Flashcards
Phonics Study Guide
Flashcards do conjunto (79)
- 1accent (primary)The syllable in a word that receives the strongest and loudest emphasis
(Dow & Baer, 2013) - 2allophoneA sound variant of a single phoneme that may be indistinguishable to speakers of another language.
Example: /l/ and /r/
(Dow & Baer, 2013) - 3analytic phonicsA whole-to-part phonics approach that emphasizes starting with whole words and identifying individual sounds as parts of those words. Efforts are generally made to avoid pronouncing letter sounds in isolation;
also known as implicit phonics
(Dow & Baer, 2013) - 4approximatesIn linguistics, a classification category often describing the sounds /l/ and /r/
(Dow & Baer, 2013) - 5auditory discriminationThe ability to hear similarities and differences between sounds as they occur in spoken words
(Dow & Baer, 2013) - 6base wordA word to which prefixes and/ or suffixes are added to create new but related words; the simplest member of the word family
(Dow & Baer, 2013) - 7breveAn orthographic diacritic symbol ( ˘ ) placed above vowel graphemes to indicate pronunciation
(Dow & Baer, 2013) - 8circumflexAn orthographic diacritic symbol ( ˆ ) placed above vowel graphemes to indicate pronunciation
(Dow & Baer, 2013) - 9closed syllableAny syllable ending with a consonant phoneme.
Examples; come /m/, ran /n/
(Dow & Baer, 2013) - 10compound wordA word made up of two or more base words
(Dow & Baer, 2013) - 11consonant blendSounds in a syllable represented by two or more letters that are blended together without losing their identity.
Examples; blue /b/ /l/, flip /f/ /l/
(Dow & Baer, 2013) - 12consonantsSounds represented by any letter of the English alphabet except a, e, i, o, and u. Consonants are sounds that are made by closing or restricting the breath channel
(Dow & Baer, 2013) - 13decodingThe process of determining the pronunciation of an unknown word
(Dow & Baer, 2013) - 14deductive instructionInstructional procedure that centers on telling children about generalizations and having them apply the generalizations to specific words; a general-to-specific emphasis
(Dow & Baer, 2013) - 15diacriticSpecial symbol used above vowel letters to indicate their pronunciation
(Dow & Baer, 2013) - 16dialectA phonological, semantic, and grammatical variant of a language
(Dow & Baer, 2013) - 17dynamic indicators of basic early literacy skills (DIBELS)A set of measures and procedures that evaluate the foundational skills of reading including phonemic awareness, alphabetic knowledge, accuracy and fluency, reading comprehension, and vocabulary
(Dow & Baer, 2013) - 18digraphTwo letters that stand for a single phoneme.
Examples; thin /th/, rang /ng/
(Dow & Baer, 2013) - 19diphthongA single vowel sound made up of a blend of two vowel sounds in immediate sequence and pronounced in one syllable
Examples; oil, boy /oi/,
(Dow & Baer, 2013) - 20ESLEnglish as a second language
(Dow & Baer, 2013) - 21graphemeA letter or combination of letters that represents a phoneme.
Examples; bat /b/, phone /f/
(Dow & Baer, 2013) - 22inductive instructionInstructional procedure that begins with an analysis of specifics from which generalizations are formed; a specific-to-general emphasis
(Dow & Baer, 2013) - 23L1A learner’s primary or first language
(Dow & Baer, 2013) - 24L2A child or adult who is learning a second language other than the first or native language
(Dow & Baer, 2013) - 25LEPLimited English proficiency
(Dow & Baer, 2013) - 26macronAn orthographic diacritic symbol ( ¯ ) placed over a vowel letter to show that it is pronounced as a long sound
(Dow & Baer, 2013) - 27onsetThe consonant sound(s) of a syllable that comes before the vowel sound
(Dow & Baer, 2013) - 28open syllableAny syllable ending with a vowel phoneme
Examples; see /ē/, may /ā/
(Dow & Baer, 2013) - 29phoneme blendingThe process of recognizing isolated speech sounds in the ability to pronounce the word for which they stand
(Dow & Baer, 2013) - 30phoneme segmentationThe ability of isolating all the sounds of a word
(Dow & Baer, 2013) - 31phonemeThe smallest sound unit of a language that distinguishes one word from another.
Example; /h/ distinguishes hat from at
(Dow & Baer, 2013) - 32phonemic awarenessThe ability to recognize spoken words as a sequence of individual sounds
(Dow & Baer, 2013) - 33phoneticsThe scientific study of human speech sounds
(Dow & Baer, 2013) - 34phonicsA method in which basic phonetics, the study of human speech sounds, is used to teach beginning reading
(Dow & Baer, 2013) - 35phonogramA letter sequence composed of a vowel grapheme and ending consonant grapheme(s) that represent a sound
Examples; wig /ig/, back /ack/
(Dow & Baer, 2013) - 36r-controlled vowelWhen a vowel letter is followed by the letter R, it makes the vowel sound neither long nor short
Example; in her the vowel sound becomes /û/
(Dow & Baer, 2013) - 37rimeThe part of a syllable that includes the vowel sound in any consonant sound(s) that comes after it. The graphic representation of a rime is referred to as a phonogram
Example; in mat, the onset is /m/ and the rime is /at/
(Dow & Baer, 2013) - 38rootOften used as a synonym for base word
(Dow & Baer, 2013) - 39schwa soundAn unstressed vowel sound commonly occurring in unstressed syllables. Represented by (ə), closely resembles the short sound for u.
Examples; a in about, i in pencil
(Dow & Baer, 2013) - 40syllableA unit of pronunciation consisting of a vowel alone or a vowel with one or more consonants. There can only be one vowel phoneme (sound) in each syllable.
(Dow & Baer, 2013) - 41synthetic phonicsA part-to-whole phonics approach that emphasizes the learning of individual sounds, often in isolation, and combining them to form words; also known as explicit phonics
(Dow & Baer, 2013) - 42TESOLTeaching English as a second language
(Dow & Baer, 2013) - 43umlautAn orthographic symbol placed above vowel graphemes to indicate pronunciation
(Dow & Baer, 2013) - 44affixMost commonly a suffix or prefix attached to a base word, stem, or root
(Bear, et al. 2020) - 45affixationThe process of attaching a word part, such as a prefix or suffix, to a base word, stem, or root
(Bear, et al. 2020) - 46ambiguous vowelsA vowel sound represented by a variety of different spelling patterns
Example; /ä/ sound in cause, lawn, and false
(Bear, et al. 2020) - 47automaticityRefers to the speed and accuracy of word recognition and spelling. Automaticity is the goal of word study instruction and frees cognitive resources for comprehension
(Bear, et al. 2020) - 48cognatesWords in different languages derived from the same root. They are the same or similar in spelling and share the same or similar meanings
(Bear, et al. 2020) - 49emergentA period of literacy development ranging from birth to beginning reading. This period precedes the letter name-alphabetic stage of spelling development
(Bear, et al. 2020) - 50high frequency wordsWords that make up roughly 50% of any text—those that occur most often
Examples; the, was, were, is
(Bear, et al. 2020) - 51homographsWords that are spelled like but have different pronunciations and different meanings
Example; “tear paper” and “shed a tear”
(Bear, et al. 2020) - 52homonymsWords that share the same spelling but have different meanings
Examples; “I read a book” “I need to read the book”
(Bear, et al. 2020) - 53homophonesWords that sound alike, are spelled differently, and have different meanings
Example; “bear” and “bare
(Bear, et al. 2020) - 54independent levelThe level of academic engagement in which an individual works independently, without need of instructional support. Independent level behaviors demonstrate a high degree of accuracy, speed, ease and fluency.
(Bear, et al. 2020) - 55interactive read-aloudsA reading format to support emergent reading where the teacher reads aloud to the students and invites discussion and other participation
(Bear, et al. 2020) - 56interactive writingA cooperative instructional strategy whereby a text is composed with student input and the writing is done larger largely by the students under supervision to create an accurately spelled final version. It can be used to model writing strategies and concepts about print
(Bear, et al. 2020) - 57interactive spellingAlso known as “spelling as best as you can”; allow students to write even before they can read during the emergent stage
(Bear, et al. 2020) - 58letter name-alphabetic spelling stageThe second stage of spelling development, in which students represent beginning, middle, and ending sounds of words with phonetically accurate letter choices, often based on the sound of the letter name itself, rather than learned letter-sound associations.
(Bear, et al. 2020) - 59long vowelsEvery vowel has two sounds, commonly referred to as “long” and “short”. The long vowel sound “says it’s letter name” and frequently are paired with other vowels as in bake and beak
(Bear, et al. 2020) - 60morphemesMeaning units in the spelling of words, such as the suffix -ed, which signals past tense, or the root graph in the words autograph or graphite
(Bear, et al. 2020) - 61other vowelsVowels that are neither long nor short and include r-influenced vowels and diphthongs, such as OY or OU
(Bear, et al. 2020) - 62partial alphabetic readers/phaseEhri’s second phase of word recognition, in which students use partial clues, primarily initial consonants, to identify words.
(Bear, et al. 2020) - 63pre-alphabetic readers phaseEhril’s first phase of word recognition, in which students use non-alphabetic clues, like word length or distinctive print, to identify words
(Bear, et al. 2020) - 64preconsonantal nasalsNasals that occur before consonants, as in the words bump or sink. The vowel is nasalized as part of the air escapes through the nose during pronunciation
(Bear, et al. 2020) - 65prefixIn a fix attached at the beginning of a base word or word route that changes the meaning of the word
(Bear, et al. 2020) - 66semiphoneticWriting that demonstrates some awareness that letters represent speech sounds. Beginning and or ending consonant sounds of syllables or words may be represented, but medial vowels are usually omitted. Semiphonetic writing occurs at the end of the emergent stage, or the very outset of the early letter name-alphabetic stage
(Bear, et al. 2020) - 67shared readingAn activity in which the teacher pre-reads a text and then invites students to join in on subsequent readings
(Bear, et al. 2020) - 68short vowelsEvery vowel has two sounds, commonly referred to as long and short. The vocal cords are more relaxed when producing the short vowel sounds than the long vowel sound. Because of this, short vowel sounds are often referred to as lax. The five short vowels can be heard at the beginning of these words: apple, Ed, igloo, octopus, and umbrella.
(Bear, et al. 2020) - 69sight wordsPrinted words stored in memory by the reader that can be read immediately, “at first sight”, without having to use decoding strategies.
(Bear, et al. 2020) - 70spelling inventoriesAssessments that ask students to spell a series of increasingly difficult words used to determine what spelling features students know or use book infuse, as well as a specific developmental stage of spelling
(Bear, et al. 2020) - 71stop consonantsA consonant sounds such as /t/ that is formed by briefly obstructing air in the vocal track followed by puff of air. Stop consonant sounds (/b/, /d/, /g/, /k./, and /t/) cannot be prolonged without distorting the sound.
(Bear, et al. 2020) - 72stressed syllableThe syllable in a word that is given an added emphasis when spoken and marked with bold letters or accent marks in the dictionary.
Example: ap’ ple
(Bear, et al. 2020) - 73suffixIn a fix attached at the end of a base word or root word.
(Bear, et al. 2020) - 74syllables and affixes stageThe fourth stage of spelling development, which coincides with intermediate reading. Syllables and affixes spellers learn about the spelling changes that often take place at the point of transition from one syllable to the next. Frequently this transition involves consonant doubling or dropping the final -e before adding a suffix
(Bear, et al. 2020) - 75syntaxKnowledge underlying the ability to arrange words into phrases and sentences
(Bear, et al. 2020) - 76unstressed syllableThe syllable in a word that gets little emphasis and may have an indistinct vowel sound, such as the first syllable in about, the second syllable in definition, or the final syllables in doctor or table
(Bear, et al. 2020) - 77within word pattern spelling stageThe third stage of spelling development, which coincides with the transitional period of literacy development. Within word pattern spellers have mastered the basic letter-sound correspondence of written English and they grapple with letter sequences that function as a unit, especially long-vowel patterns that include silent letters
(Bear, et al. 2020) - 78word familiesPhonograms or words that share the same rime.
Example; fast, past, last
In the derivational relations stage, word families refers to words that share the same route or origin as in spectator, spectacle, and inspect
(Bear, et al. 2020) - 79SourcesBear, D.R., Invernizzi, M., Templeton, S., Johnston, F. (2020). “Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (7th ed.)” Upper Saddle River, NJ: Pearson Education
Dow, R.S., Baer, G.T., (2013). “Self-Paced Phonics: A Text for Educators (5th ed.) Boston, MA: Pearson Education.
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- Education FlashCards sobre Phonics Study Guide, criado por Molly Huntington em 26-04-2020.
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- Molly Huntington
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