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Low frequency words and are limited to a specific "domain". They often pertain to one content area.

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Words we use everyday in our speech. Common words that rarely require direct instruction

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AMISweb,

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-length of passage
-text difficulty
-difficulty of questions

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Phoneme Isolation, Phoneme Identity, Phoneme Categorization, and Phoneme Substitution.

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Consists of words we use when we speak

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Examples: alphabetic principle, phonics generalizations, decodable words, word recognition.

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Consists of words we can hear and understand

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Systematic & explicit or non-systematic.

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Words that are common in writing and other formal settings that students need to learn and understand text

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Examples: word comparison, rhyming, sentence segmentation, syllable segmentation and blending, onet-rime blending and segmenting, blending and segmenting individual phonemes, phoneme deletion and manipulation.

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Activating prior knowledge or making predictions impacts reading comprehension

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Intentional thinking where meaning is constructed through interactions between the text and reader.

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Increases reading comprehension. Includes four types of vocabulary: Listening, Speaking, Reading, and Writing.

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Reading words with no noticable cognitive or mental effort

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A teaching method that relates spoken sounds to written symbols.

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Ability to distinguish individual speech sounds called phonemes.

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The ability to recognize and manipulate the segments of sounds in words.

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-1-3 grades, mastered by 3rd grade.
-The more practice, the more fluent.
-3 elements: accurate, appropriate rate, appropriate prosody
-Silent Reading (No definitive research)