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| the idea that in english, written words, are made up of letters that approximately match sounds that are heard when we speak these words, that written and oral language corresponds to each other |
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| combining the letter sounds in order to pronounce a word, "sounding out." |
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| print conventions such as the sequence of left to right and top to bottom; the use of spaces between rods; where a book begins/ends. an essential predictor of reading succes |
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| the sources of information that aids decoding such as phonics, structural analysis and semantic and syntactical information |
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| two letters that make on speech sound, as th for/th/ or sh for /sh/ |
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| the new vowel sound produced from two vowels in the same syllable, as/oy in boy or /i/ as in buy |
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| the written/preinted representation of a phoneme |
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| a unit of meaning that cannot be divided into smaller elements such as the word "book" |
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| the smallest sound unit of speech as the /b/ in "book", the /t/ in "took" |
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| the understanding that phonemes or sounds make up spoken words. |
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| includes the ability to blend, segment, and manipulate phonemes in spoken words. it is an auditory skill and does not involve the use of print |
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| a strategy to teach reading and spelling that involved the relationship between sounds and written symbols. |
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| the study and use of sound spelling correspondences to identify written words. |
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| the analysis and study of meanings of words, phrases, and sentences. useful as a stretegy in decoding to analyze the words that "sounds" correct in a sentence. |
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| the examination of various ways that words combine to create meaning, study of how sentences are formed, and the pattern or structure of word order in sentences. |
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| identify letters, from letters. |
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| test important concepts about books including the fron/back of book, print tells the story, concept of letters, words, sentences, and the spcaes have a purpose. |
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| estimates level of phonemic awareness in students |
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| skills that are needed in reading |
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| high frequency word recognition |
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| measures word recognition out of context. in general proficient reader can read words in and out of context and poor reader over-rely on context for decoding. |
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| high frequency word recognition |
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| assits teacher in determining a level to start testing on oral reading inventories |
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| graded passages that give an indication of the fluency with which a students is able to read |
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| evaluated is accuaracy, reading, rate, reading level, and comprehension level |
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| through examination of words spelled correctly and incoreclty, a students skills can be classiefied into developmental spelling stages |
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| this is the first sound an infant makes. it is the smalles unit of sound that can change the meaning of the word. |
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| are single vowel and consonant sounds. there are about 45 ____ in the english language. some examples are /oo/, /ee/,/ou/,/sh/ |
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| this is the smallest unit of the meaning in language. phonemes are combined to form ____ to make up whole words or meaningful parts of words such as prefiexes. |
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| the rules for concersation. how children speak in different social context. |
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| understanding morphological rules |
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| in a classic experiment by jean berko, she presente first grade children with cards showing a ficitional figure asking the students to fill in the missin word. All children responded by adding the plural form of the noun correctly. They successfully relied on morphological rules rather than remembering a past experience. |
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| the grammar rules that govern how words are formed within a sentence. combined morphemes into meaningful sentences. seems to develop from an innate sense of grammer |
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| rules that govern what the meaning of language communicates. in other words, how meaning is relted to the surface structure of langugage. a learned condition |
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| child-directed speech Or motherese (cds) |
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| adult modify their speech to make it easier for children to learn language including sentence structure, repeatin key words and focusing on present objects. first words are spoken by 12 months and are usually familiar object or persons. first sentence are spoken by 18-24 months and are usually two-word sentences |
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| a process wherebyyoung children are able to use context to arrive at a quick guess of a word's meaning. nouns are easier to fast map than verbs |
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| infant and children repeat sounds that are reinforced. children can distinguish abstract rules for sentence structure. |
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| a sinle word that expresses a complete thought |
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| symbolic gesture-the child shows an understanding that symbols represent a specific object, desire or event. |
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| in early childhood, children begin to use past tenses and plurals in speech. helps children to intergrate language and thought |
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| talking out loud to oneself with no intention to communicate with others. helps children to integrate language and though |
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| simplified speech or an early form of speech. usually a two-word sentence spoken by a 2 year old. first sentences consist of just enough words to get the meaning across |
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| the implications of a word or phrase, as opposed to its exact meaing. |
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| a device of style or subject matter so often used that it becomes a recognized means of expression. |
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| the dictionary meaning of a word, as opposed to connotation |
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| a combination of opposites, the union of contradictory terms |
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