OAE 190 -Vocabulary Questions with
Complete Solutions.
Affix - Answer a morpheme or meaningful part of a word; includes prefixes, roots, suffixes
Allophones - Answer a predictable phonetic variant of a phoneme, such as nasalized vowels
Alphabetic principle - Answer letters and letter patterns that represent the sound of a spoken
language
Automaticity - Answer typically used in regards to fluency; the ability to read letters or words
automatically without having to think about it
Base word - Answer can stand alone. It is a free morpheme, usually of Anglo-Saxon origin to
which affixes can be added
closed syllable - Answer a syllable with a short vowel followed by one or more consonants.
Unaccented ones typically have the schwa vowel sound
cognates - Answer words in different languages that have the same morphemes (geography in
English and geografia in Spanish)
consonant blend - Answer when two consonants come together where both sounds are
heard, yet flow together (tr, br, bl)
consonant digraph - Answer when two written consonants represent one sound (sh, ph, th)
Core instruction (tier 1) - Answer daily whole classroom instruction where all students recieve
an evidence-based, scientifically researched core program; sometimes referred to as Universal
Instruction
Criterion-referenced - Answer informal or formal assessments that compare a student's
reading skills to a set of skills (criterion) that are identified as needed for mastery
curriculum-based measurement - Answer a criterion-referenced assessment that is tied to
specific reading skills and can be used for screening and bench-marking purposes
, decoding - Answer translating how a word is spelled into the represented speech sounds;
involves reading
decodable text - Answer text that is written using words that utilize phones/decoding skills
that students have been taught. Students can read all the words because the words contain
known sounds and irregular words have been taught. Each text typically focuses on a phonic
pattern that is clearly identifiable and repeated.
dyslexia - Answer a specific learning disability that is neurobiological in origin. it is
characterized by difficulties with accurate and/or fluent word recognition and by poor spelling
and decoding abilities. these difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to other cognitive abilities and the
provision of effective classroom instruction. Secondary consequences may include problems in
reading comprehension and reduced reading experience that can impede the growth of
vocabulary and background knowledge
Emergent literacy - Answer describes the reading and writing experiences of young children
before they learn to write and read conventionally
Encoding - Answer when students translate the sounds of a word into the corresponding
sequence of letters; another term for spelling
Explicit instruction - Answer instruction that involves direct explanation in which concepts are
explained and skills are modeled, without vagueness or ambiguity. The teacher's language is
concise, specific, and related to the objective, and guided practice is provided
fluency - Answer reading words at an adequate rate, high accuracy, and with prosody. Fluency
is measured in Word Count Per Minute (WCPM)
Frustrational/Instructional,Independent reading level - Answer these levels are typically used
in conjunction with how accurately a student can read a text. Independent levels are usually
between 95-100%, Instructional between 90-94%, and Frustrational level below 90%.
grapheme - Answer a written letter or letters that represent a single speech sound
High-frequency word (HFW) - Answer most common words used in the English language; can
be decodable or irregular
Intensive Instruction (Tier 3) - Answer typically a small portion of students who need core
+more+more instruction and sometimes labeled as special education. Instruction should occur
in small groups of no more than 3. Intervention may include looking at time, intensity,
Complete Solutions.
Affix - Answer a morpheme or meaningful part of a word; includes prefixes, roots, suffixes
Allophones - Answer a predictable phonetic variant of a phoneme, such as nasalized vowels
Alphabetic principle - Answer letters and letter patterns that represent the sound of a spoken
language
Automaticity - Answer typically used in regards to fluency; the ability to read letters or words
automatically without having to think about it
Base word - Answer can stand alone. It is a free morpheme, usually of Anglo-Saxon origin to
which affixes can be added
closed syllable - Answer a syllable with a short vowel followed by one or more consonants.
Unaccented ones typically have the schwa vowel sound
cognates - Answer words in different languages that have the same morphemes (geography in
English and geografia in Spanish)
consonant blend - Answer when two consonants come together where both sounds are
heard, yet flow together (tr, br, bl)
consonant digraph - Answer when two written consonants represent one sound (sh, ph, th)
Core instruction (tier 1) - Answer daily whole classroom instruction where all students recieve
an evidence-based, scientifically researched core program; sometimes referred to as Universal
Instruction
Criterion-referenced - Answer informal or formal assessments that compare a student's
reading skills to a set of skills (criterion) that are identified as needed for mastery
curriculum-based measurement - Answer a criterion-referenced assessment that is tied to
specific reading skills and can be used for screening and bench-marking purposes
, decoding - Answer translating how a word is spelled into the represented speech sounds;
involves reading
decodable text - Answer text that is written using words that utilize phones/decoding skills
that students have been taught. Students can read all the words because the words contain
known sounds and irregular words have been taught. Each text typically focuses on a phonic
pattern that is clearly identifiable and repeated.
dyslexia - Answer a specific learning disability that is neurobiological in origin. it is
characterized by difficulties with accurate and/or fluent word recognition and by poor spelling
and decoding abilities. these difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to other cognitive abilities and the
provision of effective classroom instruction. Secondary consequences may include problems in
reading comprehension and reduced reading experience that can impede the growth of
vocabulary and background knowledge
Emergent literacy - Answer describes the reading and writing experiences of young children
before they learn to write and read conventionally
Encoding - Answer when students translate the sounds of a word into the corresponding
sequence of letters; another term for spelling
Explicit instruction - Answer instruction that involves direct explanation in which concepts are
explained and skills are modeled, without vagueness or ambiguity. The teacher's language is
concise, specific, and related to the objective, and guided practice is provided
fluency - Answer reading words at an adequate rate, high accuracy, and with prosody. Fluency
is measured in Word Count Per Minute (WCPM)
Frustrational/Instructional,Independent reading level - Answer these levels are typically used
in conjunction with how accurately a student can read a text. Independent levels are usually
between 95-100%, Instructional between 90-94%, and Frustrational level below 90%.
grapheme - Answer a written letter or letters that represent a single speech sound
High-frequency word (HFW) - Answer most common words used in the English language; can
be decodable or irregular
Intensive Instruction (Tier 3) - Answer typically a small portion of students who need core
+more+more instruction and sometimes labeled as special education. Instruction should occur
in small groups of no more than 3. Intervention may include looking at time, intensity,
