Phonics - A method of teaching students to read by correlating sounds with letters/groups of letters
Phonological Processing - The use of phonemes to
... [Show More] process spoken and written language
Phonological Awareness - Awareness of the sound structure of a language and the ability to analyze and manipulate the structure.
Phonological Working Memory - storing phoneme information in a temporary short-term memory store
Phonological Retrieval - ability to retrieve phonological information about words
Word Awareness - Tracking the words in sentences knowledge that words have meaning.
Strategy: Read Aloud, Alphabet Books, high frequency word books
Responsiveness to Rhyme and alliteration during word play - Enjoying and reciting learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes.
Syllable Awareness - Counting, tapping, blending, or segmenting a word into syllables.
Onset and Rime Manipulation - Onset is the initial consonant in a one-syllable word. Rime includes the remaining sounds including the vowel and any sounds that follow.
Phonemic Awareness - Students awareness of the smallest unit of sounds in a word.
Also refers to the ability to segment, blend, and manipulate these units.
Phoneme Manipulation - Tasks that tap into phonological processing, such as phoneme manipulation tasks (say "cat" without the Kuh)
Orthographic Processing - Defined as "the ability to form, store, and access orthographic representations." Orthography is the methodology of writing a language, which primarily consists of
spelling, but includes, contractions, punctuation and capitalization.
Semantic Processing - Encode the meaning of a word and relate it to similar words with similar meaning.
Syntactic Processing - The order and arrangement of words in phrases and sentences; you might depend in part on syntactic processing to know the difference between "The cat is on the mat" and "The mat is on the cat."
Discourse Processing - Focus on the ways in which readers and listeners comprehend language.
Development of Oral Language - 1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1) Cooing - As early as six weeks, infants begin to make cooing sounds, resemble vowel sounds. Children are learning to make sounds by manipulating their tongues, mouths, and breathing.
2) Babbling - Around 4-6 mo, they begin to babble making repeated consonant-vowel sounds. More complex babbling develops around 8-10 mo.
3) One-Word Stage - Around 1 yr, children begin to produce word-like units. Known as idiomorphs (invented word). Use a stable language unit to communicate meaning.
4) Telegraphic Stage - Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone"
5) Beginning Oral Fluency - By age 3-4, children are moderately fluent in language used at home.
Development of Reading - 1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
3. Decoding reader (7-9 yrs)
4. Fluent, comprehending reader (9-15 yrs)
5. Expert reader (16 yrs +)
1) Emerging Pre-Reader - The emergent pre-reader sits on 'beloved laps,' samples and learns from a full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life. The major insight in this period is that reading never just happens to anyone. Emerging reading arises out of years of perceptions, increasing conceptual and social development, and cumulative exposures to oral and written language. [Show Less]