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| the study of the sound system of a language |
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| letters (or symbols) that represent phonemes (a.k.a. sounds). |
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| study of the structure of words and word formation |
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| smallest representation of meaning; knowledge in this particular area will help students in word analysis |
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| vocabulary of a language; keep in mind that vocabulary is the most changeable component in language |
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describes the way that meaning is conveyed in a language |
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| the implied meaning of words and ideas |
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the literal meaning of words and ideas |
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| describes how context can affect interpretation of communication |
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| a disorder that describes any kind of abnormality in the vibration of the vocal fold. |
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describes abnormalities created when sound passes through the vocal tract |
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| results from a lesion to the a region in the upper back part of the temporal lobe of the brain; this creates problems with listening comprehension and retrieval of words from memory |
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results from damage to the lower back part of the frontal lobe; this affects speaking ability and causes problems with articulation and fluency |
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| ability to understand that words have smaller components called sounds & that these sounds together create syllables and words. |
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a literacy technique used to emphasize phoenes by using successive words that begin with the same consonant sound or letter ex. Peter Piper picked a peck of pickled peppers. |
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| the ability to conceptualize and separate words into their basic pronunication components which are syllables. |
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| emphasizes phonics instruction |
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| promotes reading comprehension and enrichment |
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| the ability to connect letters of the alphabet with the sounds that they produce |
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| pictographic writing systems |
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| designed to represent words or ideas with a visual immage representing the concept |
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represents syllables with signs; more efficient than pictographic writing |
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| uses sounds of the language as a basic unit for writing; english and spanish use this kind of system |
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| method of teaching beginners to read and pronounce words by teachign them the phonetic value of letters, letter groups, and syllables. |
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| begins with the whole and then proceeds to its individual parts; represents the Whole Language approach. |
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| a process that begins with a child reading a selection orally, and an examiner noting variations of the oral reading from the printed text. |
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| the way that children approach a written word in order to decode and obtain meaning from it. |
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| 220 of the most frequently used words in the English language according to Edward Dolch; if children recognize these, they can become more fluent readers |
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| help identify unknown words |
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| require a child to think about the meanings of words, and what is already known about the topic being read. |
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provides clues detailing the word order in sentence. |
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| clues that pay special attention to morphemes (letter groups) |
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| prefixes, suffixes; may change the syntactic classification of a word |
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