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Key
concepts
|
Meaning
|
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alphanumeric
codes
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visual
symbols such as the letters and the digits.
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analytic-sequential
learning preference
|
Learning
by attending to small details or parts of the information and retaining
them in the sequence or order in which they are presented.
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auditory
acuity
|
detecting
sounds of particular frequencies or levels of pitch
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auditory
discrimination
|
distinguishing
between words with similar sounds .
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auditory
figure-ground
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identifying
sounds in the presence of background noise for each ear
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auditory
perceptual processing
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Detecting
various parts of auditory information
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automaticity
|
Handling
information automatically, without needing to think about it
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blends
|
Consonant
letter clusters that occur commonly in words Example:
bl-,
cr-, -st, -nd
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cloze
reading tasks
|
Written
sentences from which words have been deleted.
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cognitive
skills
|
Ways
of reasoning or thinking
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comprehending
strategies
|
Actions
(strategies) readers use to link ideas that they are reading about,
These are the things readers do while they are reading.
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comprehension
|
A reader’s
understanding having read a text; it is what the reader has put
together having finished reading the text.
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concept
of a word
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Knowing
that a word has particular grammatical properties and is used in
particular ways in sentences.
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criterion
based tests
|
link
a reader’s score on a test with reading abilities or competencies
displayed
|
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decode
|
Say
or vocalize one or more letters
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digraph
|
Two
or more letters that represent or match one sound
Example:
sh,
ch, th, ph, wh, ck
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DVF
- distinctive visual features
|
The
letters that a reader selects to use to read a word.
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episodic
memory
|
Recalling
experiences, previous episodes in one’s life
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explicit
learning
|
Identifying
overtly the learning outcomes at any time
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explicit
teaching
|
definite,
clear, precise instruction as opposed to generalised instruction
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general
ability
|
The
ways in which readers reason or think about ideas. It is what is
measured by intelligence tests.
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grapheme
|
a letter
Example:
A, a
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graphophonics
|
Links
between sounds and letters (graphemes or orthography)
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|
high
frequency words
(Sight
words)
|
mostly
function words(or structure words) such as conjunctions, pronouns
and prepositions.
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infer
|
Think
beyond the information given in a text, make links with unstated
ideas using what readers know. Readers may infer or guess subsequent
events, purpose or intent.
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interactive
evaluation
|
Ask
readers to use particular strategies and note the ones that improve
their reading.
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letter
cluster pattern
|
A string
of letters that constitutes a part of a word.
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lexical
access
|
opening
up or ‘getting into’ the word bank
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lexicon
|
dictionary,
word bank
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literal
comprehension
|
Understanding
sentences as they are written.
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metacognition
|
knowledge
of one's own thinking and learning activities, knowing how to manage
and direct one’s thinking and learning
|
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metalinguistic
|
how
words are used, how words operate
|
| morpheme |
the
smallest meaningful unit in the grammar of a language. The word
'unladylike' consists of three morphemes and four syllables.
Example:
un-
'not'
lady-
'(well behaved) female adult human'
like- ' having the characteristics of '
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norm
based tests
|
link
a reader’s score on a test with age and / or grade norms, describe
the performance as a %ile rank or stanine score, a standard score.
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onsets
(and rimes)
|
parts
of syllables. The onset is the consonant or consonant cluster before
the vowel
Example:
Word: that
Onset: th_
Rime:
_at
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orthographic
knowledge
|
knowledge
of letter clusters; patterns of letters used in written English
to write words
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phoneme
|
A single
sound
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phonemic
knowledge
|
knowledge
of individual speech sounds or phonemes
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phonemic
recoding
|
changing
each letter into a sound
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phonics
|
links
between patterns of sounds phonemes) and patterns of letters (graphemes)
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phonological
awareness
|
awareness
of the different sound units in oral language
Example:
syllables, onsets and rimes
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phonological
knowledge
|
what
we know about the sound properties
(phonology)
of our language
|
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pre-literate
developments
|
Knowledge
children learn in the years before they begin to learn to read
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prose
reading
|
Reading
sentences, words linked into strings of meaning
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psycholinguistic
knowledge
|
the
reader's knowledge of oral language
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RAN
- Rapid Automatised Naming
|
recalling
names automatically, such as the sound of each letter fast enough
so they can blend them and link with the letter pattern
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readability
|
The
readability of a text indicates its reading grade level or comparative
difficulty of texts
|
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receptive
vocabulary
|
understanding
spoken words
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rime
unit
|
Part
of a syllable that includes the vowel and any consonants that come
after it
Example:
word: that
onset:
th__
rime: __at
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segmentation
|
the
process of breaking words into smaller sound units
Example:
hat = /h/ + /at/ OR
/h/
+ /a/ + /t/
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STAM
- Short term Auditory Memory
|
Retaining
briefly a sequences of auditory sounds in order to use them in various
ways
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STWM
- Short Term Working Memory
|
Retaining
ideas briefly while a person thinks about them, combines them in
various ways
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sensory
impairment
|
Difficulty
sensing or receiving information. We usually use it to apply to
visual and auditory information
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sentence
meaning propositions
|
The
meaning coded in a sentence, between the various verbal concepts
mentioned.
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sub
vocally
|
Talking
to yourself about ideas ‘in your head’, saying things to yourself
without saying them aloud.
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visual
perceptual abilities
|
Abilities
to do with detecting visual information
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