with specific decoding skills and is a bridge between learning phonics and the application of phonics in independent reading.

Decoding

The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences; also the act of deciphering a new word by sounding it out.

alphabetic principal

The concept that letters and letter combinations represent individual phonemes in written words.

the role of phonological processing in the reading development of individual students English Language Learners

The discrimination process is more complex (ex. There are English vowels not found in the Spanish language). Learning new sounds and differentiating them from their native language makes reading more difficult.

the role of phonological awareness and phonemic awareness in reading development EX: Which of the following describes the most likely source of phonics difficulties for English Language Learners whose primary language is alphabetic?

The letters of the English alphabet may represent different phonemes in other languages' writing systems

strategies IMPLICIT to promote phonological and phonemic awareness

Whole- parts: The sounds that relate to specific graphemes (letters) are not isolated. Instead, they are viewed/read in groups as words. The analysis of the whole word, can be sounded out into parts that make up the word, but manipulation (such as blending) is not used. (Example: I would view the word "Car" as it is- and knowing the sounds of the individual phonemes I could easily read/sound out the word "Charger") ex:distinguishing spoken words, syllables, onset/rimes, phonemes

grapheme

is the smallest part of written language that represents a phoneme in the spelling of a word. be just one letter, such as b, d, f, p, s; or several letters, such as ch, sh, th, -ck, ea, -igh.

enviornmental print

print found authentically in our environment (stop sign, labels on food)

levels of phonological and phonemic awareness skills blending

synthesizes sounds, syllables, and words in the same way except that it is going from the expanded version and putting it together. Looking at the same word l-i-f-t, I would blend this segmented version together to look like: lift.

levels of phonological and phonemic awareness skills Segmenting

breaking up sounds into even smaller units, in other words you're going from a small word and expanding it. Take for example the word lift. I would segment it by separating each sound like this: l-i-f-t.

Diagnostic

can be used to measure a variety of reading, language, or cognitive skills. Although they can be given as soon as a screening test indicates a child is behind in reading growth, they will usually be given only if a child fails to make adequate progress after being given extra help in learning to read. They are designed to provide a more precise and detailed picture of the full range of a child's knowledge and skill so that instruction can be more precisely planned.

the role of phonological awareness and phonemic awareness in reading development EX: In which of the following nonsense words is the vowel sound likely to be the same as the vowel sound in the word on?

gobb

phonemic awareness

is a subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes, the smallest units of sound that can differentiate meaning. Separating the spoken word "cat" into three distinct phonemes, /k/, /æ/, and /t/, requires ________ _________. a specific type of phonological awareness involving the ability to distinguish the separate phonemes in a spoken word

levels of phonological and phonemic awareness skills Rhyming

is simply the sameness or difference in sound contrasts. For example, late and gate rhyme because of the -ate sound at the words end.