Education Research Focuses on:

Pedagogy: instructional methods, instructional materials, teacher knowledge, and student outcomes.

Psychology: study of thinking and learning

(Memory attention, perception, and problem-solving)

Linguistics: Study of language structure

(Semantics, syntax, morphology, phonology, phonetics)

Neuroscience: Study of the function and structure of the brain

(Development, patterns of activity)

( D x LC = RC )

They use this mathematical equation to show that you cannot have good

RC (reading comprehension) without decoding and linguistic comprehension.

(phonemes- the smallest parts of spoken language that combine to form words. ) in spoken words. This includes blending sounds into words.

Categorize- which word has a different first/final/ medial sound

Blending phonemes- /c/ /a/ /t/ = cat; /m/ /e/ /t/ = met

Segmenting phonemes- chat= /ch/ /a/ /t/ (breaking the whole word down)

• Counting each /e/ /ach/ [2]

Adding phonemes- jump+s=jumps

Deleting phonemes- say sleep without the "s" (leep)

Substituting phonemes- change the [ch] in chose with [th] (those)

Reserving phonemes- cat-> flip flop the first and last sound= tack

Ability to think about and recognize large chunks in words.

Ability to recognize and manipulate the spoken parts of words.

Rhyming-

• recognition (lace/race)

• odd word out (cake, corn, shake)

• production (a word that rhymes with man)

Syllables

• counting (crick-et [2], e-ra-ser[3])

• blending (ta+ble=table)

• segmenting (football= foot and ball)

• adding (pill, add /o/ = pillow)

• deletion (cupcake without cup = cake)

• words that begin with the same sound (lazy Lindsey likes licorice)

Initial (first) Sounds

• Isolating first sounds (clap /c/, jump /j/, zipper /z/)

Onset-Rime- c*ake, w*ave, d*esk, ch*air, fl*at

• Onset- letter(s) before the vowel

  • Rime- the vowel and everything that follows

• blending ( l + eaf= leaf)

• segmenting (cape = /c/ and /ape/)

• Adding (ake, adding /f/ = fake

• deletion ( mice without /m/ = ice)

Substitution ( d-en -> change /d/ to /p/ = p-en)

• Tailor instruction according to what students know and can do.

• Small group instruction provides the most effective instructional environment.

• No single best way or program for teaching phonological awareness

or

A strategy necessary for decoding new words and for storing those words in orthographic memory

or

An essential component of effective reading instruction-- one of the five big ideas or pillars that should be addressed by effective reading programs.

• Can be in or out of context

• Phoneme: smallest unit of speech sound

• Grapheme: represents a phoneme

• Orthography: writing systems from representing language

  • English orthography has many patterns and constraints that help to speed the decoding process up

    • /k/: kiss or click

    • The letter x is never doubled

    • English words do not end in the letter v

The grapheme (or letter) k represents the phoneme (or sound) /k/

• grapheme m = phoneme /m/

• grapheme t = phoneme /t/

• grapheme l = phoneme /l/

Consonant Blends: two or three graphemes, each one representing a phoneme and maintaining their own sounds (before OR after the vowel sound in a syllable)

The graphemes (or letters) c-l represent the sounds /c/ /l/ or /cl/ (clean)

• graphemes s-t-r = phonemes /s/ /t/ /r/ or /str/ (stream)

• graphemes l-k = phonemes /l/ /k/ or /lk/ (milk)

  
  

  
  

Note: Digraphs can make a unique sound such as /sh/ or be another spelling for a single-consonant letter such as ph for f

The grapheme (or letters) ch represents the phoneme (or sounds) /ch/

• grapheme sh = phoneme /sh/ (shut)

• grapheme th =phoneme /th/ (throw) OR phoneme /th/ (that)

• grapheme ck =phoneme /k/ (pick)

• grapheme gh =phoneme /f/ (rough)

Consonant Trigraphs: one grapheme comprised of three letters that together represent one phoneme (after a short vowel sound at the end of a syllable).

Diagraph- Examples include "ch," "sh," "th," and "wh." Vowel diagraphs: These are pairs of vowels that form a single sound. Examples include "ai," "ee," "oa," and "ue."

21 constant letters in the alphabet.

18 of them have their own sound

Ex.

• "ch" as in "chair"

• "sh" as in "shoe"

• "th" as in "thumb"

• "wh" as in "whale"

• "ph" as in "phone"

Short vowels are characterized by their quick and clipped pronunciation.

1. A as in "cat"

2. E as in "bed"

3. I as in "sit"

4. O as in "hop"

5. U as in "cup"

When producing long vowels, the tongue position is typically held steady for a greater period, resulting in a prolonged sound. combinations:

1. A as in "cake" or "make"

2. E as in "be" or "scene"

3. I as in "time" or "like"

4. O as in "bone" or "rope"

5. U as in "cute" or "rule"

How many vowel phonemes/ more than vowel names?

• 19

• 5 concrete plus W and Y

Key symbols represent many of the vowel phonemes in unaccented syllables called Schwa Y and W

Diphthongs are vowel phonemes ex boil boy

Vowel digraph-two vowels that when placed together generate one sound. ex out owl

A vowel team- when you have two vowels that work together to make one sound. (long vowel)

Team- (slay, beet, feet) long vowel

Diphthong- creates a new vowel sound (out, owl, boy)

Contain one vowel letter that represents a short vowel sound

End in one or more consonants (consonants = closed sounds)

Many academic words are just a series of closed syllables (and nonsense words)

EX.-

• est-ab-lish

• trans-at-lan-tic

• un-in-hab-it-tic

  
  

Ends with the vowel letter (vowels= open sounds)

• Ex. exceptions: give, have, love

• English orthography- words in the English language do not end in the letter v

• Ends with a silent e

Ends with the vowel sound ( high, clay, snow) or a consonant (boat, moon).

Ex- Her first nurse

and or

(Exceptions: pick/le)

Limited number of Consonant =le syllables

• -ble -cle -dle

• -fle -gle -tle

• -ple -zle -kle

Always make the schwa sound

Keep the consonant +le together when dividing syllables

(More than one syllable can be stressed)

The vowel phoneme is the most prominent part of the syllable. Vowels behave differently in accented and unaccented syllables.

• Your con' duct is exemplary

• She will con' duct the orchestra tonight.

We identify the accented syllable by placing an accent mark (') after the syllable

Affixes typically form separate syllables. The accent usually falls on or within the root.

Compound words- the primary accent usually falls on or within the first word.

• snow' man, some' thing, cow' boy

Placement- will differ in homographs (spelled the same) that are a noun or verb. The accent usually falls on the first syllable of a noun.

• What is this object? = noun ob' ject

• Do you object? = verb ob ject'

If a word contains a double consonant (VCCV), the accent usually falls on the syllable that closes with the first letter of the double consonant.

• bet' ter, thun' der, trum' pet

For most multisyllabic words ending with the suffix -tion, -sion, or -ic, the primary accent will fall on the syllable preceding the suffix.

• ex ten' sion, mag net' ic, me' tion

If the last syllable contains a vowel team followed by a consonant, the syllable is most often accented.

• main tain', con ceal'

When there is no other clue, the accent will usually fall on the first syllable of the two-syllable word.

• fin' ish

Ex. Cat+s morpheme because the s makes it plural.

• It is more than word parts

• Can be categorized by both language of origin and grammatical role.

Bound morpheme- must be attached to another morpheme to have meaning. ex. prefixes (re), suffix (ful), plurals (s,es)

Morphological- We also spell by morphemes (smallest units of meaning)

Ex- past tense of spill

• sounds like spilld

• spelled like spilled

These units include prefixes, suffixes, root words, and bound roots.

Spelling

Vocabulary

Fluency

Comprehension

Phonology (pronunciation)

It is just the sound that you hear. Once you put letters down it becomes phonics.

phon= sound

eme= unit of language structure