Beginning Reading Instruction

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Across
  1. 6. The initial sound
  2. 7. The sound that a letter usually represents when it appears in a short, one syllabus word.
  3. 8. Any word in which one or more letters does not represent its most common word.
  4. 11. A skill that prepares students to see relationship between letter clusters that represent the same sounds in different words and to sounds out words that begin with stop sounds.
  5. 12. Includes awareness of the larger and smaller parts of spoken language.
  6. 14. The understanding that letters represent sounds and that whole words embody a sound structure of individual sounds and patters of groups of sounds.
  7. 16. The combination of alphabetic understanding and phonemic awareness.
  8. 19. Type of letter that should be introduced first.
  9. 20. 41 tiny,abstract sounds.
Down
  1. 1. Any word in which each letter represents its most common sound.
  2. 2. When students identify the sounds that make up a word
  3. 3. A sound that can be said for only an instant.
  4. 4. The syllable that begins with a vowel.
  5. 5. The approach that teaches children to convert letters or letter combinations into sounds and blend them to form recognizable words.
  6. 9. When students translate a series of sounds into a word said at a normal rate.
  7. 10. Reader's knowledge of the letters of the alphabet coupled with the understanding that the alphabet represents the sounds of spoken language.
  8. 13. Identifying and manipulating individual sounds within words.
  9. 15. A sound that can be said for several seconds without distorting the sound.
  10. 17. Ex. CVC,CVCC
  11. 18. Occurs when two or three consonants appear consecutively in a word, and each consonant represents its most common sound.