THE LOGOPHILE LEXICON
PART VI: THE ESSENTIALS
IN THIS SECTION
6.1: The Essentials of Reading
6.2: The Essentials of Learning
THE LOGOPHILE LEXICON >> HOME >> INDEX
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6.1: The Essentials of Reading
6.2: The Essentials of Learning
THE LOGOPHILE LEXICON >> HOME >> INDEX
Download the Complete Lexicon
PART 6.2 The Essentials of Learning
ALPHABETIC PRINCIPLE — Understanding that spoken words are decomposed into phonemes, and that the letters in written words represent the phonemes in spoken words when spoken words are represented in text.
BASAL READER — A kind of book that is used to teach reading. It is based on an approach in which words are used as a whole. The words are used over and over in each succeeding lesson. New words are added regularly.
BLENDING — Combining parts of a spoken word into a whole representation of the word. For example, /p/ /oo/ /l/ can be blended together to form the word POOL.
CLOZE — This is a method of assessment wherein a word is eliminated from a passage, and the child's task is to use the context of the passage to fill in the blank with an appropriate word. When the child is given options (multiple choice) from which to select the appropriate word for each blank, the assessment is typically described as a "modified cloze task."
CONTENT WORD — A word which has lexical meaning such as a noun or a verb (as opposed to a function word). Also, CONTENTIVE.
DECIPHERING — Using knowledge about graphophonemic relationships to sound-out regular words. Some argue this is accomplished through a process known as "reading by analogy."
DECODABLE TEXTS — Texts which do not contain irregular words. Also, these texts are usually designed to reinforce certain "rules" that have previously been taught in phonics lessons.
DECODING — Using knowledge of the conventions of spelling-sound relationships and knowledge about pronunciation of irregular words to derive a pronunciation of written words.
DUET READING — An activity where a skilled reader sits next to a learner and the two read a text simultaneously.
EXTRINSIC PHONICS — Phonics taught as a supplemental learning aid rather than as an integral part of the program of reading instruction, often in separate workbooks during special time periods.
FLUENT READING — Fast, smooth, effortless and automatic reading of text (can be silent reading or not) with attention focused on the meaning of the text.
FUNCTION WORD — A word which does not have lexical meaning, which primarily serves to express a grammatical relationship (e.g. AND, OF, OR, THE). Also, FUNCTOR.
IDEOGRAPH — A graphic symbol that represents an idea instead of a spoken word, a single morpheme, or a lexical item. In a phonetic system, the symbol represents the sounds that form its name. Sometimes children's writing contains idiographs, but there is no known writing system that is composed entirely of idiographs.
INDUCTIVE PHONICS — See synthetic phonics
INTRINSIC PHONICS — Phonics taught implicitly in the context of authentic reading activities.
LANGUAGE COMPREHENSION — This term should refer to understanding language in any of its forms, but in the vernacular, it has come to be synonymous with listening comprehension. When people use the term "language comprehension," they are typically not referring to sign language, written language, semaphore or smoke signals. Typically, the term is reserved for describing spoken language.
LATENT — Something which is present but invisible, or inactive but capable of becoming active or visible, so a child may have latent knowledge of a concept, meaning the child understands the concept, but has not had an opportunity to demonstrate that understanding.
LISTENING COMPREHENSION — Understanding speech. Listening comprehension, as with reading comprehension, can be described in "levels.” The lower levels of listening comprehension would include understanding only the facts explicitly stated in a spoken passage that has very simple syntax and uncomplicated vocabulary. Advanced levels of listening comprehension would include implicit understanding and drawing inferences from spoken passages that feature more complicated syntax and more advanced vocabulary.
LOOK-SAY — An approach to reading instruction that emphasized memorization of whole words. Graded word lists were used to teach children to memorize words as wholes, and every year, children added to their repertoire of "familiar" words.
METALINGUISTIC — Language and terminology used to describe language and the component parts of language.
MORPHOLOGY — An examination of the morphemic structure of words; an appreciation of the fact that words with common roots share common meanings, and that affixes change words in predictable and consistent ways.
PHONEME AWARENESS — A subset of phonological awareness; the knowledge that spoken words consist of a sequence of individual sounds, and the understanding that phonemes are rearranged and substituted to create new words. There are a finite set of phonemes which are arranged and rearranged to create an infinite set of spoken words.
PHONETIC WRITING — A system that uses a unique symbol to represent each phone (sound) of the language or dialect, such as the International Phonetic Alphabet (IPA).
PHONICS — An approach to reading instruction that emphasizes letter-sound relationships and generalized principles that describe spelling-sound relationships in a language (e.g. vowels in CVCs are short). See also extrinsic phonics, intrinsic phonics, and synthetic phonics.
PHONOLOGICAL AWARENESS — The understanding that speech is composed of sub-parts -- sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (phonological awareness at this level is usually described as phoneme awareness).
SEGMENTATION — Breaking down a spoken word into word parts by inserting a pause between each part. Words can be segmented at the word level (in the case of compound words), at the syllable level, at the onset-rime level, and at the phoneme level.
SEMANTICS — The study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms.
SIGHT WORD — A word in a reading lesson containing parts that have not yet been taught, but that is highly predictable from the context of the story or which the child has memorized.
STRUGGLING READER — any student of any age who has not mastered the skills required to fluently read and comprehend text which is written at a level that one could reasonably expect a student of that age to read.
SYNTAX — The conventions and rules for assembling words into meaningful sentences; syntax varies across languages.
SYNTHETIC PHONICS — A part-to-whole phonics approach to reading instruction in which the student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and finally identifies which phonic generalizations apply (a.k.a. inductive phonics).
VERBAL EFFICIENCY THEORY — The Verbal Efficiency Theory is attributed to Perfetti & Lesgold (1979). It states that mere word recognition accuracy is not, in itself, sufficient to enable fluent reading comprehension. Instead, word-coding skills must be increased to a high level of efficiency and automaticity in order for the reader to be able to devote attention to meaning and comprehension.
WHOLE LANGUAGE — An approach to reading instruction that de-emphasizes letter-sound relationships and emphasizes recognition of words as wholes.
WORD BANK — A storage place for learners to keep written words that they have learned so that they can refer to them as needed. They can go to the word bank as they are writing or editing to find out how to spell a word.
WORD CALLING — Decoding words without comprehending their meaning. Occurs for one of two reasons -- either the words are outside the listening (spoken) vocabulary of the child, or the decoding process is so slow, laborious, and capacity-demanding that the child is unable to pay attention to word meaning.
WORD FAMILIES — A collection of words that share common orthographic rimes, such as HIKE, BIKE, LIKE, etc.
WORD PARTS -- The letters, syllables, diacritics, and parts of syllables such as consonant clusters and vowel cluster
BASAL READER — A kind of book that is used to teach reading. It is based on an approach in which words are used as a whole. The words are used over and over in each succeeding lesson. New words are added regularly.
BLENDING — Combining parts of a spoken word into a whole representation of the word. For example, /p/ /oo/ /l/ can be blended together to form the word POOL.
CLOZE — This is a method of assessment wherein a word is eliminated from a passage, and the child's task is to use the context of the passage to fill in the blank with an appropriate word. When the child is given options (multiple choice) from which to select the appropriate word for each blank, the assessment is typically described as a "modified cloze task."
CONTENT WORD — A word which has lexical meaning such as a noun or a verb (as opposed to a function word). Also, CONTENTIVE.
DECIPHERING — Using knowledge about graphophonemic relationships to sound-out regular words. Some argue this is accomplished through a process known as "reading by analogy."
DECODABLE TEXTS — Texts which do not contain irregular words. Also, these texts are usually designed to reinforce certain "rules" that have previously been taught in phonics lessons.
DECODING — Using knowledge of the conventions of spelling-sound relationships and knowledge about pronunciation of irregular words to derive a pronunciation of written words.
DUET READING — An activity where a skilled reader sits next to a learner and the two read a text simultaneously.
EXTRINSIC PHONICS — Phonics taught as a supplemental learning aid rather than as an integral part of the program of reading instruction, often in separate workbooks during special time periods.
FLUENT READING — Fast, smooth, effortless and automatic reading of text (can be silent reading or not) with attention focused on the meaning of the text.
FUNCTION WORD — A word which does not have lexical meaning, which primarily serves to express a grammatical relationship (e.g. AND, OF, OR, THE). Also, FUNCTOR.
IDEOGRAPH — A graphic symbol that represents an idea instead of a spoken word, a single morpheme, or a lexical item. In a phonetic system, the symbol represents the sounds that form its name. Sometimes children's writing contains idiographs, but there is no known writing system that is composed entirely of idiographs.
INDUCTIVE PHONICS — See synthetic phonics
INTRINSIC PHONICS — Phonics taught implicitly in the context of authentic reading activities.
LANGUAGE COMPREHENSION — This term should refer to understanding language in any of its forms, but in the vernacular, it has come to be synonymous with listening comprehension. When people use the term "language comprehension," they are typically not referring to sign language, written language, semaphore or smoke signals. Typically, the term is reserved for describing spoken language.
LATENT — Something which is present but invisible, or inactive but capable of becoming active or visible, so a child may have latent knowledge of a concept, meaning the child understands the concept, but has not had an opportunity to demonstrate that understanding.
LISTENING COMPREHENSION — Understanding speech. Listening comprehension, as with reading comprehension, can be described in "levels.” The lower levels of listening comprehension would include understanding only the facts explicitly stated in a spoken passage that has very simple syntax and uncomplicated vocabulary. Advanced levels of listening comprehension would include implicit understanding and drawing inferences from spoken passages that feature more complicated syntax and more advanced vocabulary.
LOOK-SAY — An approach to reading instruction that emphasized memorization of whole words. Graded word lists were used to teach children to memorize words as wholes, and every year, children added to their repertoire of "familiar" words.
METALINGUISTIC — Language and terminology used to describe language and the component parts of language.
MORPHOLOGY — An examination of the morphemic structure of words; an appreciation of the fact that words with common roots share common meanings, and that affixes change words in predictable and consistent ways.
PHONEME AWARENESS — A subset of phonological awareness; the knowledge that spoken words consist of a sequence of individual sounds, and the understanding that phonemes are rearranged and substituted to create new words. There are a finite set of phonemes which are arranged and rearranged to create an infinite set of spoken words.
PHONETIC WRITING — A system that uses a unique symbol to represent each phone (sound) of the language or dialect, such as the International Phonetic Alphabet (IPA).
PHONICS — An approach to reading instruction that emphasizes letter-sound relationships and generalized principles that describe spelling-sound relationships in a language (e.g. vowels in CVCs are short). See also extrinsic phonics, intrinsic phonics, and synthetic phonics.
PHONOLOGICAL AWARENESS — The understanding that speech is composed of sub-parts -- sentences are comprised of words, words are comprised of syllables, syllables are comprised of onsets and rimes, and can be further broken down to phonemes (phonological awareness at this level is usually described as phoneme awareness).
SEGMENTATION — Breaking down a spoken word into word parts by inserting a pause between each part. Words can be segmented at the word level (in the case of compound words), at the syllable level, at the onset-rime level, and at the phoneme level.
SEMANTICS — The study of the development and changes of the meanings of speech forms. Semantics is also a study of the process by which meaning is derived from symbols, signs, text, and other meaning-bearing forms.
SIGHT WORD — A word in a reading lesson containing parts that have not yet been taught, but that is highly predictable from the context of the story or which the child has memorized.
STRUGGLING READER — any student of any age who has not mastered the skills required to fluently read and comprehend text which is written at a level that one could reasonably expect a student of that age to read.
SYNTAX — The conventions and rules for assembling words into meaningful sentences; syntax varies across languages.
SYNTHETIC PHONICS — A part-to-whole phonics approach to reading instruction in which the student learns the sounds represented by letters and letter combinations, blends these sounds to pronounce words, and finally identifies which phonic generalizations apply (a.k.a. inductive phonics).
VERBAL EFFICIENCY THEORY — The Verbal Efficiency Theory is attributed to Perfetti & Lesgold (1979). It states that mere word recognition accuracy is not, in itself, sufficient to enable fluent reading comprehension. Instead, word-coding skills must be increased to a high level of efficiency and automaticity in order for the reader to be able to devote attention to meaning and comprehension.
WHOLE LANGUAGE — An approach to reading instruction that de-emphasizes letter-sound relationships and emphasizes recognition of words as wholes.
WORD BANK — A storage place for learners to keep written words that they have learned so that they can refer to them as needed. They can go to the word bank as they are writing or editing to find out how to spell a word.
WORD CALLING — Decoding words without comprehending their meaning. Occurs for one of two reasons -- either the words are outside the listening (spoken) vocabulary of the child, or the decoding process is so slow, laborious, and capacity-demanding that the child is unable to pay attention to word meaning.
WORD FAMILIES — A collection of words that share common orthographic rimes, such as HIKE, BIKE, LIKE, etc.
WORD PARTS -- The letters, syllables, diacritics, and parts of syllables such as consonant clusters and vowel cluster
THE LOGOPHILE LEXICON IS PART OF A
SERIES OF BEAUTIFUL WORDS
A collection of Vocabulary Words & Terms By Kai of www.bykairos.com
The Collection Includes:
A Beautiful Word: Web | Download (beautiful words)
The Logophile Lexicon: Web | Book (words about words)
Defining New Ideas: Web | Book (creativity & design)
Defining the Brain: Web | Downloads (terms of the mind)
INTRODUCTION | TOPIC INDEX | DOWNLOAD
www.logophilelexicon.com
SERIES OF BEAUTIFUL WORDS
A collection of Vocabulary Words & Terms By Kai of www.bykairos.com
The Collection Includes:
A Beautiful Word: Web | Download (beautiful words)
The Logophile Lexicon: Web | Book (words about words)
Defining New Ideas: Web | Book (creativity & design)
Defining the Brain: Web | Downloads (terms of the mind)
INTRODUCTION | TOPIC INDEX | DOWNLOAD
www.logophilelexicon.com