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Chapter 4: Phonics and Word Recognition - Coggle Diagram
Chapter 4: Phonics and Word Recognition
What Teachers Need to Know to Teach Phonics
Phonics
Decoding
Spelling Patterns
Word Recognition
Phonemic Awareness
Alphabetic Principle
Spoken words are made up of individual sounds
Speech sounds are represented in English by letters and letter combinations
Consonant Letters and Sounds
The C Rule
The G Rule
Consonant Blends or Clusters
Consonant Digraphs
Consonant Trigraphs
Vowel Letters and Sounds
Vowel Digraphs or "Teams"
Diphthongs
Schwa
r-Controlled Vowels
Syllable Patterns
The CVC Pattern
The CV Pattern
The VCe (final silent e) Pattern
Vowel Digraphs (CVVC)
Onset and Rime
High-Frequency
Sight Word Instruction
Multisyllabic Words
Structural Analysis
Morphemes
Bind Morphemes
Free Morphemes
Compound Word
Assessing and Monitoring Student's Progress In Word Recognition
Letter Naming Tests
Letter-Name Accuracy Test
Dibels Letter Naming Fluency Test
Meaning (Semantic)
Syntax (Structure)
Visual (Graphophonic)
Running Records
Understanding Misces: MSC Analysis
Commercial Diagnostic Reading Test
The Woodcock Reading Mastery Test, Third Edition
Foundational Approaches to Phonics Instruction
Instruction
Analytic Phonics Instruction
Embeded Phonics Instructon
Synthetic Phonics Instruction
Anology-Based Phonics Instruction
Phonics-Through-Spelling and Writing Instruction
Blending
Sequential Blending
Hierarchical Blending
Segmenting
Sequential Segmenting
Hierarchical Segmenting
Effective Strategies for Teaching High-Frequency Sight Words
Law of 10/20
Drastic Strategy
Meeting the Needs of Diverse Learners in Phonics and Word Recognition Instruction
Interactive Strategies for Phonics Instruction
Dyslexia
Lingusitic
Meaning Based Multisensory
Phonemic Awareness
Explicit Direct Instruction
Games
Letter-Sound Cards
Phonics Fish Card Game
Stomping, Clapping, Tapping, and Snapping Syllables and Sounds
Arts-Based Reading Programs
Fostering Phonics Development at Home