Oae 090 Foundations Of Reading

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Homophone

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each of two or more words having the same pronunciation but different meanings, origins, or spelling, e.g., new and knew.

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Homograph

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each of two or more words spelled the same but not necessarily pronounced the same and having different meanings and origins e.g., bow and bow

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Diphthong

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a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another (as in coin, loud, and side ).

-a digraph representing the sound of a diphthong or single vowel (as in feat ).

-a compound vowel character; a ligature (such as æ ).

A gliding monosyllabic speech sound that starts at or near the articulatory position for one vowel and moves to or toward the position of another. For example, oy in TOY or ou in OUT.

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Rapid Automatic Naming (RAN)

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measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits).

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Phoneme

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the smallest constructive unit in the sound system of a language. Any of the perceptually distinct units of sound in a specified language that distinguish one word from another

-for example p, b, d, and t in the English words pad, pat, bad, and bat.

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Morpheme

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The smallest grammatical unit in a language. The smallest meaningful unit of a language. Not identical to a word.

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Syntax

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The structure or grammar of a sentence.

The arrangement of words and phrases to create well-formed sentences in a language.

The conventions and rules for assembling words into meaningful sentences; syntax varies across languages.

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Semantics

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Meaning or interpretation of a word or sentence.

Meaning in language.

The study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms.

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Structural analysis

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the way that parts of a word are interpreted to form the entire word.

helps determine the way a word is pronounced and the way that it is being used in a sentence.

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Explicit Phonics Instruction

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builds from part to whole. It begins with the instruction of the letters (graphemes) with their associated sounds (phonemes). Next, explicit phonics teaches blending and building, beginning with blending the sounds into syllables and then into words.

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Implicit Phonics Instruction

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moves from the whole to the smallest part. Phonemes associated with particular graphemes are not pronounced in isolation. Students analyze words and look for the common phoneme in a set of words. Through comparison and identification, they deduce which grapheme to write or which phoneme to read. students identify new words by their shape, beginning and ending letters, and context clues. This analysis (breaking down) of the whole word to its parts is necessary only when a child cannot read it as a whole word. This is a whole-language approach.

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Grapheme

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the smallest meaningful constructive unit in a writing system. the written representation of a phoneme using one or more letters.

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Four cueing systems that enable us to create meaning from language.

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1 phonological (or sound) system

2 syntactic (or structural) system. arrangement of words and phrases to create well-formed sentences

3 semantic (or meaning) system

4 pragmatic (or social and cultural use) systemThey are used simultaneously!

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alphabetic principle

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letters represent sounds which form words

it is the knowledge of predictable relationships between written letters and spoken sounds.

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Phonological

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sound system of English with about 44 sounds (phoneme) and more than 500 ways to spell them

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phonological awareness

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knowledge about the sound structure of words, at the phoneme,onset-rime, and syllable levels

The understanding that speech is composed of sub-parts -- sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes

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Onset

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initial phonological unit of any word (e.g. c in cat)

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rime

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the string of letters that follow, usually a vowel and final consonants (e.g. at in cat).

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phonemic awareness

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the ability to orally manipulate phonemes in words

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phonics

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instruction about phoneme-grapheme correspondences and spelling rules

An approach to reading instruction that emphasizes letter-sound relationships and generalized principles that describe spelling-sound relationships in a language (e.g. vowels in CVCs are short).

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Basal reader

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A kind of book that is used to teach reading. It is based on an approach in which words are used as a whole. The words are used over and over in each succeeding lesson. New words are added regularly.

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Digraph

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A group of two successive letters whose phonetic value is a single sound. For example, EA in BREAD, CH in CHAT, or NG in SING

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Graphophonemic

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The sound relationship between the orthography (symbols) and phonology (sounds) of a language.

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Lexicon

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Often called the "mental dictionary," the lexicon is a representation of all knowledge a person has about individual words.

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Morphology

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An examination of the morphemic structure of words; an appreciation of the fact that words with common roots share common meanings, and that affixes change words in predictable and consistent ways.

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Orthography

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A complete writing system for a language or languages. Orthographies include the representation of word boundaries, stops and pauses in speech, and tonal inflections.

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Phone

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Any single speech sound considered as a physical event without regard to its place in the language structure. A smaller unit of speech than the phoneme.

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Segmentation

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Breaking down a spoken word into word parts by inserting a pause between each part. Words can be segmented at the word level (in the case of compound words), at the syllable level, at the onset-rime level, and at the phoneme level.

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Whole Language

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An approach to reading instruction that de-emphasizes letter-sound relationships and emphasizes recognition of words as wholes.

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Word parts

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The letters, syllables, diacritics, and parts of syllables such as consonant clusters and vowel clusters.