Reading Praxis 5002
Phonological Awareness - answer how sounds, syllables, words, parts of words can be
orally manipulated to break apart words, make new words, and create rhymes
ex. asking a student to break up the word "cat" c-a-t (individual sounds)
phonemic Awareness - answerspoken language and Childs ability to distinguish sounds
-- builds phonological awareness
focuses on how phonemes form language phoneme (44 in the English language)
ex. phonemes /m/ and /s/ determine the difference between mat and sat -- to build
phonemic awareness
Phonemic Blending - answerthe ability to combine a sequence of speech sounds
(phonemes) together to form a word.
Phonemic Substitution - answerreplacement of phonemes to make new words
ex. removing /m/ from "mat" with /s/ to create "sat"
Phonemic Segmentation - answerseparating phonemes in words
ex. separating sounds in 'mat' isolate the phonemes /m/ /a/ /t/
Phonemic Deletion - answerphonemes are removed from words to make new ones
ex. removing /m/ from 'mat' = 'at'
Syllables - answeronsets and rhymes, can be blended, substituted, segmented, and
deleted like phonemes
can build phonological awareness by having students orally manipulating
Onset of a Syllable - answerbeginning consonant or consonant blend
Rime - answerincludes syllables vowel and consonant
ex. "block" consonant blend and onset is /bl/ "ock" is rime
,Phonics - answerstudies relationship between spoken words and the printed letters that
correspond to those sounds (letter -sound-correspondence) first taught in isolation then
blended into words, and then applied to decodable text
High Frequency - answerletter sound correspondence that occur most often in the
English language
VC, VCC, CVCC, CVC, - answervowel-consonant,
vowel-consonant- vowel,
Consonant-vowel-consonant-consonant
Consonant-vowel-consonant
Sound Spelling - answerspelling of words based on how letters sounds
Phonics Instruction - answerprogresses from simple-complex; letter-sound
correspondences
short vowel sound spelling are before long-vowel sounds/spellings
Sight Words - answerwords repeated most often in text - taught with phonics
ex. 'a', 'in', 'at', 'I'
Root - answerbegins in second grade - derived from Latin or Greek -- Establish basis of
new words
ex. cent is latin root meaning 'one hundred'
Affixes - answeradded to root words to change their meanings
Prefixes - answeradded to the beginning of a word
ex. prefix 'per' - can be added to 'cent' = percent
Suffixes - answeradded to the end
ex. suffix 'dry' can be added to the end of 'cent' = century
Fluency - answerthe ability to read a text accurately and quickly
Rate, accuracy, Prosody - answerreading fluency is composed of three factors
Rate - answerspeed and fluidity
Accuracy - answerability to recognize and decode words correctly
, Prosody - answerrange of vocal expressions (vocal cues) a reader uses when reading
aloud
To improve reading fluency - answeruses reading material at student level
have student perform repeated readings (increase sight words vocabulary, fluency, and
accuracy in oral readings)
repeated reading sometimes used to help students eliminate the habit of reading
through punctuations
use listening centers so students hear effective models of reading fluency and are then
able to mimic what they have learned
Preproduction, Early Production, Speech Emergence, Intermediate Fluency, Advanced
Fluency - answer5 stages languages Acquisition
Preproduction - answerthe silent period, absorbing new info
Early Production - answerstudents achieve 1000-word receptive and active vocal --
police single word and two-to-three word phases -- responds to questions and
statements
a. L1 - entering: rarely uses English - constructs meaning from illustrations, graphs, and
charts
b. L2 - Beginning: communicates basic information in a limited manner, has predictable
error
Speech Emergence - answerhas vocab of 3000 words -- able to chunk simple words
and phrases into sentences (may not be grammatically correct) -- may enjoy
participating in conservation/gain confidence
beging to speak more clearly and accurately -- increases spoken vocal
c. L3-Developing: students understand more complex speech -- can communicate
spontaneously in simple sentences
Intermediate Fluency - answer6000 word vocal -- speak in more complex sentence --
catch/correct error - speak as well as thank their second language
d. L4-Expanding: can read in second language with Fluency -- may still struggle with
comprehension with text having abstract concepts
Advanced Fluency - answerachieve cognitive language proficiency in learned language
-- Demonstrate near native ability and use complex sentences
Phonological Awareness - answer how sounds, syllables, words, parts of words can be
orally manipulated to break apart words, make new words, and create rhymes
ex. asking a student to break up the word "cat" c-a-t (individual sounds)
phonemic Awareness - answerspoken language and Childs ability to distinguish sounds
-- builds phonological awareness
focuses on how phonemes form language phoneme (44 in the English language)
ex. phonemes /m/ and /s/ determine the difference between mat and sat -- to build
phonemic awareness
Phonemic Blending - answerthe ability to combine a sequence of speech sounds
(phonemes) together to form a word.
Phonemic Substitution - answerreplacement of phonemes to make new words
ex. removing /m/ from "mat" with /s/ to create "sat"
Phonemic Segmentation - answerseparating phonemes in words
ex. separating sounds in 'mat' isolate the phonemes /m/ /a/ /t/
Phonemic Deletion - answerphonemes are removed from words to make new ones
ex. removing /m/ from 'mat' = 'at'
Syllables - answeronsets and rhymes, can be blended, substituted, segmented, and
deleted like phonemes
can build phonological awareness by having students orally manipulating
Onset of a Syllable - answerbeginning consonant or consonant blend
Rime - answerincludes syllables vowel and consonant
ex. "block" consonant blend and onset is /bl/ "ock" is rime
,Phonics - answerstudies relationship between spoken words and the printed letters that
correspond to those sounds (letter -sound-correspondence) first taught in isolation then
blended into words, and then applied to decodable text
High Frequency - answerletter sound correspondence that occur most often in the
English language
VC, VCC, CVCC, CVC, - answervowel-consonant,
vowel-consonant- vowel,
Consonant-vowel-consonant-consonant
Consonant-vowel-consonant
Sound Spelling - answerspelling of words based on how letters sounds
Phonics Instruction - answerprogresses from simple-complex; letter-sound
correspondences
short vowel sound spelling are before long-vowel sounds/spellings
Sight Words - answerwords repeated most often in text - taught with phonics
ex. 'a', 'in', 'at', 'I'
Root - answerbegins in second grade - derived from Latin or Greek -- Establish basis of
new words
ex. cent is latin root meaning 'one hundred'
Affixes - answeradded to root words to change their meanings
Prefixes - answeradded to the beginning of a word
ex. prefix 'per' - can be added to 'cent' = percent
Suffixes - answeradded to the end
ex. suffix 'dry' can be added to the end of 'cent' = century
Fluency - answerthe ability to read a text accurately and quickly
Rate, accuracy, Prosody - answerreading fluency is composed of three factors
Rate - answerspeed and fluidity
Accuracy - answerability to recognize and decode words correctly
, Prosody - answerrange of vocal expressions (vocal cues) a reader uses when reading
aloud
To improve reading fluency - answeruses reading material at student level
have student perform repeated readings (increase sight words vocabulary, fluency, and
accuracy in oral readings)
repeated reading sometimes used to help students eliminate the habit of reading
through punctuations
use listening centers so students hear effective models of reading fluency and are then
able to mimic what they have learned
Preproduction, Early Production, Speech Emergence, Intermediate Fluency, Advanced
Fluency - answer5 stages languages Acquisition
Preproduction - answerthe silent period, absorbing new info
Early Production - answerstudents achieve 1000-word receptive and active vocal --
police single word and two-to-three word phases -- responds to questions and
statements
a. L1 - entering: rarely uses English - constructs meaning from illustrations, graphs, and
charts
b. L2 - Beginning: communicates basic information in a limited manner, has predictable
error
Speech Emergence - answerhas vocab of 3000 words -- able to chunk simple words
and phrases into sentences (may not be grammatically correct) -- may enjoy
participating in conservation/gain confidence
beging to speak more clearly and accurately -- increases spoken vocal
c. L3-Developing: students understand more complex speech -- can communicate
spontaneously in simple sentences
Intermediate Fluency - answer6000 word vocal -- speak in more complex sentence --
catch/correct error - speak as well as thank their second language
d. L4-Expanding: can read in second language with Fluency -- may still struggle with
comprehension with text having abstract concepts
Advanced Fluency - answerachieve cognitive language proficiency in learned language
-- Demonstrate near native ability and use complex sentences
