Rhyming
One of the first phonological awareness skills to develop
Blending & segmenting at syllable level
Develops at 3-4 years
Segmenting
... [Show More] phonemes
Develops at 4-5 years
Isolating beginning sound in words, segmenting phonemes in CVC words
Develops in kindergarten
Segmenting words with consonant blends
Develops in first grade
Receptive oral language
Listening
Expressive oral language
Speaking
Receptive written language
Reading
Expressive written language
Writing
__ letters representing __ phonemes
26, 44
5 vowel letters, __ vowel sounds
15
Long vowels
Tense Vowels. (Beet, bait, boat, boot, bite, boy, bout) (a, e, i, o, u, oy, ou, oo)
Short vowels
Lax vowels - pat, pet, pit, pot, put, putt (a, e, i ,o, u, oo)
Fricatives
produced by a constant flow of air through the vocal tract (f and v)
Affricates
ch/j
Glides
W, y
Liquids
l, r
Alphabetic principle
an understanding that letters and letter patterns represent the sounds of spoken language
Six syllable types
closed, open, VCe, C+le, R controlled, vowel pairs
Semantics
Language content— meaning of words and the relationship between and among words
Pragmatics
Language use— reasons, codes/styles, conversation rules
Phonology
the study of speech sounds in language
Morphology
units of meaning involved in word formation
Syntax
the rules for combining words into grammatically sensible sentences in a given language
Teutonic Invasion
Shifted the balance of power in Central Europe leading up to the Christianizing of Britain
Norman Conquest
Began in 1066. Led by William the Conquerer. His military victory at the Battle of Hastings led to Norman control of England. This control would influence England more with continental Europe than Scandinavian culture. Would also lead to rivalry between England and France for the next millenium.
Renaissance
"rebirth"; following the Middle Ages, a movement that centered on the revival of interest in the classical learning of Greece and Rome
The Great Vowel Shift
a phonetic shift in the way that long vowels were pronounced in English
Dyslexia
A specific learning disability that is neurological in origin. It is a deficit in the phonological component of language and is characterized by poor spelling and decoding abilities.
Inferior frontal gyrus
Broca's area — articulation and word analysis
Parieto-temporal area
Brain part responsible for word analysis
Occipito-temporal region
The vision center — word form
Angular gyrus
transforms visual representations into an auditory code
Wernicke's area
controls language reception - a brain area involved in language comprehension and expression; in the parieto-temporal lobe
Decode
Determine pronunciation of a word by breaking it down into sounds
Encode
To spell
Child pretends to read, can name letters of alphabet (6 mos-6 yrs)
Jean Chall's stages of reading development, Stage 0-pre-reading
Child learns relation btwn letters and sounds, printed and spoken words; can read simple text (grades 1-2.5)
Jean Chall's Stages of Reading Development, stage 1-initial reading and decoding
Child reads simple stories with increasing fluency (grades 2.5-3)
Jean Chall's Stages of Reading Development, stage 2-confirmation and fluency
Reading is a tool for acquiring new knowledge (grades 4-8)
Jean Chall's stage 3 - Reading for New Learning
Child reads critically from a broad range of complex materials (high school)
Jean Chall's stage 4- Reading from Multiple Viewpoints
Reading is used for one's own needs and purposes and is rapid and efficient (college and beyond)
Jean Chall's stage 5- Construction and Reconstruction
Prephonetic Stage of spelling development
Not all sounds of the words are represented by letters (example: js for dress)
Semiphonetic Stage of Spelling Development
Child strings together consonants to represent speech sounds (example: ntr for enter)
phonetic stage of spelling development
Every sound is represented but lacking the complete knowledge of conventional orthography (example: sede for seed)
Writing Stage 1
Imitation (preschool-first grade)— pretending to write, can organize letters and shapes in a line
Writing Stage 3
Progressive Incorporation (late second to fourth grade)—students gradually incorporate standards of mechanics; little advanced planning
Writing Stage 2
Graphic presentation (first and second grade)—Students are adept at printing letters, preoccupied with appearance of letters, likely to make reversals, invented spellers
Writing Stage 4
Automatization (fourth-seventh grade)— students apply rules of mechanics automatically, sentences become more sophisticated, begin to assess their own writing
Writing Stage 5
Elaboration (seventh-ninth grade)—writing to express a viewpoint, synthesizing, writing level exceeds their own speech
Writing Stage 6
Personalization-Diversification (ninth grade and beyond)—use of different writing styles, creative, complex, sophisticated vocabulary [Show Less]