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Emergent Literacy Terms

Across
skills that are recognized as precursors to more conventional forms of reading and writing
knowledge of print conventions (e.g., left-right, front-back) and concepts (book cover, author, text)
ability to match or discriminate visually presented symbols
a minimal unit of sequential speech sounds comprised of a vowel sound or a vowel-consonant combination
a reading strategy where the adult involves a child or small group of children in reading a book that introduces conventions of print and new vocabulary, or encourages predictions, rhyming, discussion of pictures, and other interactive experiences
Breaking a word into its sound parts (cat, /c/-/a/-/t/)
Hearing and producing two words that have the same beginning sound (anger, alligator)
knowledge of print conventions (e.g., left-right, front-back) and concepts (book cover, author, text)
a state of familiarity with the alphabet, which is the complete set of letters or other graphic symbols representing speech sounds used in writing a language or in phonetic transcription
tasks combining elements of alphabet knowledge, concepts about print, and early decoding
Down
ability to produce, comprehend, or both aspects of spoken language
ability to identify product or company name for common product or establishment (e.g., “Coke,” “McDonald’s”)
the ability to hear and manipulate the separate sounds within words
the beginning consonant sound in a syllable that precedes the vowel; b-ook, st-ack, pl-ay m-ate
a minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language, as /b/ in book contrasts with /t/ in took, /k/ in cook, and /h/ in hook
combinations of aspects of alphabet knowledge, concepts of print, vocabulary, memory and phonological awareness
Figuring out a word by blending the sound together (/d/ /o/ /g/ = dog)
Hearing and producing words that have the same ending (log, dog, fog)