Phonics, Phonemic Awareness and Word Analysis Chapter 1 Terms

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Becoming aware of language as an object that can be analyzed and manipulated is usually referred to as _____ ______: phonological awareness
Being able to hear each of the sounds as individual units is _____ ______: phonemic awareness
Knowledge of the relationships between letters and sounds and the ability to put together (or blend) sounds represented by letters is ______: phonics
Figuring out an unfamioliar word by looking at the words and sentences that follow it is called ______ ____: context use
Words that you recognize instantly without having to resort to phonics or context use are ______ ______: sight words
use of prefixes and suffixes to break a word apart for meaning and pronunciation is ______ ________: morphemic analysis
breaking words into smaller units to help determine meaning or pronunciation is ______ ________: chunking words
use of a dictionary when trying to analyze a word is to use ______ ________: dictionary skills
analyzing a child's ______ ________ __________ helps you reveal important diagnostic information about children's reading and writing: developmental spelling patterns
1. One element of reading instruction about which teachers should be familiar is word _______. Readers use word analysis to analyze written words and to construct both their sounsd and their ________: analysis

meanings
2.Printed letters, words and sentences are language symbols from which a reader seeks to derive ______. Words analysis refers to those strategies a reader uses when unfamiliar words are encountered in written ________. Both sound and meaning are ________: meaning

language

represented
3.Readers construct meaning from written language. Although emergent readers are already familiar with the spoken form of their language, most of them are unfamiliar with the _______ form of language.: written
4.Meaning is the most important consideration in reading. Word ________ is a tool that can help readers to obtain ________ from reading.: analysis

meaning
5.Many word ________ strategies are referred to as decoding skills. A reader must be able to use the information of the ________ language code in order to decode words.: analysis

written
6.Phonics is only one of many important word ________ strategies. Other elements of word analysis, such as phonological awareness and phonemic awareness, are skills that develop earlier. These enable readers to use word analysis ________.: analysis

strategies
7.In reconstructing a message from written ________, a reader uses at least three types of cueing systems. These interrated cueing systems are graphophonics, semantics and syntax.: language
8.Grapho-________ information describes the relationship b/t soundss in our ________ and the written letters or spelling patterns.: phonic

language
9.Semantic information refers to the meaning elements of language. The vocabulary and conceptual backgrounds of a reader influence his or her ability to use ________ information.: semantic
10.Syntax refers to the sentence patterns and structure, or grammar, of ________. These structures, or ________ cues, are used by readers in constructing meaning from print.: language

syntactic
11.Readers use all three types of cueing systems simultaneously during the reading ________.: process
12.Lingustics is the scientific study of language. Certain information from the scientific study of language, or __________, is applicable to reading instruction.: linguistics
13.Phonology and phonetics, which are concerned with the study of speech sounds, are part of ________ study. Phonetics is a branch of linguistic study that deals with speech sounds and their productions. Phonics refers to the application of information a: linguistic

language

sounds

phonics
14.Teachers help children by teaching ________, not phonetics.: phonics
15.The term used to refer to the writing system of a language is ________. Words are not always spelled the way they sounds b/c of morphological and syntactic considerations.: orthography
16.A phoneme is the smallest single unit of sound in a language that distinguishes one morpheme (meaning unit) from another. For example, when the words bit and sit are spoken, only the first phoneme (of 3) is different. The spoken word at has two ______: phonemes

three
17. A grapheme is a written or printed representation of a phoneme; for example the letters th, i and s in the word this. Note that a single grapheme may include several letters when these represent a single sound. When you see the word at, you see two g: a and t

graphemes
18. The written word chat has four letters. it also has ________ graphemes and ________ phonemes. Two of the letters appear in a single grapheme, ch. This grapheme represents ________ sound.: three

three

one
19. In reading, children are expected to learn letter-sound relationships or, as they are frequently referred to as grapheme- phoneme ________.: relationships
20. Before they learn grapheme-phoneme relationships, however, most children come to a conscious awareness of words and syllabic units as discrete units. This is often referred to as ________ awareness.: phonological
21. ________ awareness is the general term used to label this conscious awareness about the sounds of language. Phonological ________ is an important milestone for young children since it indicates that they are consciously aware of the sounds of languag: phonological

awareness
22. If children can identify individual words in oral language, clap the syllables in a word, or know how to rhyme one word with another, we can be confident that they have developed ________ awareness.: phonological
23. A special aspect of phonological awareness is the development of phonemic awareness. ________ awareness is demostrated when a child can analyze and manipulate individual phonemes, or sounds, in oral language. Being able to identify the two sounds, or: phonemic

awareness
24.phonemic awareness is important for children to develop because it enables them to benfit from ________ instruction.: phonics
25.being able to determine the graphophonemic relationships in a word does not, by itself, always enable a reader to comprehend what he or she ________. However, graphophonemic cues can be combined with other language information to result in meaningful: reads

reading
26. A morpheme is the smallest unit of meaning in a language. The word bookmark has ________ morphemes.: two
27. morphemic analysis refers to the use of meaningful parts of ________, such as prefixes, suffixes, contractions, compound forms, and base words, to analyze words. Structural analysis is a term often used in texts on how to teach reading to refer to wh: words

analysis
28. morphemic ________ is concerned with how meaning is determined by the combination of morphemes, the smallest units of meaning in a language.: analysis
29.The word box contains one unit of meaning, or morpheme. In the word boxes, there are ________ morphemes: box and es. Box is calle a free ________ since it can stand alone and another unit does not have to be added for it to have meaning. The es p: two

morpheme

free
30.Morphemic analysis is an important aspect of word analysis. Use of morphemic analysis is limited, however, to words that contain identifiable morphemes, including ________, ________, and root words.: prefixes

suffixes
31. The spelling system of english is based on more than the correspondence between ________ and sounds. Linguists use the term morphophonemic to refer to the combined meaning and ________ base of the english spelling system.: letters

sound
32. Readers often use context clues during ________ analysis. Context clues require readers to rely upon the other words and the sentence patterning, or ________, in a reading selection along with meaning cues in the material.: word

syntax
33. ________ clues provide helpful information for determining word ________. context clues are also helpful in determining pronunciation for readers who have heard a word in oral language but have never seen the printed form.: context

meaning
34. Efficient readers combine all ________ ________ technigues to figure out the pronunciation and ________ of unfamiliar words: word analysis

meaning
35. The ultimate aim of instruction in word analysis is to help students become more efficient readers. Efficient readers focus on meaning and recognize words instantly. The words that readers ________ instantly comprise their sight ________ knowledge. O: recognize
word
sight
strategies
sight
36. in this book we focus mostly on the ________-phonic cueing system. However, we do not mean to imply this is more important than the other categories. This will vary according to individual sutdent ________. An insightful teacher will be able to deter: grapho

needs
37. Phonological awareness, phonemic awareness, phonics, context clues, sight words, structural and morphemic analyses, and use of the dictionary are word ________ strategies discussed in this text. For children, this knowledge is acquired over a period: Analysis

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