OAE Foundations of Reading flashcards
OAE Foundations of Reading · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Alphabetic principle
- The understanding that letters and letter combinations represent the phonemes of spoken language in a systematic way, enabling readers to decode unfamiliar words.
- Simple View of Reading
- A model stating that reading comprehension equals decoding multiplied by language comprehension, so weakness in either factor limits overall reading comprehension.
- Ehri's consolidated alphabetic phase
- The final phase of word reading in which readers recognize letter chunks, spelling patterns, and morphemes as units, allowing fast and accurate word recognition.
- Concept of word
- The emergent literacy understanding that a spoken word corresponds to a written word, and that sentences are made of separate words separated by spaces.
- Phonemic awareness
- The ability to notice, think about, and manipulate individual phonemes in spoken words, such as blending, segmenting, deleting, and substituting sounds.
- Phonological awareness continuum
- The progression from word and syllable awareness to onset-rime awareness and finally to phoneme-level awareness, with phoneme manipulation being the most difficult level.
- Elkonin boxes
- A phonemic awareness tool with one box per phoneme; students push a token into each box as they say each sound, linking sounds to graphemes.
- Phoneme segmentation
- The ability to break a spoken word into its individual phonemes, for example separating cat into /k/ /a/ /t/, a strong predictor of later reading success.
- Consonant digraph
- Two consonant letters that represent a single phoneme, such as sh in ship, ch in chair, th in thin, and ck in back.
- Consonant blend
- Two or three consonants that appear together in a word but each retain their own sound, as in bl in black or str in street.
- Silent-e rule
- A final silent e usually makes the preceding vowel long, as in cap to cape and hop to hope, a common VCe pattern.
- Six syllable types
- Closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le; each type determines the vowel sound in a syllable.
- Morphemic analysis
- A word-analysis strategy that uses prefixes, suffixes, roots, and inflectional endings to determine the meaning and pronunciation of unfamiliar multisyllabic words.
- Oral reading fluency
- Reading connected text with accuracy, appropriate rate, and prosody; it bridges word recognition and comprehension and is often measured in words correct per minute.
- Prosody
- The expressive dimension of fluency involving appropriate phrasing, pitch, stress, and intonation, which supports and reflects comprehension of text.
- Repeated reading
- A fluency routine in which a student rereads a short passage several times with feedback, improving accuracy, rate, and expression on that text.
- Instructional reading level
- Text difficulty at which a student reads with roughly 90 to 94 percent accuracy, providing enough challenge for growth with teacher support.
- Tier 2 vocabulary
- High-frequency academic words that appear across content areas, such as analyze, contrast, and evidence, which are especially valuable targets for direct instruction.
- Context clues
- Information in surrounding text, such as definitions, synonyms, antonyms, examples, or punctuation, that helps a reader infer the meaning of an unknown word.
- Frayer model
- A graphic organizer for vocabulary that includes a definition, characteristics, examples, and non-examples to build deep conceptual understanding of a word.
- Morphological awareness
- Knowledge of how prefixes, suffixes, and roots combine to form words, which supports vocabulary growth and decoding of multisyllabic words.
- Reciprocal teaching
- A comprehension routine in which students take turns leading dialogue using four strategies: predicting, questioning, clarifying, and summarizing.
- QAR
- Question-Answer Relationship, a framework classifying questions as Right There, Think and Search, Author and Me, or On My Own to teach students where answers come from.
- Story grammar
- The structural elements of narrative text, including characters, setting, problem, events, and resolution, used to support comprehension and retelling.
- Inferential comprehension
- Understanding ideas that are implied rather than stated directly, requiring the reader to combine text information with background knowledge.
- 6+1 Traits
- A writing framework covering ideas, organization, voice, word choice, sentence fluency, conventions, and presentation for assessing and teaching writing.
- Developmental spelling stages
- A progression from pre-phonemic and early phonemic spelling to letter-name, within-word pattern, syllable juncture, and derivational relations stages.
- Revision versus editing
- Revision improves content, organization, and clarity, while editing corrects conventions such as spelling, grammar, punctuation, and capitalization.
- Progress monitoring
- Frequent, brief assessment of a student's learning, such as curriculum-based measurement, used to judge whether instruction is working and adjust it.
- Curriculum-based measurement
- Standardized, brief, timed measures of basic skills, such as oral reading fluency, used for universal screening and to track academic growth over time.
- Miscue analysis
- Examination of oral reading errors and self-corrections to determine whether a reader is relying on meaning, structure, or visual information.
- Response to intervention tiers
- A tiered prevention model: Tier 1 is core instruction for all, Tier 2 is targeted small-group support, and Tier 3 is intensive individualized intervention.