| alphabet knowledge: recognizing letters of the alphabet. |
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| assessment: a way to evaluate reading development and proficiency. |
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buddy reading: pairing a child from an upper grade with a younger child. |
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choral chanting: the entire class, or a small group of children, reads a passage together. |
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| comprehension: the ability to understand and gain meaning from what has been read. |
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| concepts about print: knowledge about books: how to hold them, move from left to right, front to back. |
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| decoding: the combination of phonemic awareness, letter recognition, and sound knowledge that enables us to break down new and unfamiliar words. |
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| echo chanting: the teacher reads one line of text and the child then reads the same line. |
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| emergent reading: the time between birth and when children begin to read and write in conventional ways. |
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| encoding: the combination of phonemic awareness, letter, and sound knowledge that enables us to spell words by translating sounds into letters. |
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| fluency: the ability to read text accurately and quickly. |
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| language acquisition: the stages of listening and speaking development. |
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| language proficiency: the level at which a person can speak and understand a language. |
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letter identification: recognizing the letters of the alphabet. |
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| letter-sound relationship: recognizing the letters of the alphabet and their accompanying sounds. |
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| mental imagery: the skill of visualizing what you see after you have been read to. |
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| partner reading: involves peers reading together. |
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| phonemic awareness: the ability to hear and identify sounds in spoken words |
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| phonics: the relationship between the letters of written language and the sounds of spoken language. |
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| vocabulary: the words students must know to communicate effectively. |
