Phonics
The smallest unit of speech distinguishing one word (or word element) from another.
Phoneme
Basic, familiar words that are commonly used by most students in everyday conversation.
Tier 1 words
The ability to identify and manipulate phonemes, onsets and rimes, and syllables; it includes phonemic awareness.
Phonological Awareness
Type of questioning that encourages self questioning by getting students to ask questions during reading.
Reciprocal Questioning (ReQuest)
The part of a written syllable that contains the vowel grapheme and any consonant graphemes that come after it.
Orthographic Rime
The smallest unit of writting.
Grapheme
Robust, high-frequency words that students encounter across the content areas and topics. Often have multiple meanings; sometimes referred to as academic vocabulary.
Tier 2 Words
When reading words takes very few of the attention resources available to the brain at any one time; when reading can be fluent, accurate, and expressive.
Automatic Word Recognition
Type of Questions that can have factual answers, that are not stated in the text; or could be open to several possible answers based on the text; require the student to read between the lines.
Inferential Questions
Words in two languages that share a similar meaning, spelling, and pronunciation.
Near cognates
within a syllable same vowel sound as well as any consonant sounds that may follow.
Rhyme
Low-frequency words that are very content specific.
Tier 3 Words
Knowledge of the specific letter-sound relationships
Decoding
This strategy refers to an instructional activity in which students use four strategies: summarizing, question generating, clarifying, and predicting.
Reciprocal Teaching
An exaggerated way of describing something for the sake of emphasis that often borders on the fantastical or ridiculous.
Hyperbole
Repetition of the initial sounds in words close enough together that you can still hear the echo of the initial sound.
Alliteration
Captures the important properties of a story schema and gives rules for generating well-formed stories (include the character, setting, initiating event, problem/conflict, plot, and resolution).
Story Grammar
Describes reading that is expressive with appropriate phrasing and intonation.
Prosody
Linking parts of a text by incorporating world knowledge to fill in gaps that are crucial story components.
Causal Inferencing
The repetition of a vowel sounds in non-rhyming stressed syllables near enough to each other for the echo to be discernible.
Assonance
The ability to break words down into individual sounds. For example, a child may break the word “sand” into its component sounds – /sss/, /aaa/, /nnn/, and /d/.
Phoneme Segmentation
Everything that is known about a topic that contributes to the comprehension of a specific passage.
Background Knowledge
This model suggests that reading is composed of three elements: automatic word recognition, understanding of the language in the text, and the use of strategies to achieve the purpose for reading
The cognitive Model
Refers to the structural patterns that are common to particular genres.
Knowledge of structure
Language of scholars, nobles, and the high class; are constructed around a bound root word whose meaning is modified through the addition of prefixes and suffixes. Syllable types: closed (eg. "spect"); Vce ("scribe"); R controlled ("port", "form"); stable final syllable ("ion").
Latin-layer Words