Remedial Instruction in Reading

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Across
  1. 3. – The relationship between letters and sounds in written and spoken language (e.g., letter-sound correspondence).
  2. 5. – The emphasis placed on a syllable in a word, affecting pronunciation and meaning (e.g., 'present vs. pre'sent).
  3. 7. – The collection of words a person understands and can use, essential for reading comprehension.
  4. 8. – Related to phonemes, the smallest units of sound in a language that distinguish one word from another.
  5. 9. – Combining individual sounds (phonemes) to form a word (e.g., /c/ /a/ /t/ → "cat").
  6. 11. – A gap or difficulty in a student's reading ability, such as struggles with decoding, comprehension, or fluency.
  7. 12. – Breaking a word into its individual sounds (e.g., "dog" → /d/ /o/ /g/).
Down
  1. 1. – A complex vowel sound that starts as one vowel and glides into another within the same syllable (e.g., "oi" in "boil").
  2. 2. – A unit of pronunciation in a word; syllabication refers to breaking a word into its syllables for easier decoding.
  3. 4. – Words that readers recognize instantly without decoding, often irregularly spelled (e.g., "the," "said," "was").
  4. 6. – Words following the consonant-vowel-consonant pattern, such as "cat" or "dog," often used for early phonics instruction.
  5. 10. – A method of teaching reading by linking letters (graphemes) to their corresponding sounds (phonemes).