Phonics, Phonemic Awareness and Word Analysis Chapter 2 Terms
Terms
undefined, object
copy deck
- 1. two aspects of oral language development that are important for developing word analysis skills and reading are _______awareness and ______awareness.
-
phonological
phonemic - 2. Phonological awareness and phonemic awareness are important for developing the ability to _______
- read
- 3. Definitions of phonological awareness and phonemic awareness differ among educators. Nevertheless, a common element in all definitions is that children who possess these abilities are consciously aware of language as an _______ that can be manipulated
- object
- 4. in this book we refer to _______ analysis to mean the conscious awareness of language as an object at the word and syllable level.
- phonological
- 5. we refer to _______ analysis to mean the conscious awareness of language as an object at the individual sound, or phonemic, level.
- phonemic
- 6. In oral language being able to break up a word like dog into separate sound elements /d/, /o/ , and /g/ would demostrate a high level of _______ awareness.
- phonemic
- 7. Being able to break up a sentence into its constituent words would be a demonstration of _______ awareness.
- phonological
- 8. Being able to identify the initial consonant sound in a word like put woudl be an example of _______ awareness.
- phonemic
- 9. When a child rhymes, we know that the child has developed an aspect of _______ awareness
- phonemic
- 10. Being able to clap or tap each sylable in a word like table would demonstrate ________ awareness.
- phonological
- 11. when a child is able to blend together the oral elements of a work like book, we can ay the child has developed an important aspect of ________ awareness
- phonemic
- 12. Usually, ________ awareness develops before ________.
-
phonological
phonemic - 13. the relationship between phonological/phonemic awareness and reading/writing is not unidirectional. Many children develop or enhance their phonological/phonemic awareness from their ________/________ experiences.
- reading/writing
- 14. Being able to analyze oral language is likely to make it easier for children to think analytically about ________ language
- written
- 15. analyzing the separate sounds in our language when phonemic awareness is achieved is liekly to make it easier for children to match letters with ________, the content of phonics.
- sounds
- 16. phoenmic awareness supports children in developing an awareness of the alphabetic principle; that is, letters in our written language often represent ________ in a reasonably consistent manner
- sounds
- 17. the extent to which children acquire ________ awareness in kindergarten predicts reasonably well their ability to learn to read in later grades
- phonemic
- 18. it is clear that learning to ________ is likely also to assist the development of phonemic awareness
- read
- 19. phonemic awareness is not phonics even though it makes the development of phonic knowledge easier. Phonics takes place in written language. Phonemic awareness takes place in ________ language
- oral
- 20. Most children, about 80%, develop ________ awareness by the middle of the first grade.
- phonemic
- 21. the remaining 20% of children often find it challenging to learn to ________
- read
- 22. a logical outcome of this analysis of phonological and phonemic awareness is that play with oral ________ should be included in a borad program of early literacy development for young children in kindergarten and preschool.
- language
- 23. phonemic awareness is not a single developmental milestone. Instead, it is a gradual process of an increasing ability to manipulate the ________ of language in different ways.
- sounds
- 24. rhyming ability appears much ________ than the ability to separate out each of the separate sounds in a word like dog.
- earlier
- 25. one of the later abilities to develop is the ability to blend together separate ________ in order to construct a word like cat. it is clear that phonemic awarness contributes in important ways to the development of early ________ skills.
-
phonemes
reading