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The Science of Reading is a body of research that investigates how children learn to read and what instructional approaches are most effective.

Every Child Can Read Act: requires that every school district in Kansas to implement a literacy program based on the science of reading, designed to ensure every student learns to read by third grade.

How have scientists studied reading? -eye movement and brain imaging

Frontal Lobe: pronunciation and articulation

Temporal Lobe: sound analysis and sound-symbol connections, visual word form area.

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Phonological awareness is the understanding that spoken language consists of words, syllables, rhymes, and phonemes and the ability to act on this understanding.

An auditory or oral skill that does not involve reading letters or words.

Children listen, speak, point, and gesture during phonological awareness instruction and practice.

The lack of phonological awareness is the most powerful predictor of the likelihood of failure to read.

- the most important factor in separating "normal" and disabled readers.

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Phonics: is the connection between phonograms(letter symbols) and sounds.

Phonics is a way of teaching reading and spelling that stresses symbol-sound relationships. It is not a method of teaching.

Why do students need Phonics:

1: To be better readers: Increased decoding skills which increases fluency which then increases comprehension. Increased vocabulary: latin/greek bases, prefixes and suffixes.

2: To be better spellers: Increased understanding of common spelling patterns. Along with Fidelity.

Vowels: speech sounds that are produced when breath flows out of the mouth without being blocked by the teeth, tongue, or lips.

Vowel sounds can go on and on.

19 Vowel Phonemes.

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Module 4: Phonics (single-letter consonants) 

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Module 4: Phonics (single-letter consonants) 

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Consonants: sounds that are made with the teeth, tongue and lips that partially block the flow of air.

Clipped short, don't go on and on.

18 Consonant Phonemes (single letters)

7 Consonant Digraphs (two letters)

3 Types of Consonants: Regular, Digraph, and Complex

Types of Consonants: Through the mouth : Plosives (exploders) and Fricatives (squeezers)

Through the nose: Nasal

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Morphology: the study of the smallest unit of meaning.

Affixes: Prefix, root word, suffix

Prefix: beginning of a word

Suffix: end of a word

Free Morpheme: has meaning on its own, cannot be broken down into smaller, meaningful parts, can stand alone as complete words.

Bound Morpheme: holds meaning, but cannot stand on its own, must be connected to another morpheme.

Why should we teach morphological awareness?: Vocabulary comprehension, Reading aloud, and Spelling all encompass this need to teach it.

Reading Comprehension: fluently read with ease in vocabulary leads to more successful comprehension.

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Hard C and Soft C are two complex consonants.

Hard C: before a, o, or u. In 3,915 words.
Soft C: before e, i, or y. In 1,295 words and is of Latin origin.

Hard G: before a, o, or u. In 1,397 words.
Soft G: before e, i, or y. In 727 words, when at the end of a word, it will always be followed by an e.

Complex Consonant Cluster: consists of two or more consonant sounds (consonant segments) that occur consecutively within a syllable.

These sounds may or may not belong to the same phoneme.

Complex consonants can appear at the beginning, middle, or end of a word.

Blends: 2 or more consonants together, each making their own sound.

Digraph: 2 consonants that work together to make one sound.

Buddy Letter: the letter ‘q’ is always followed by ‘u’. It never goes anywhere without its buddy.

Floss Letter: If a one syllable word ends in a vowel, immediately followed by f, l, s, or z, we double the consonant.

Welded Sounds: Two or more letters that when used together make an unexpected sound.

Advanced Digraphs and Trigraphs: Two or three letters that when put together make a new sound.

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Syllable: unit of pronunciation.

A word, or part of word, made by one push of breath.

They must contain a vowel phoneme (sound)

One vowel grapheme

Two vowel graphemes that create a vowel team

Syllables are one of the building blocks of words and play a vital word in pronunciation and decoding.

When there are 2 consonants, you split the consonants. If there is only one consonant, the later vowel gets it.

There is a long progression of syllables in teaching.

Started Phonemic Awareness around Pre-K & Kindergarten

Phonics in K-2

Multisyllabic words in 2-5

Break apart syllables to read and write.

Closed syllable: these syllables end in a consonant and the vowel is generally short.

can only have one vowel

the vowel is followed by one or more consonants

Open syllable: these syllables end in a vowel and the vowel is generally long.

has one vowel and it is the last letter in the syllable

Vowel + Consonant + E: these syllables have a long vowel and end with a silent E.

can only have one vowel, consonant, then an E.

Vowel Team Syllables: these syllables are spelled with two vowels next to each other. (working as a team)

R-Controlled Syllables: these syllables have a vowel followed by the letter R. The letter R affects the vowel sound.

Consonant +LE Syllables: these syllables have a consonant followed by LE at the end of the word. These letters make the final syllable.

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Phonemic awareness is the ability to work with the individual  sound or phoneme in spoken words.

Phonemic awareness is considered one of the critical early  literacy skills and serves as a foundation for reading and writing development.

Phoneme: smallest unit of spoken sound to distinguish one sound from another. Phon-: voice or sound. -eme: unit of language structure.

Grapheme: the written representation of a phoneme. Graph-: drawn, written, or recorded. -eme: unit of language structure.

26 total Graphemes
44 total Phonemes

Phoneme Blending: taking the individual phonemes and combining them to create a word, or nonsense word.
Phoneme Segmentation: breaking the whole word apart into the individual sounds
Phoneme Manipulation (Adding): taking a word or set of phonemes and adding another sound to it.
Phoneme Manipulation (Deletion): taking a word or set of phonemes and subtracting a sound from it.
Phoneme Substitution: replacing a sound in a word with another sound.