Science of Reading Vocabulary PDF

1. **Phoneme**: The smallest unit of sound in language that can distinguish meaning. 2. **Grapheme**: The smallest unit of writing representing a phoneme, such as a letter or letter combination. 3. **Phonological Awareness**: The ability to recognize and manipulate the sound structu...

1. **Phoneme**: The smallest unit of sound in language that can distinguish meaning. 2. **Grapheme**: The smallest unit of writing representing a phoneme, such as a letter or letter combination. 3. **Phonological Awareness**: The ability to recognize and manipulate the sound structures of spoken language. 4. **Phonemic Awareness**: A subset of phonological awareness focused specifically on individual sounds (phonemes). 5. **Phonics**: A method of teaching reading that emphasizes the relationship between sounds and their corresponding letters or letter patterns. 6. **Decoding**: The process of translating written words into their spoken forms by identifying the sounds of their letters. 7. **Encoding**: The process of spelling words by translating sounds into letters. 8. **Fluency**: The ability to read a text smoothly and accurately with appropriate expression. 9. **Comprehension**: The process of understanding and interpreting the meaning of written text. 10. **Vocabulary**: The collection of words known and used by a person, critical for reading comprehension. 11. **Orthographic Mapping**: The process of connecting sounds to letters in memory to recognize words automatically. 12. **Alphabetic Principle**: The understanding that letters correspond to sounds in spoken language. 13. **Morphology**: The study of the structure and form of words, including roots, prefixes, and suffixes. 14. **Sight Words**: High-frequency words that readers recognize instantly, without needing to decode. 15. **Rime**: The vowel and any following consonants within a syllable. 16. **Onset**: The initial consonant sound in a syllable. 17. **Syllable**: A single unit of pronunciation that contains a vowel sound and may include surrounding consonants. 18. **Blend**: Combining multiple sounds together to form a single word or syllable. 19. **Digraph**: Two letters that create one sound, such as \"ch\" or \"sh.\" 20. **Diphthong**: A complex vowel sound that begins with one vowel sound and glides into another. 21. **Retelling**: The act of recounting a text\'s main ideas and events in one\'s own words. 22. **Text Features**: Elements in a text, such as headings or graphs, that help organize and clarify information. 23. **Inference**: A logical conclusion or deduction based on evidence within the text and prior knowledge. 24. **Schema**: Mental frameworks that help individuals organize and interpret information based on their background knowledge. 25. **Scaffolding**: Providing support and guidance to learners until they can perform independently. 26. **Interactive Read-Aloud**: A teaching method where a teacher reads a text aloud while engaging students in discussion. 27. **Close Reading**: A careful and focused approach to reading a text to analyze and understand its deeper meanings. 28. **Reading Aloud**: The act of reading a text out loud, often used to improve fluency and comprehension. 29. **Accountable Talk**: A discussion approach that requires students to listen and respond thoughtfully to each other\'s ideas. 30. **Summarization**: The skill of condensing a text to its main points and essential details. 31. **Cross-Curricular Literacy**: Incorporating reading and writing skills across different subjects. 32. **Cloze Procedure**: An assessment method where words are omitted from a text and students fill in the blanks. 33. **Background Knowledge**: Prior knowledge and experiences that inform a reader\'s understanding of a text. 34. **Reading Fluency**: The ability to read a text accurately, quickly, and with expression. 35. **Phonological Processing**: The use of phonological awareness skills to process verbal and written language. 36. **High-Frequency Words**: Words that appear commonly in texts and are essential for fluent reading. 37. **Word Family**: A group of words that have a common feature or pattern, often sharing the same rime. 38. **Emergent Literacy**: The stage of development where children begin to understand print concepts and develop phonemic awareness. 39. **Balanced Literacy**: An instructional approach that combines various reading and writing strategies. 40. **Decodable Text**: Texts that primarily feature words using phonics patterns that children have been taught. 41. **Context Clues**: Information within the text that helps readers infer the meaning of unfamiliar words. 42. **Previewing**: The strategy of reviewing a text\'s headings, pictures, and layout before reading to activate prior knowledge. 43. **Listening Comprehension**: The ability to understand and interpret spoken language, which is critical for developing reading skills. 44. **Phonetic Spellings**: Spellings that closely represent the sounds of the spoken language. 45. **Response to Intervention (RTI)**: An approach that provides early intervention in academic and behavioral struggles, characterized by early screening and support. 46. **Phoneme manipulation**: The ability to recognize and manipulate individual sounds (phonemes) in words. 47. **Concepts of Print**: the understanding of how books work including directionality, letter and word id and print features. 48. **Open Syllable**: a syllable that ends with a vowel sound which is typically long (go, me) 49. **Closed Syllable**:a syllable that ends with a consonant which usually makes the vowel sound short (cat, dog). 50. **Formative Assessment**: ongoing evaluations that inform instruction and provide feedback to improve student learning during the instructional process. 51. **Summative Assessment**: a method of evaluating student learning at the end of an instructional unit by comparing it against a standard or benchmark. 52. **Dialogic Reading**: an interactive reading technique in which the reader encourages the child to participate in the story, promoting language development and comprehension through dialogue. 53. **Syntax**: the set of rules that govern the structure of sentences in a language, including word order and sentence formation; these are crucial for understanding and producing coherent written and spoken language. 54. **Continuous Sounds**: speech sounds that can be prolonged without distortion such as /m/, /s/ and /f/. This facilitates blending and segmenting words. 55. **Self-monitoring**: the ability to recognize and correct one's own reading errors, promoting comprehension and fluency. 56. **Stop sounds**: consonant sounds that are produced by obstructing airflow such as /p/, /t/, and /k/ which are important for phonemic awareness and word recognition. 57. **Text complexity**: the inherent challenges presented by a text, including its vocabulary, sentence structure and themes which can affect a reader's comprehension. 58. **Segmenting**: the process of breaking words into their individual sounds or syllables. 59. **Blending**: the process of combining those sounds or syllables to form words. 60. **Morphology**: the study of the structure and formation of words, including prefixes, suffixes, and root words, which plays a significant role in vocabulary development and comprehension.