Reading Comprehension: product of decoding and linguistic comprehension (DxLC=RC)

Linguistics: language structure, semantics, syntax, morphology, phonology, and phonetics

Dyslexia: caused by phonological processing problem and have trouble manipulating language

Phoneme: smallest segment of speech (phon): sounds (eme): unit of language structure

Isolate: individualize first/final/medial sound

Categorize: differentiate first final/medial sound

Blending: all together

Segmenting: counting

Adding: add letters to preexisting words

Deleting: remove letters from preexisting words

Substituting: change letters

Reversing: flip flop first and last sound

Early Skills: counting words, rhyming (recognition/odd word out/production), syllables (counting/blending/segmenting/adding/deletion)

Alliteration: words begin with same sound

Initial Sounds: isolating first sounds

Onset-Rime: (onset): letters before vowel (rime): vowel and following

Decoding: ability to translate a word from print to speech using phoneme-grapheme correspondences

Orthography: a writing system for representing language

Graphemes: letter(s) that represent a single phoneme

Consonant Blends: 2/3 graphemes representing a phoneme and maintaining own sound

Consonant Digraphs: 1 grapheme comprised of 2 letters that represent 1 phoneme

Consonant Trigraphs: 1 grapheme comprised of 3 letters that represent 1 phoneme

Short Vowels: short sounding

• Breve: (˘) shows short vowel pronunciation

Long Vowels: long sounding, say their name

• Macron: (¯) shows long vowel pronunciation

Accented Syllable: stressed syllable emphasis

Unaccented Syllable: no stressed syllable emphasis

Schwa: /ə/ unaccented vowel in unaccented syllable (short u sound)

Vowel Digraphs: two letters making one sound

Vowel Teams: two vowels coming together to create familiar sounds (long)

Vowel Diphthongs: two vowels coming together to create new sounds

CVC: a word made up of a consonant-vowel-consonant sound

CVVC: a word made up of a consonant-vowel-vowel-consonant sound

CVCe: a word made up of a consonant-vowel-consonant-silent e sound (the e makes the vowel say it's long pronunciation)

• more than word parts

• can be categorized by both language of origin and grammatical role

Morphological Awareness: explicitly thinking about the smallest units of meaning in language and how they come together to provide meaning about the words we hear and read

Morphemes: the smallest unit of meaningful parts in our language

• Free: a morpheme that can stand alone

• Bound: a morpheme that must be attached to another morpheme in order to have meaning

Word Types:

• Simple: one free morpheme

• Compound: two free morphemes

• Complex: one free and at least one bound

• Compound-Complex: two free and one or more bound

Morphophonological: we spell by sound and morphemes

Syllables: larger sound units

Closed Syllables:

• contain 1 vowel letter that represents a short vowel sound

• end in 1 or more consonants (consonants = closed sounds)

Open Syllables:

• contain 1 vowel letter that represents a long vowel sound

• ends with the vowel letter (vowels = open sounds)

VCE Syllables:

• generally represent long vowel sounds

  • English Orthography: words in the English language do not end in the letter v (letter e is added)

• end with a silent e (the bossy e)

Vowel Team Syllables:

• contain 2 (or more) letters that represent long (or short) vowels, variant vowels, or diphthongs (vowel digraphs)

• ends with the vowel sound or a consonant

R-Controlled Syllables:

• when a vowel is followed by r, the letter affects the sound of the vowel (the bossy r)

Consonant + LE Syllables:

• when -le appears at the end of a word and is preceded by a consonant, the consonant +le form the final syllable

• always make the schwa sound

• keep the consonant +le together when dividing syllables (exposes the 1st syllable as closed, open, or r-controlled)

Syllables and Accent Patterns:

• in multisyllabic words, at least 1 syllable receives more emphasis, or greater stress, than the other syllables

  • in multisyllabic words, more than 1 syllable can be stressed

• the vowel phoneme is the most prominent part of the syllable, vowels behave differently in accented and unaccented syllables

• affixes (prefixes and suffixes) typically form separate syllables, the accent usually falls on or within the root

• in compound words, the primary accent usually falls on or within the first word

• the placement of the accent will differ in homographs (spelled the same) that are a noun or a verb, the accent usually falls on the 1st syllable of a noun

• if a word contains a double consonant (VCCV), the accent usually falls on the syllable that closes with the 1st letter of the double consonant

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

• if the last syllable contains a vowel team followed by a consonant, the syllable is most often accented

• when there is no other clue, the accent will usually fall on the first syllable of a 2 syllable word

Scarborough's Reading Rope: language/word components of a skilled reader

Fluency: recognize words accurately, sound out words, use of context clues

Graphophonic: sound-spelling relationships

Syntactic: grammar/language structure, word choice/placement

Semantic: knowledge of world, understanding cues, making sense of sentences