OAE 190 -Foundations of Reading-
Final Exam Fully Solved.
Rapid word identification and automaticity - Answer quick, effortless, and accurate recognition
of individual words when reading
Onsets and Rimes - Answer Onsets are composed of the initial consonants or consonant
blends in syllables. Rimes consist of the vowels and remaining consonants that follow.
Ex: Star
/st/ is onset
/ar/ is rime
Phonemic awareness - Answer One specific component of phonological awareness. Focuses
on the ability to identify and manipulate sounds at the phoneme level only. Most advances
phonological awareness skill, usually developed after the others.
Phonological Awareness - Answer Broader term referring to the ability to identify and
manipulate sounds in spoken language. Can refer to identifying and manipulating sounds at the
word, syllable, or phoneme level.
Ex: rhyming, alliteration, breaking words into syllables, dividing syllables into onset and times,
and blending and segmenting phonemes.
Phonemes - Answer Smallest units of speech
Phoneme Isolation - Answer Ability to identify specific phonemes in spoken words
Ex: identifying beginning (initial), middle (medial), and ending (final) sounds
Phoneme Identification - Answer Identifying the common sound in a list of words that have
either the same beginning, middle or ending sound
Phoneme Characterization - Answer Students are given a set of words in which all but one
have the same beginning, middle, or ending phoneme and they must identify the word that
doesn't belong
Blending - Answer Common strategy to teach decoding of CVC words.
,Students are given the phonemes that make up a word in isolation and they must identify the
whole word formed by putting the phonemes together
Segmentation - Answer Students are given a whole word and must identify the individual
phonemes that make up that word
Phoneme Deletion - Answer Removing one phoneme from a word and identifying what new
word was formed
Phoneme Substitution - Answer Changing one phoneme in a word and identifying what new
word was formed
Phonics - Answer Refers to the relationship between letters and the sounds they make
Encoding - Answer The process of translating sounds to print using knowledge of letter-sound
relationships. This is done by translating phonemes into graphemes. (sounding out a word to
spell it)
When children are engaging in early writing activities, they use knowledge of letter-sound
relationships to write words
Phonemic Awareness vs. Phonics - Answer Phonemic Awareness- refers to identifying and
manipulating phonemes in spoken language
Phonics- refers to the relationship between letters and the sounds they make (if letters and their
sounds are involved, it's phonics)
Fluency - Answer Reading accurately with the appropriate speed and intonation
Fluency-Comprehension Relationship - Answer Non-fluent readers burden their working
memories with decoding, so they read in fragments making it difficult for their brain to make
sense of what they read.
Fluent readers use their working memory to read smoothly and continuously, so the brain
comprehends and makes sense of the text.
Syntactic Clues - Answer When readers use syntactic clues, they use knowledge about correct
oral language structures and the ways sentences are put together to decode and make
meaning.
Decoding - Answer The process of translating print to speech, which is done by translating
graphemes into phonemes
, Graphemes - Answer Letters or groups of letters that represent a single sound
Consonant Blend - Answer Group of 2 or 3 consonants that blend together to make a sound,
but each individual letter sound is still heard
Ex: bl, fr, and sw
Consonant Digraph - Answer Group of 2 constants that form a new consonant sound when
combined
Ex: th, sh, and ch
R-controlled Vowels - Answer Vowels that appear before the letter r in a word. Words
constraining this spelling pattern are sometimes referred to as bossy-r words because the letter
r changes the sound of the vowel.
Ex: ar, er, ir, or, and er
Explicit Instruction - Answer Progresses from part (letter sounds) to whole (whole words).
Means that phonics lessons are purposefully planned to address specific skills rather than
waiting until problems arise with decoding words while reading.
Systematic Instruction - Answer Lessons follow a carefully planned scope and sequence, with
phonics lessons progressing from basic to advanced
Implicit Instruction - Answer Progresses from whole (unknown words encountered in text) to
part (breaking down the words in order to decode them)
Occurs during natural reading experiences, so phonics skills are taught in context rather than in
isolation. Could help motivation to decode a word in order to continue reading.
Letter Recognition - Answer Usually introduced gradually, by high value to student. May be the
first letter of their name, or a letter playing. prominent role in the books they're reading.
Avoid introducing commonly confused letter pairs simultaneously (b and d)
Alphabetic Principle - Answer Each letter makes a predictable sound
Final Exam Fully Solved.
Rapid word identification and automaticity - Answer quick, effortless, and accurate recognition
of individual words when reading
Onsets and Rimes - Answer Onsets are composed of the initial consonants or consonant
blends in syllables. Rimes consist of the vowels and remaining consonants that follow.
Ex: Star
/st/ is onset
/ar/ is rime
Phonemic awareness - Answer One specific component of phonological awareness. Focuses
on the ability to identify and manipulate sounds at the phoneme level only. Most advances
phonological awareness skill, usually developed after the others.
Phonological Awareness - Answer Broader term referring to the ability to identify and
manipulate sounds in spoken language. Can refer to identifying and manipulating sounds at the
word, syllable, or phoneme level.
Ex: rhyming, alliteration, breaking words into syllables, dividing syllables into onset and times,
and blending and segmenting phonemes.
Phonemes - Answer Smallest units of speech
Phoneme Isolation - Answer Ability to identify specific phonemes in spoken words
Ex: identifying beginning (initial), middle (medial), and ending (final) sounds
Phoneme Identification - Answer Identifying the common sound in a list of words that have
either the same beginning, middle or ending sound
Phoneme Characterization - Answer Students are given a set of words in which all but one
have the same beginning, middle, or ending phoneme and they must identify the word that
doesn't belong
Blending - Answer Common strategy to teach decoding of CVC words.
,Students are given the phonemes that make up a word in isolation and they must identify the
whole word formed by putting the phonemes together
Segmentation - Answer Students are given a whole word and must identify the individual
phonemes that make up that word
Phoneme Deletion - Answer Removing one phoneme from a word and identifying what new
word was formed
Phoneme Substitution - Answer Changing one phoneme in a word and identifying what new
word was formed
Phonics - Answer Refers to the relationship between letters and the sounds they make
Encoding - Answer The process of translating sounds to print using knowledge of letter-sound
relationships. This is done by translating phonemes into graphemes. (sounding out a word to
spell it)
When children are engaging in early writing activities, they use knowledge of letter-sound
relationships to write words
Phonemic Awareness vs. Phonics - Answer Phonemic Awareness- refers to identifying and
manipulating phonemes in spoken language
Phonics- refers to the relationship between letters and the sounds they make (if letters and their
sounds are involved, it's phonics)
Fluency - Answer Reading accurately with the appropriate speed and intonation
Fluency-Comprehension Relationship - Answer Non-fluent readers burden their working
memories with decoding, so they read in fragments making it difficult for their brain to make
sense of what they read.
Fluent readers use their working memory to read smoothly and continuously, so the brain
comprehends and makes sense of the text.
Syntactic Clues - Answer When readers use syntactic clues, they use knowledge about correct
oral language structures and the ways sentences are put together to decode and make
meaning.
Decoding - Answer The process of translating print to speech, which is done by translating
graphemes into phonemes
, Graphemes - Answer Letters or groups of letters that represent a single sound
Consonant Blend - Answer Group of 2 or 3 consonants that blend together to make a sound,
but each individual letter sound is still heard
Ex: bl, fr, and sw
Consonant Digraph - Answer Group of 2 constants that form a new consonant sound when
combined
Ex: th, sh, and ch
R-controlled Vowels - Answer Vowels that appear before the letter r in a word. Words
constraining this spelling pattern are sometimes referred to as bossy-r words because the letter
r changes the sound of the vowel.
Ex: ar, er, ir, or, and er
Explicit Instruction - Answer Progresses from part (letter sounds) to whole (whole words).
Means that phonics lessons are purposefully planned to address specific skills rather than
waiting until problems arise with decoding words while reading.
Systematic Instruction - Answer Lessons follow a carefully planned scope and sequence, with
phonics lessons progressing from basic to advanced
Implicit Instruction - Answer Progresses from whole (unknown words encountered in text) to
part (breaking down the words in order to decode them)
Occurs during natural reading experiences, so phonics skills are taught in context rather than in
isolation. Could help motivation to decode a word in order to continue reading.
Letter Recognition - Answer Usually introduced gradually, by high value to student. May be the
first letter of their name, or a letter playing. prominent role in the books they're reading.
Avoid introducing commonly confused letter pairs simultaneously (b and d)
Alphabetic Principle - Answer Each letter makes a predictable sound
