Term
| Sound Matching (sound identity) |
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Definition
| An ability to identify or provide words that have the same sound in the beginning, middle, or final position as a target word. To teach this the teacher provides a target sound (for example) /s/, and says "Find something in the box that starts with the /s/ sound." |
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| The student must identify which sound occurs in the beginning, middle, or end of a word. For example, the teacher would ask, "Which sound starts these words, tea, top, take?" This is the reverse of sound matching. |
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Definition
| The student must be able to manipulate individual sounds by combining them to form a word. In the simplest lesson to teach this, the teacher says sounds, pausing only briefly in between each sound. The children then guess the word. |
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| Students should be able to substitute a sound everytime a target sound appears in a phrase, for example substituting cat for bat or ke, ko, ka for be, bo, ba. |
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| The teacher says a word then removes a sound and asks students what the new word is. |
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| The teacher says a word and the student must identify each separate sounds in the word. |
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| Speech sounds are represented by letters. |
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| Phonetic alphabets are created by linguists so that each phoneme is always represented by the same phonemic symbol. |
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Definition
| Are the english letter or letters that represent phonemes. |
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Definition
| Are sounds made when air leaving your lungs is vibrated in teh voice box and when there is a clear passage from the voice box to your mouth. It is always represented by a, e, i, o, and u. |
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Definition
| Are speech sounds that occur when the airflow is obstructed in some way by your mouth, teeth, or lips. |
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Definition
| Occur in a single syllable. In a syllable it is the initial consonant sound or consonant blend; the rime is the vowel sound and any consonants that follow. |
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Definition
| Rimes that have the same spelling. |
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Definition
| Are combined sounds of 2 or 3 sounds |
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| Are combinations of letters that make a unique sound that is unlike the sound made by any of the individual lettters within it such as the ph in phone and sh in share. |
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| Are glided sounds made by such vowel combinations as oi in oil and oy in boy. |
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| Beginning, medial, and final |
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Definition
| Refer to the location of phonemes |
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| These are books with texts that ryhme and/or feature alliteration and assonance. |
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Term
| How does one assess phonemic awareness? |
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Definition
| One widely used test is the Yopp-Singer Test of Phonemic Segmentation. In this test, the teacher says 22 words. The child must provide each sound of the word in order. |
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Term
| What are the two modalitiesin which one teachers phonemic awareness? |
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Definition
| Through implicit (ryhming games, songs and chants) and explicit (sound matching, sound isoluation) teaching. |
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