Alphabetics - Refers to analyzing words and knowing them by sight. An umbrella term, it includes Phonological Sensitivity, Phonics, Word Analysis, and Sight Words., Automaticity - Fast, accurate and effortless word identification at the single word level. The speed and accuracy at which single words are identified is a very strong predictor of comprehension., Balanced Literacy - An instructional approach that combines the meaning-rich activities associated with whole language with explicit teaching of skills as needed. Combining both “top down” and “bottom up” approaches to teaching reading., Comprehension - Understanding what you read. We need this to learn new information, to communicate with others, and to read for pleasure., Fluency - This involves not only automatic word identification but also the application of appropriate prosodic features (rhythm, intonation, and phrasing) at the phrase, sentence, and text levels. Some experts emphasize that it also involves anticipation of what will come next, and anticipation facilitates reaction time and is particularly important for comprehension., Language Experience Approach (LEA) - An approach to teaching literacy that capitalizes on students’ oral skills by recording in their own words an experience or story, and then using that text as the basis for reading lessons., Narrative Skills - An ability to describe things and events orally, to tell stories, and to describe sequences of actions., Onset and Rime - Describe phonological units of a spoken syllable. A syllable can normally be divided into two parts: the onset, which consists of the initial consonant or consonant blend, and the rime which consists of the vowel and any final consonants., Phonemic Awareness - The ability to focus on and manipulate phonemes in spoken words. For example, if I say “mat” and ask you to change the /m/ to /b/, you are able to produce “bat.”, Phonics - Teaching reading by emphasizing the relationships between letters and sounds. Instruction that focuses on sound-symbol correspondence., Print Awareness - Understanding that the squiggly lines on a page represent spoken language. More specifically, understanding that print has different functions depending on the context– for example, menus list food choices, a book tells a story, a sign can announce a favorite shop or warn of danger. Understanding that print is organized in a particular way – for example, that it is read from left to right and top to bottom. It is knowing that words consist of letters and that spaces appear between words., Print Motivation - A learner’s interest in and enjoyment of reading., Whole-Part-Whole Instruction - Method of teaching reading that starts with a whole text then pulls out specific parts to analyze for phonics/phonemic awareness skills, then goes back to the text to practice in context.,

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