Glossary of terms related to language and literacy development

Sample Solution

Glossary: Language and Literacy Development

Science of Reading:

• Definition: The science of reading refers to the body of research that investigates how children learn to read and how written language is processed by the brain. This research informs effective reading instruction methods.
• Graphic: A human brain with different areas highlighted to represent the regions involved in reading.
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Scarborough's Reading Rope:

• Definition: Developed by neuroscientist Nell Scarborough, this metaphorical framework illustrates the interconnected components of reading proficiency: oral language, phonemic awareness, phonics, fluency, vocabulary, and comprehension.
• Graphic: An image of a rope woven from six strands labeled "Oral Language," "Phonemic Awareness," "Phonics," "Fluency," "Vocabulary," and "Comprehension."

Phonics:

• Definition: Phonics is the study of the relationships between letters and the sounds they represent. Phonics instruction teaches children how to decode written words by sounding them out.
• Graphic: A diagram showing consonant and vowel sounds with corresponding letter examples.

Phonological Awareness:

• Definition: Phonological awareness refers to the ability to identify and manipulate the sounds of spoken language, not the letters themselves. This is a foundational skill for reading development.
• Graphic: An ear iconography.

Part 2: Levels of Phonological Awareness

Infographic: Levels of Phonological Awareness

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Name and Brief Explanation:

• Environmental Sounds (Birth to 6 Months): Infants begin to distinguish sounds in their environment, like speech, music, and household noises.
• Vocal Play (6 Months to 1 Year): Babbling and experimenting with different sounds and intonations.
• Onset and Rime (1 to 2 Years): Recognizing and manipulating the beginning (onset) and ending sounds (rime) of words (e.g., identifying the /b/ sound in "ball" or the /at/ sound in "cat").
• Syllable Awareness (2 to 3 Years): Identifying and counting syllables in spoken words (e.g., clapping for each syllable in "water").
• Blending and Segmenting Sounds (3 to 4 Years): Being able to combine separate sounds to form words (blending) and break down words into individual sounds (segmenting) (e.g., blending /s/ /a/ /t/ to make "sat" or segmenting "dog" into /d/ /o/ /g/).
• Phoneme Awareness (4 to 5 Years): Identifying and manipulating the smallest units of sound in spoken language (phonemes) (e.g., recognizing that "cat" and "cot" differ by one sound).

Age/Grade Range:

These are approximate ranges, and individual development can vary.

Indicators of Difficulty:

• Difficulty rhyming words
• Trouble identifying the first or last sound in a word
• Challenges clapping out syllables in words
• Inability to blend or segment sounds
• Difficulty learning letter sounds

Assessments:

• Phonological Awareness Screening Tests (PAT)
• Dynamic Indicators of Basic Early Literacy Skills ( DIBELS)

Reflection: Why Understanding Reading Development Matters in Special Education

A thorough understanding of the science of reading, Scarborough's Reading Rope, and the levels of phonological awareness is essential for special education teachers, even if direct reading instruction isn't their primary role. Here's why:

1. Supporting All Learners: Many students with disabilities struggle with reading. This knowledge equips special education teachers to understand the underlying reasons behind these difficulties and collaborate with general education teachers and reading specialists to implement appropriate interventions. (Shaywitz, 2008)

2. Targeted Instruction: By understanding the specific level of phonological awareness a student is struggling with, special education teachers can recommend and support targeted interventions that address those weaknesses. (National Center for Learning Disabilities, 2021)

3. Language Development: Strong phonological awareness skills are critical for overall language development. Special education teachers can use this knowledge to integrate phonological awareness activities into their instruction across various subjects, promoting better communication and learning for all students. (Yopp, 1998)