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Definition
| The awareness that oral language is composed of smaller units, such as spoken words and syllables. |
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Term
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Definition
| A specific type of phonological awareness involving the ability to distinguish the separate phonemes in a spoken word. |
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Definition
| The ability to make the correct associations between the sounds and symbols of a language. |
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Definition
| The idea that letters and letter patterns represent the sounds of oral language. |
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Definition
| Words that should be taught as whole units without having to break them down or sound them out. |
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Definition
| Sound that occur when airflow is obstructed by the mouth, teeth, or lips. |
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Term
| Continuous Consonant Sounds |
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Definition
| Consonant sound that can be held continuously and stretched such as "f", "l", "m", "n", "r", "s", "v" and "z" |
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Term
Stop Sounds or Clipped Consonants |
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Definition
| Sounds that are uttered quickly with a quick puff of air. Examples are "b", "c", "d", "g", "j", "k", "p", "qu", and "t". |
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Definition
| Two-letter consonant combinations that make one sound. Examples are "ph", "th", "ch", "sh" and "wh". |
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Definition
| Two or three letter combinations said rapidly in which each letter makes a sound. Examples are "pl" in "play" and "spr" in "spring". |
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Term
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Definition
| Consonants not heard in a word such as the "h" in "ghost" and the "t" in "whistle". |
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Term
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Definition
| A short vowel sound; an unaccented, unstressed syllable, "uh" sound. |
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Term
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Definition
| One word comprised of two words, using an apostrophe to take the place of the missing letter(s). |
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Term
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Definition
| Sounds made when air leaves the voice-box unobstructed with a clear passage. |
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Term
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Definition
| Letter clusters that help to form word families or rhyming words (i.e. , ad, ack, at, an). |
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Term
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Definition
| A unit of pronunciation with one vowel sound (or vowel diphthong) with or without surrounding consonants. |
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Term
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Definition
Two-vowel combinations that make a single sound. Examples are "oa" in "boat", and "ea" in "teach".
Usually the first vowel is long and the second vowel is silent. |
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Term
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Definition
| Sounds that consist of a blend of two separate vowel sounds such as "oi" in "oil" and "oy" in "boy". The tongue often starts in one position and ends in another. |
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Term
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Definition
| Neither long or short vowels. The proximity of "r" affects the pronunciation of the vowel such as the "a" in "car", "e" in "her", "i" in "girl", "u" in "hurt" and "o" in "for". |
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Term
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Definition
| Neither long or short vowels. The proximity of "l" affects the pronunciation of the vowel such as the "a" in "chalk", "e" in "help", "i" in "milk", "o" in "cold" and "u" in "bull". |
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Term
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Definition
| The part of the syllable that precedes the vowel of a syllable. In the case of multi-syllabic words, each syllable has an onset. For example, the onset of the word "pill" is /p/. |
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Term
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Definition
| The part of a syllable (not a word) which consists of its vowel and any consonant sounds that come after it. For example, the rime of the word "pill" is /i/ /ll/. |
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Term
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Definition
Word pattern of short vowel + consonant.
Examples: am, it, up.
Exceptions: or |
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Term
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Definition
Word pattern where medial vowel is short and between two consonants.
Examples: man, pet, lip, tot, bun. |
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Term
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Definition
Word pattern where the vowel is short.
Examples: balk, cost, film. |
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Term
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Definition
Word pattern usually starting with a consonant blend.
Examples: brat, clap, skip. |
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Term
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Definition
Word pattern where the vowels are often digraphs.
Examples: bait, goat, team. |
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Term
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Definition
Word pattern that includes long medial vowel sound.
Example: made, like, cone, huge.
Exceptions: love, live. |
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Term
Pre-communicative Spelling Stage |
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Definition
| Showing no understanding that letters represent sounds. A child in this stage will "write" by drawing pictures or making squiggles. If letters appear, they are random. The child has no understanding of the alphabetic principle. |
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Term
Semi-phonetic Spelling Stage |
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Definition
| Attempting to use letters to represent sounds. The child's knowledge of the sound-symbol relationship is poorly developed, however. Children at this stage do not often write a letter for each sound; some sounds are unrepresented. |
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Term
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Definition
| At this stage, children know that letters represent sounds and at least one letter represents each sound in a word. This does not mean that the child will always choose the right letter or combination of letters, however. Writing at this level can sometimes be difficult to read. At this level, children should be encouraged to write even though they make mistakes. |
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Term
Transitional Spelling Stage |
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Definition
| At this stage, the child knows most of the orthographic patters of English. All sounds have letters and, for the most part, the child chooses the correct letter or combination of letters for each represented sound. Writing at this stage is easy to read. Mistake at this level usually happen with sounds that have several spellings. |
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Term
Conventional Spelling Stage |
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Definition
| The child spells almost all words correctly. Mistakes at this level occur when the child tries to spell new words with irregular spellings. Children at this level can also generally recognize that a word they have spelled is spelled incorrectly. |
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Term
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Definition
| Frequently occurring letter combinations of English spelling (e.g. the rime -ight, the suffix -ation). |
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Definition
| Words that look alike and mean the same thing in two different languages. |
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Term
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Definition
| Knowing how to pronounce a word. |
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Term
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Definition
| Associating a meaning to a word. |
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