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A concise overview of key concepts related to decoding and word study in reading education. It covers topics such as graphemes, scarborough's reading ropes, orthography, the four-part processing model, ehri's phases of reading development (pre-alphabetic, early alphabetic, later alphabetic, and consolidated alphabetic), word chains, word sorts (open and closed), decodable text, and high-frequency words. It is useful for educators and students studying literacy and reading instruction, offering definitions and explanations of essential terms and strategies for improving reading skills. The document emphasizes the importance of phonological awareness, decoding, and sight recognition in developing proficient readers, and it provides practical examples and techniques for teaching these skills effectively.
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The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. Decoding A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). Graphemes Scarborough's Reading Ropes identify 3 major strands or sub skills that contribute to printed word recognition. What are they? - >>>>>Phonological awareness, decoding, and word recognition A writing system for representing language. Orthography To know what the word actually says, the reader must look closely at all the letter sounds and recode them into sound and sense True What is word study? - >>>>>The point of learning to decode by Phil's and to recognize orthographic patterns What is the goal of word study? - >>>>>To develop automatic recognition of words we've seen before and recall word spellings for writing. Example: word specific knowledge like bare and bear and your, you're. A word whose spelling or pronunciation does not conform to the system of sound-symbol correspondences or syllable patterns irregular words Explain the 4 part processing model - >>>>>Context to meaning, meant to phonological and orthographic
When students' abilities to read real words are tested with lists, using a timer, the ___________________________strand of the Reading Rope is being assessed - >>>>>Sight recognition True or false: the letter x is the only letter that stands for two phonemes, /k/ and so/ and occasionally /g/ and /z/. - >>>>>True What is a blend? - >>>>>A blend is not one sound but 2 or 3 adjacent consonants before before or after a vowel in a syllable. Example: c-l (clean), s-t (most), th-r(thrush) Name Ehri's Phases - >>>>>Prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic Pre-alphabetic - >>>>>Knows some, but not all, alphabet letter names and forms; does not know the sound they represent Early alphabetic - >>>>>Tries to sound out words by associating a sound with the first letter and perhaps another letter or two Later alphabetic - >>>>>Can spell words phonetically, including all the speech sounds, but is not accurate Consolidated alphabetic - >>>>>Generalizes phonics skills to unknown words, then uses context as a backup to recognize words. What is the purpose of a word chain - >>>>>To give students practice recognizing subtle differences between and among similar sounding words example: shin, thin, thimble, shim, sham, mam, mash, math. (Tell students when a "word is a nonsense word) What are the types of word sorts? - >>>>>Open and closed