Wisconsin Foundations of Reading Test with complete
solution
phonological awareness
the ability to recognize & produce the sounds that are used in a language
phonemic awareness
the ability to focus on, hear, identify, and manipulate phonemes, or the individual
sounds that makeup spoken words
syllable
In phonology, a minimal unit of sequential speech sounds comprised of a vowel sound
or vowel-consonant combination
rhyme
repetition of similar sounds in two or more words, most often at the end of lines in
poems and songs
Sharing identical or at least similar medial and final phonemes in the final syllable-- be
similar in sound, especially with respect to the last syllable
phonemes
individual sounds
blend
a sequence of two or more consonant sounds within a syllable, such as cl, br, or st; it is
the written language equivalent of a consonant cluster.
High-frequency sight words
the words the reader recognizes almost instantly and with little conscious effort, or
automatically.
letter-sound correspondence
recognizing the corresponding sound of a specific letter when that letter is seen or
heard.
decode/decoding
process students use to sound out written words they don't recognize. It is the ability to
translate a word from print to speech, usually by employing knowledge of sound-symbol
correspondences.
context
the use of words surrounding an unknown word to determine the unknown word's
meaning
onset
all of the sounds in the syllable before the vowel
rime
the vowel sound in a syllable & everything following it
silent letter
letter that is written but usually left unpronounced
consonant
sounds represented by any letter of the English alphabet except a,e,i,o,u. Consonants
are sounds that are made by closing or restricting the breath channel. a speech sound
, that constricts the air as it is stopped and released through the vocal tract, teeth, mouth,
and lips
initial consonant sounds
???...
vowel
all the sounds represented by the letters a, e, i, o, u. The letter y serves as one of these
when it is not the initial sound of a word. These sounds are influenced heavily by the
location in a word and by the letters accompanying them. Vowels are sounds made
without closing or restricting the breath channel
word identification skills
the skills students learn that help them to figure out the pronunciation of a word in print--
to sound out
pretend reading
make believe reading—turning the pages of a book while inventing words; repeating the
content of a book from memory after listening to it before being able to read
independently
book handling skills
knowing how to handle a book and how books "work" For example knowing books have
a front and a back cover,and readers read by using the left to right sweep
concept of print
knowing the parts of the book, what the print & pictures do & know uppercase &
lowercase letters are different versions of the same thing
recognize word boundaries, know purpose of punctuation, and track words from left to
right, etc.
directionality
The left to right tracking of print while reading and the return sweep
language experience approach
dictated stories-- effective in developing the skills of emergent readers.
interactive shared writing
writing process in which the teacher and students write a text together, using a 'shared
pen" technique that involves the students in the writing. The teacher acts as the scribe
environmental print
The print of everyday life. It's the name given to the print that appears in signs, labels,
and logos. For many emergent readers, environmental print helps bridge the connection
between letters and first efforts to read.
automaticity
fast, accurate, and effortless word identification at the single word level--- is a
prerequisite for fluent reading.
print awareness
learner's growing recognition of connections & characteristics of a written language--
Knowing about print and books and how they are used.
text directionality
read left to right, top to bottom
schema
can be thought of as a kind of file cabinet in our brains containing (1) concepts (chairs,
birds, ships), (2) events (weddings, birthdays, school experiences), (3) emotions (anger,
solution
phonological awareness
the ability to recognize & produce the sounds that are used in a language
phonemic awareness
the ability to focus on, hear, identify, and manipulate phonemes, or the individual
sounds that makeup spoken words
syllable
In phonology, a minimal unit of sequential speech sounds comprised of a vowel sound
or vowel-consonant combination
rhyme
repetition of similar sounds in two or more words, most often at the end of lines in
poems and songs
Sharing identical or at least similar medial and final phonemes in the final syllable-- be
similar in sound, especially with respect to the last syllable
phonemes
individual sounds
blend
a sequence of two or more consonant sounds within a syllable, such as cl, br, or st; it is
the written language equivalent of a consonant cluster.
High-frequency sight words
the words the reader recognizes almost instantly and with little conscious effort, or
automatically.
letter-sound correspondence
recognizing the corresponding sound of a specific letter when that letter is seen or
heard.
decode/decoding
process students use to sound out written words they don't recognize. It is the ability to
translate a word from print to speech, usually by employing knowledge of sound-symbol
correspondences.
context
the use of words surrounding an unknown word to determine the unknown word's
meaning
onset
all of the sounds in the syllable before the vowel
rime
the vowel sound in a syllable & everything following it
silent letter
letter that is written but usually left unpronounced
consonant
sounds represented by any letter of the English alphabet except a,e,i,o,u. Consonants
are sounds that are made by closing or restricting the breath channel. a speech sound
, that constricts the air as it is stopped and released through the vocal tract, teeth, mouth,
and lips
initial consonant sounds
???...
vowel
all the sounds represented by the letters a, e, i, o, u. The letter y serves as one of these
when it is not the initial sound of a word. These sounds are influenced heavily by the
location in a word and by the letters accompanying them. Vowels are sounds made
without closing or restricting the breath channel
word identification skills
the skills students learn that help them to figure out the pronunciation of a word in print--
to sound out
pretend reading
make believe reading—turning the pages of a book while inventing words; repeating the
content of a book from memory after listening to it before being able to read
independently
book handling skills
knowing how to handle a book and how books "work" For example knowing books have
a front and a back cover,and readers read by using the left to right sweep
concept of print
knowing the parts of the book, what the print & pictures do & know uppercase &
lowercase letters are different versions of the same thing
recognize word boundaries, know purpose of punctuation, and track words from left to
right, etc.
directionality
The left to right tracking of print while reading and the return sweep
language experience approach
dictated stories-- effective in developing the skills of emergent readers.
interactive shared writing
writing process in which the teacher and students write a text together, using a 'shared
pen" technique that involves the students in the writing. The teacher acts as the scribe
environmental print
The print of everyday life. It's the name given to the print that appears in signs, labels,
and logos. For many emergent readers, environmental print helps bridge the connection
between letters and first efforts to read.
automaticity
fast, accurate, and effortless word identification at the single word level--- is a
prerequisite for fluent reading.
print awareness
learner's growing recognition of connections & characteristics of a written language--
Knowing about print and books and how they are used.
text directionality
read left to right, top to bottom
schema
can be thought of as a kind of file cabinet in our brains containing (1) concepts (chairs,
birds, ships), (2) events (weddings, birthdays, school experiences), (3) emotions (anger,
