EDU 355- Test 3

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EDU 355- Test 3
2013-11-09 15:59:25
EDU 355 Test

EDU 355- Test 3
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  1. Decoding
    the ability to convert a word from print to speech
  2. How to become a proficient reader
    • be able to decode regular words
    • identify regular words
    • use word parts to read multisyllabic words
  3. Word Recognition Development- Ehri's Phases
    • Prealphabetic
    • Partial Alphabetic
    • Full Alphabetic
    • Consolidated Alphabetic
    • Automatic
  4. Systematic Instruction
    teach sounds and spelling relationships in logical instructional sequence
  5. Explicit Instruction
    concepts are clearly explained and skills are directly modeled
  6. 5 keys of good phonics instruction
    • develops an understanding of the Alphabetic Principle
    • incorporates phonemic awareness
    • provides sufficient practice in reading words
    • leads to automatic word recognition
    • it is only part of a comprehensive reading program
  7. Automaticity
    automatic word recognition
  8. The Alphabetic Principle
    written letters represent spoken sounds
  9. 4 forms of phonics instruction
    • Synthetic
    • Analogy
    • Analytic
    • Embedded
  10. Synthetic Phonics
    • explicit instruction
    • blending individual sounds into words
    • can begin at partial alphabetic stage
  11. Analogy Phonics
    • begins when students are already using phonograms (rimes)
    • full alphabetic stage- knows most common spellings and sounds
  12. Analytic Phonics
    • identify word patterns without blending individual sounds
    • consolidated alphabetic stage- see words in chunks
  13. Embedded Phonics instruction
    • implicit phonics instruction in context of authentic reading/writing experiences
    • least supportive and systematic
  14. the 6 steps to explicit instruction sequence
    • develop phonemic awareness
    • blend words- practice, practice, practice
    • build automatic word recognition
    • apply decodable text
    • word work- practice sorting words, Elkonin boxes, word building, spelling tests, dictation
  15. Permanently irregular words
    • contain one or more sounds/spellings that are unique to that word or a few words and are not completely decodable
    • ex- said, of, one, two, been, could, once
  16. Temporarily irregular words
    • these have one or more of the sounds/spellings in the word that have not yet been introduced. Students lack sufficient letter/sound knowledge to decode the words
    • ex- fir, fur, base, bay, catch
  17. When can students begin learning irregular words?
    once they can read CVC words are a rate of about one word every 1-3 seconds
  18. How to make sure that irregular words are practiced and seen often
    • lists
    • word walls
    • word banks
    • connected texts
  19. What makes an irregular word difficult to learn?
    • the number of irregularities in a word
    • whether the word is in the students vocabulary
  20. What is the best way to teach irregular words
    • High frequency before low frequency
    • words with less irregularities and then more
  21. What are three ways to introduce and practice irregular words?
    • Sound out strategy
    • word recognition grid
    • spell-out strategy
  22. Morpheme
    • meaningful parts of words
    • can be one or two syllables
  23. What are the two types of morphemes?
    Bound and free
  24. Bound morpheme
    prefixes, derivational, suffixes
  25. Free morpheme
    A morpheme that stands on its own
  26. What is the main component of a syllable
    it only has one vowel sound in it
  27. the purpose of multisyllabic word reading
    set guidelines that help students read words in chunks
  28. What are the three approaches to teaching multisyllable words?
    • syllable types and division principles
    • identifying affixes and word parts
    • using a more flexible approach
  29. 6 main types of syllables
    • closed syllables
    • open syllables
    • vowel combinations
    • R-controlled vowels
    • VCe words
    • C-le words
  30. Syllabication
    the division of a multisyllabic word into separate syllables with each syllable containing one vowel sound
  31. Sequence for syllable instruction
    • closed
    • vowel- silent e
    • open
    • vowel combination
    • consonant- le
    • r-controlled
  32. Syllable division principles
    • VC/CV
    • V/CV: VC/V
    • VC/CCV: VCC/CV
    • Consonant-le
  33. affixes
    • prefixes
    • suffixes
  34. Suffixe
    affixe that follow root words
  35. Prefixe
    affixe that comes before root words
  36. Root word
    • base word
    • a single word that cannot be broken into smaller meaningful words or parts