| alphanumeric codes |
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visual symbols such as the letters and the digits. |
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| analytic-sequential learning preference |
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learning by attending to small details or parts of the information
and retaining them in the sequence or order in which they are
presented |
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| auditory acuity |
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detecting sounds of particular frequencies or levels of pitch |
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| auditory
discrimination |
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distinguishing between words with similar sounds |
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| auditory
figure-ground |
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identifying sounds in the presence of background noise for
each ear |
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| auditory perceptual processing |
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detecting various parts of auditory information |
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| Auditory Short Term Memory |
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(See STAM) |
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| automaticity |
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handling information automatically, without needing to think
about it |
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| blends |
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consonant letter clusters that occur commonly in words
Examples: bl-, cr-, -st, -nd |
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| cloze reading
tasks |
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written sentences from which words have been deleted |
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| cognitive skills |
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ways of reasoning or thinking |
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| comprehending
strategies |
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Actions (strategies) readers use to link ideas that they are
reading about. These are the things readers do while they are
reading |
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| comprehension |
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a reader's understanding having read a text; it is what the
reader has put together having finished reading the text |
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| concept of a word |
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knowing that a word has particular grammatical properties
and is used in particular ways in sentences |
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| criterion based tests |
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link a reader's score on a test with reading abilities or
competencies displayed |
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| decode, decoding |
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say or vocalize one or more letters |
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| digraph |
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two or more letters that represent or match one sound
Examples: sh, ch, th, ph, wh, ck |
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| Distinctive Visual Features (DVF) |
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the letters that a reader selects to use to read a word |
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| episodic memory, episodes |
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recalling experiences, previous episodes in one's life |
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| explicit learning |
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Identifying overtly the learning outcomes at any time |
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| explicit teaching |
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definite, clear, precise instruction as opposed to generalised
instruction |
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| general ability |
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The ways in which readers reason or think about ideas. It
is what is measured by intelligence tests. |
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| grapheme |
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a letter
Examples: A, a |
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| graphophonics |
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links between sounds and letters (graphemes or orthography) |
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high frequency words
(sight words)
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mostly function words(or structure words) such as conjunctions,
pronouns and prepositions |
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| infer,
inferential comprehension |
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Think beyond the information given in a text, make links with
unstated ideas using what readers know. Readers may infer or
guess subsequent events, purpose or intent. |
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| interactive evaluation |
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ask readers to use particular strategies and note the ones
that improve their reading |
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| letter
cluster pattern |
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a string of letters that constitutes a part of a word |
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| lexical access |
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opening up or 'getting into' the word bank |
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| lexicon |
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dictionary, word bank |
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| literal comprehension |
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understanding sentences as they are written |
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| meaning making motor (MMM) |
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working out the meaning of an unknown word by reading on, using the surrounding text... |
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| metacognition (self-management) |
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knowledge of one's own thinking and learning activities, knowing
how to manage and direct one's thinking and learning |
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| metalinguistic |
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how words are used, how words operate |
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| norm based
tests (standardised tests) |
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link a reader's score on a test with age and / or grade norms,
describe the performance as a %ile rank or stanine score, a
standard score |
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| onsets (and rimes) |
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parts of syllables. The onset is the consonant or consonant
cluster before the vowel
Examples: Word: that
onset: th_
rime: _at
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| orthographic knowledge |
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patterns of letters used in written English to write words |
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| phoneme |
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a single sound |
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| phonemic knowledge |
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knowledge of individual speech sounds or phonemes |
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| phonemic recoding |
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changing each letter into a sound |
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| phonics |
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links between patterns of sounds (phonemes) and patterns of
letters (graphemes) |
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| phonological
awareness |
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awareness of the different sound units in oral language
Examples: syllables, onsets and rimes |
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phonological knowledge
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what we know about the sound properties
(phonology) of our language |
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| pre-literate developments |
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Knowledge children learn in the years before they begin to
learn to read |
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| prose reading |
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reading sentences, words linked into strings of meaning |
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| psycholinguistic
knowledge |
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the reader's knowledge of oral language |
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| Rapid Automatised Naming (RAN) |
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recalling names automatically, such as the sound of each letter
fast enough so they can blend them and link with the letter
pattern |
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| readability |
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the readability of a text indicates its reading grade level
or comparative difficulty of texts |
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| receptive vocabulary |
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understanding spoken words |
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| recode (recoding) |
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refer to phonemic recoding |
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| rime unit |
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part of a syllable that includes the vowel and any consonants
that come after it
Examples: Word: that
Onset: th__
Rime: __at
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| segmentation (segment) |
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the process of breaking words into smaller sound units
Examples: hat = /h/ + /at/ or /h/ + /a/ + /t/ |
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| self-efficacy |
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the readers' belief in their own ability to perform a task |
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| self-management |
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learning what to do independently at each stage of reading |
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| self-talk |
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egocentric speech, internalised talk about what they are doing/going
to do |
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| Short
Term Auditory Memory (STAM) |
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retaining briefly a sequence of auditory sounds in order to
use them in various ways |
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| Short Term Working Memory (STWM) |
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retaining ideas briefly while a person thinks about them,
combines them in various ways |
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| sensory impairment |
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Difficulty sensing or receiving information. We usually use
it to apply to visual and auditory information |
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| sentence meaning propositions |
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the meaning coded in a sentence, between the various verbal
concepts mentioned |
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| sub vocally |
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talking to yourself about ideas 'in your head', saying things
to yourself without saying them aloud |
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| visual perceptual abilities |
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abilities to do with detecting visual information |
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