Praxis 5272 key terms

The ability to notice and work with the individual sounds in spoken words, such as blending, segmenting, and deleting phonemes. It is auditory and does not involve printed letters.

Instruction in the letter-sound relationships of a written language, teaching students to connect printed letters and patterns to the sounds they represent in order to decode and spell words.

The smallest unit of sound in a language that can change a word's meaning, such as the three distinct sounds in the spoken word cat.

A written letter or group of letters that represents a single phoneme, such as the two letters sh standing for one sound in ship.

The process of translating printed words into spoken language by applying knowledge of letter-sound correspondences and spelling patterns to sound out unfamiliar words.

Two letters that together spell a single sound, as in sh, ch, th, or the vowel pair ea in bread. The letters do not each keep their own sound.

A written or spoken sequence in which two or more consonants appear together but each sound is still heard, such as the st in stop or the bl in blue.

Reading text accurately, at an appropriate rate, and with suitable expression. Fluent reading frees attention for comprehension rather than word-by-word decoding.

The rhythmic and intonational features of oral reading, including phrasing, stress, and pitch, that convey meaning and signal comprehension to a listener.

The smallest meaningful unit of language, which may be a whole word such as dog or a bound part such as the plural -s or the prefix un-.

The study of how words are built from meaningful units, including roots, prefixes, and suffixes. Instruction in it supports vocabulary, spelling, and reading of multisyllabic words.

A morpheme attached to a base or root word to change its meaning or grammatical role, such as the prefix re- in reread or the suffix -ness in kindness.

The conventional writing system of a language, including its spelling patterns, letter sequences, and rules about how sounds are represented in print.

A unit of pronunciation containing one vowel sound, with or without surrounding consonants. Syllable division helps readers decode unfamiliar multisyllabic words.

The body of words a reader or speaker knows and can use. Depth and breadth of word knowledge strongly predict reading comprehension and academic success.

Information in the surrounding text, such as definitions, examples, or contrasts, that helps a reader infer the meaning of an unfamiliar word.

A graphic organizer that groups words related to a central concept, showing categories and connections. It builds vocabulary depth by linking new words to known ideas.

The organized background knowledge a reader brings to a text. Activating relevant schema helps readers connect new information to what they already know.

The construction of meaning from text by integrating word recognition, background knowledge, and reasoning. It is the ultimate goal of reading instruction.

A conclusion drawn by combining explicit text information with background knowledge when the author does not state the idea directly.

Awareness and regulation of one's own thinking while reading, including monitoring understanding, noticing breakdowns, and choosing repair strategies.

An instructional technique in which a teacher or student verbalizes the thoughts used while reading or solving a problem, making invisible comprehension strategies visible.

The organizational pattern an author uses, such as cause and effect, compare and contrast, sequence, description, or problem and solution. Recognizing it supports comprehension and recall.

A visual display that shows relationships among ideas, such as a Venn diagram, timeline, or concept map. It supports comprehension and planning in reading and writing.

The broad awareness of the sound structure of spoken language, including syllables, rhymes, and words in sentences. Phonemic awareness is the most advanced part of it.

The ability to identify printed words accurately and automatically. Strong word recognition frees cognitive resources for comprehension during reading.

An assessment in which a teacher records a student's oral reading, marking errors, self-corrections, and fluency to analyze reading behaviors and guide instruction.

Any deviation from the printed text during oral reading, such as a substitution, omission, or insertion. Analyzing miscues reveals the strategies a reader is using.

Ongoing assessment used during instruction to monitor learning and adjust teaching, such as exit tickets, observations, or quick checks for understanding.

An assessment given at the end of a unit or period to measure overall achievement against standards, such as a final test or portfolio review.

Planning and adapting content, process, or product to meet varied readiness, interests, and learning profiles within the same classroom.

Temporary support a teacher provides so a student can complete a task just beyond independent ability, gradually removed as competence grows.

The range of tasks a learner can accomplish with guidance but not yet alone. Instruction is most effective when aimed within this range.

The recursive stages writers move through, typically planning, drafting, revising, editing, and publishing. Instruction treats these as flexible rather than strictly linear.

The stage of writing in which an author reconsiders and changes content, organization, or word choice to improve clarity and effectiveness, distinct from correcting surface errors.

The stage of writing focused on correcting conventions such as grammar, spelling, punctuation, and capitalization, usually after larger content revisions are complete.

The agreed rules of written language, including grammar, usage, punctuation, capitalization, and spelling, that make text readable and standard.

A scoring guide that lists criteria and describes levels of performance, used to evaluate writing or projects consistently and to communicate expectations to students.

A published piece of writing studied closely to model craft, structure, or language features that students then apply in their own writing.