Payge Rivord – EngEd 370
word attack and word analysis: these terms suggest the act of translating print into speech through analysis of letter-sound relationships.
word recognition: immediate identification of a word
decoding: The conscious or automatic processing and translating of the printed word into speech
phonics: anything written
prealphabetic phase, partial alphabetic phase, full alphabetic phase, and consolidated alphabetic phase
The table below gives a brief description and example of each phase
onsets: The initial part of a word that proceeds the vowel
rimes: The part of the letter pattern in a word that includes the vowel and any continents that follows
analytic phonics instruction: A whole-to-part approach to word study in which the student is first thought a number of site words and then relevant phonic generalize Asians, which are subsequently applied to other words. It usually involves these steps:
- Observe a list of known words with a common letter – sound relationship
- Begin questioning about how the words look and sound the same and how they are different
- Elicit the common letter – sound relationship and discuss
- Have the learners phrase a generalized Tatian about the letter – sound relationship
synthetic phonics instruction: A part-to-whole phonics approach to reading instruction in which the student learns the sounds represented by letters and letter combinations, blends the Sounds together to pronounce new words, and finally identifies which phonics generalizations apply. The sequence of instruction usually goes like this:
- Teach the letter names
- Teach the sound or sounds each letter represents
- drill on the letter – sound relationships until rapidly recognized. Discuss rules and form generalize Asians about relationships that usually apply to words
- Teach the blending of separate sounds to make a word
- Provide the opportunity to apply blending to unknown words
linguistic phonics instruction: A beginning reading approach based on highly regular sound Dash symbol patterns, temporarily substituted for the term phonic in the early 1960s. This approach emphasizes learning to decode words through regular letter patterns. Linguistic programs include stories that are written with numerous words that repeat specific letter- sound relationships. This instruction is considered traditional and it’s purpose is to assist beginning readers in applying phonics instruction during text reading.
decodable text: text that is written with a large number of words that have phonetic similarities; there is typically a match between the text and the phonics elements that the teacher has taught
digraphs: two letters who sounds blend together to make one word
consonant blends: two or three consonants grouped together, but each consonant retains its original sound
dipthongs: sounds that consist of a blend of two separate bowel sounds.
EX: /oi/ as in “oil”
syllables: A vowel or a cluster of letters containing a vowel and pronounced as a unit
analogy-based instruction: this is sometimes referred to as analytic phonics, students are taught to use their knowledge of letters representing on sets and rhymes in words they already know how to pronounce, rather than their knowledge of letter Dash full name correspondence to pronounce unfamiliar words.
developmental stages of word learning and spelling
The table below gives a brief description of each developmental stage
embedded phonics instruction: this is often associated with holistic, meaning-centered teaching. In literature- based instruction students learn phonics skills in the context of stories that makes sense.
phonograms: another term for rimes
making words: Flipbooks make students aware of their word making capability when they substitute different consonants at the beginning of a rhyme.
word walls: words compiled on sheets of shelf paper hung on the wall of a classroom. Word walls are used by teachers to engage students in word study for a variety of instructional purposes
high-frequency words: sight words that cannot be sounded out and are frequently used in reading. These words require automaticity
cloze sentences: this is a fill in the blank method. Close activities can contain as few as one deletion in a sentence or up to 20 dilation’s in a passage. There are different dilution systems: selective or dilation, systematic or dilation, and partial word deletion. The kind of deletion system used determines what aspects of the passage student should focus on as they complete the close passages and discuss their responses
cross-checking: this involves re-reading a sentence or two to “cross – check” -confirm, modify, or reject- probable pronunciations of unknown words encountered during reading. If the sentence makes sense, the meaning confirms the readers crossed – checking; if this sentence doesn’t make sense, the reader tries again
self-monitoring: being aware of Miss cues, the pronunciation of unknown words, and comprehension processes during reading to develop the ability to correct oneself
structural analysis: A word recognition skills that involves identifying words and meaningful units such as prefixes, suffixes, and root words. Structural analysis also includes being able to identify inflected endings, compound words, and contractions.
morpheme: the smallest meaning unit of a word
inflected endings: suffixes that change the tense of degree of a word, but not the meaning
Payge Rivord 