fox chapter 4
Terms in this set (33)
the act of blending components together thoroughly
The ability to identify words that rhyme (/bad/ and/ mad/), do not rhyme (/bad/ and/ dog/), and think of rhyming words (/bad/ -/ sad/ -/ had/).
correspondence in the sounds of two or more lines (especially final sounds)
based around repeated/replicated measurements, skepticism invited, results = constantly changing
A procedure whereby a person systematically observes his behavior and records the occurrence or nonoccurrence of a target behavior.
a group of words that share the same root / basic form. The words use different affixes / morpheme additions to make different parts of speech. Examples: care, careful, careless, uncaring, carer, etc.
alphabetic word learners
Children who are capable of reading new words by analyzing all the letter and sound patterns and then using this information to pronounce the new words they see in text.
a speech sound that is not a vowel
two or more consonants spoken together without an intervening vowel (e.g. spoon, tree, blue, string)
Books that have an unusually high number of words that sound like they are spelled. Often these books consist of many words that represent a certain letter-sound pattern.
two successive letters (especially two letters used to represent a single sound: 'sh' in 'shoe')
a vowel sound that starts near the articulatory position for one vowel and moves toward the position for another
a strategy young children with good phonological awareness skills use when they write
contributes to comprehension and vocabulary alike, particularly in the early grades
Children who correctly spell known words and spell new words the way they sound.
phonetically regular word
Words that can be pronounced by associating sounds with letters.
the letters a, e, i, o, u, and sometimes y
the syllable that receives the emphasis (example: syllable, emphasis, etc)
attach or become attached to a stem word
Children who instantly recognize all the words in everyday text.
can stand alone. It is a complete word all by itself, although other word parts may be added to it to make new words.
A compound word is made when two words are joined to form a new word.
consolidated word learners
Children who read new words by identifying and pronouncing meaningful and nonmeaningful multiletter chunks in words.
are formed when one or more letters(and sounds) are deleted from words.
Word endings that change that part of speech, as in changing read (a verb) into readable (an adjective).
Greek and Latin roots
Word parts we borrowed from these two languages such at the port (from Latin meaning to carry) in portable.
an inflection that is added at the end of a root word
an affix that added in front of the word
the process of using familiar word parts (base words, prefixes, and suffixes) to determine the meaning of unfamiliar words.
a letter or syllable added to the end of a word
a unit of spoken language larger than a phoneme
Children who conventionally spell known words and, when spelling is not already memorized, may represents sounds with incorrect letter-sound patterns or write letters in the wrong sequence.
Syllables that are not prominent in stress. Most vowels in unaccented syllables have a soft, or short, sound.
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