Your FREE OAE Foundations of Reading Flashcards 2026 – 200+ Cards

The oral/auditory ability to recognize and manipulate the sounds of spoken language — rhymes, syllables, onsets, rimes, and phonemes. No print involved.

The narrowest level of phonological awareness: hearing and manipulating the individual phonemes in spoken words (blending, segmenting).

The smallest unit of sound that distinguishes one word from another (the /b/ vs. /p/ in bat vs. pat).

A letter or letter group that represents one phoneme (the 'sh' in ship is one grapheme).

The link between a written letter (or letters) and the sound it represents — the core of phonics.

The understanding that letters and letter patterns systematically represent the sounds of spoken language.

Instruction in the systematic relationship between letters and sounds so students can decode written words.

Converting letters to sounds and blending them together to read a whole word (part-to-whole).

Identifying sound-letter patterns within whole, already-known words (whole-to-part).

Phonics taught in a planned, logical scope and sequence from simpler to more complex patterns.

Skills taught directly and clearly by the teacher, not left for students to discover.

Text with a high proportion of words matching the phonics patterns students have already been taught.

An explicit, systematic, cumulative approach to reading grounded in the science of reading; very effective for dyslexia.

The body of research from many fields on how reading develops and how it is best taught.

Storing written words in long-term memory by linking spelling to pronunciation and meaning — how sight words form.

A word recognized instantly and automatically, built through orthographic mapping, not shape memorization.

The most common words in print (the, said, of); many are taught for instant recognition.

Translating printed letters into sounds and blending them to read words.

Translating sounds into letters to spell words — the reverse of decoding.

Identifying a single sound in a word (the first sound in map is /m/).

Pushing individual sounds together into a word: /s/ /u/ /n/ → sun.

Pulling a word apart into its individual sounds: ship → /sh/ /i/ /p/. Develops last.

Saying a word with a sound removed: cat without /k/ → at.

Replacing one sound with another: change /c/ in cat to /h/ → hat.

The onset is the opening sound(s) of a syllable; the rime is the vowel and what follows: /c/ + /at/.

Recognizing words that share an ending sound (cat/hat) — one of the earliest phonological skills.

A word part with one vowel sound; counting syllables is an early phonological skill (but-ter-fly = 3).

A syllable ending in a consonant, with a short vowel sound (cat, napkin).

A syllable ending in a vowel, with a long vowel sound (go, he, ti-ger).

A syllable where a silent final e makes the vowel long (cake, time) — the 'magic e'.

Two vowels working together to make one sound (rain, boat, meet).

A vowel followed by r, which changes the vowel sound (car, bird) — the 'bossy r'.

A final stable syllable of consonant + l + e (ta-ble, lit-tle).

Dividing a word into syllables to make its vowel sounds predictable and aid decoding.

Reading multisyllabic words by breaking them into smaller, manageable units (tr + ain).

The smallest unit of meaning in a word — a prefix, root, or suffix (un + happy + ness = 3 morphemes).

Using prefixes, roots, and suffixes to decode and find the meaning of longer words.

A morpheme added to the front of a base word that changes its meaning (un-, re-, pre-).

A morpheme added to the end of a base word (-ing, -ed, -tion, -ful).

The base part of a word that carries its core meaning, to which affixes attach.

A suffix that changes tense, number, or degree without changing the word's part of speech (-s, -ed, -ing).

A suffix that changes a word's meaning or part of speech (-tion, -ly, -ness).

Early understandings about how print works: directionality, that print carries meaning, word/letter concepts.

The convention of reading left to right and top to bottom in English print.

The reading and writing knowledge a child develops before formal instruction (book handling, letter naming).

Reading text accurately, at an appropriate rate, and with proper expression (prosody).

Recognizing words instantly and effortlessly, freeing attention for comprehension.

Expression in oral reading — phrasing, intonation, and stress that mirror natural speech.

How quickly a reader reads, often measured in words correct per minute (WCPM).

Re-reading the same passage several times to build fluency, speed, and accuracy.

The teacher reads a line aloud and the student immediately reads it back, modeling fluency.

A group reads a text aloud together, modeling fluent, expressive reading.

Two students read together for peer support and modeling of fluency.

Reading along with a fluent audio recording to model pacing and expression.

The phases by which words become sight words: pre-alphabetic, partial, full, and consolidated alphabetic.

A specific learning difficulty in accurate, fluent word recognition and spelling, despite adequate instruction.

A classroom display of high-frequency words and key vocabulary for visual reference and reinforcement.

Combining an onset and rime to read a word (/m/ + /ap/ → map).

Two letters making one sound (sh, ch, th, ck).

Two or three consonants together where each sound is heard (st, bl, str).

A vowel sound that glides from one to another within one syllable (oi in coin, ou in cloud).

The unstressed, neutral vowel sound (uh) common in many syllables (the a in about).

The National Reading Panel's five pillars: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

A federal panel whose 2000 report identified the evidence-based components of effective reading instruction.

Systematic phonics follows a planned sequence; incidental teaches sounds only as they happen to come up — systematic is more effective.

Knowing which sound(s) each letter represents — a prerequisite for decoding.

Combining individual sounds into a whole word; essential for decoding.

Separating a word into its individual sounds; essential for spelling.

The consonant sound(s) before the vowel in a syllable (the /spr/ in sprint).

The vowel and any following consonants in a syllable (the /int/ in sprint).

A spelling-sound rule that holds most of the time (e.g., a silent e makes the vowel long).

High-frequency words with parts that don't follow regular phonics (said, of); mapped with the tricky part flagged.

A group of words sharing a common rime (cat, hat, mat, sat).

Decoding longer words by dividing them into syllables and using known patterns.

Predictable phases of spelling development from emergent to derivational, paralleling decoding.

A common oral-reading fluency measure: words read correctly in one minute.

How quickly and accurately a child names letters — an early screening measure.

Understanding how books and print work: front/back, left-to-right, words made of letters.

Demonstrating a skill or strategy aloud so students can see the thinking involved.

Constructing meaning from text — the ultimate goal of reading.

Reading comprehension = decoding × language comprehension; if either is zero, comprehension is zero.

A model weaving word recognition and language comprehension strands into skilled reading.

Understanding the meaning of spoken/written language — vocabulary, background knowledge, syntax, reasoning.

Identifying printed words accurately and automatically — phonological awareness, decoding, sight recognition.

Knowledge of word meanings; one of the strongest drivers of reading comprehension.

High-utility words used across subjects (analyze, contrast); the highest-yield words to teach.

Everyday conversational words that rarely need teaching (dog, run, happy).

Low-frequency, domain-specific terms taught within a content area (photosynthesis, isotope).

Explicitly teaching word meanings with definitions, examples, and uses.

Acquiring vocabulary through wide reading and rich oral language exposure.

Hints in surrounding text (definitions, examples, contrasts) used to infer an unfamiliar word's meaning.

A graphic organizer that associates a word with related words and meanings.

Words a person understands when listening or reading.

Words a person uses when speaking or writing.

The central point a passage conveys — what the whole text is mostly about.

A fact, example, or reason that explains, proves, or develops the main idea.

Capturing the main idea and key details of a text concisely in one's own words.

A logical conclusion drawn from text evidence plus reasoning — implied but not stated.

Understanding what a text states directly — facts you can point to on the page.

Reading between the lines to draw conclusions the text implies, using evidence.

Judging or critiquing a text — its quality, credibility, or the strength of its argument.

Information not stated outright but inferred by the reader from context and clues.

The central message or underlying idea of a literary work — what it says about life.

A topic is the subject (one word: courage); a theme is a full statement about life.

The sequence of events in a story: exposition, rising action, climax, falling action, resolution.

The time and place in which a story occurs.

A person or being in a story who drives the action.

A character who undergoes significant change or growth through the story.

A character who stays essentially the same throughout the story.

A complex, multi-dimensional character with a range of traits.

A character defined by a single trait, with little development.

The perspective from which a story is told (first person, third-person limited, omniscient).

The central struggle that drives a plot (character vs. self, others, nature, or society).

Language meaning beyond the literal — metaphor, simile, personification, idiom.

A comparison of two unlike things using 'like' or 'as' (as bright as the sun).

A direct comparison stating one thing is another (her smile was sunshine).

Giving human qualities to non-human things (the wind whispered).

A phrase whose meaning differs from its literal words (break a leg).

Hints or clues an author gives about events that will happen later.

A contrast between expectation and reality, often for humor or emphasis.

A recurring element, image, or idea that reinforces a story's theme.

The feeling or atmosphere a text creates in the reader.

The author's attitude toward the subject, conveyed through word choice.

How an informational text is organized (cause/effect, compare/contrast, sequence, etc.).

A text structure showing why something happens and what results (because, so, therefore).

A text structure showing similarities and differences (similarly, unlike, however).

A text structure stating a problem and offering a fix.

A text structure presenting steps or events in order (first, next, finally).

A text structure listing features, qualities, or examples of a topic.

Print supports like headings, captions, bold words, diagrams, and tables of contents.

Nonfiction text written to inform or explain, organized by text structures.

Text that tells a story, built from literary elements like plot and character.

A visual tool (Venn diagram, story map, flowchart) that maps a text's structure.

Overlapping circles used to compare and contrast two or more things.

Connecting a text to what the reader already knows before reading to aid comprehension.

Noticing when meaning breaks down and using fix-up strategies (re-read, clarify).

A strategy where students take turns predicting, questioning, clarifying, and summarizing.

Forming a reasonable guess about what comes next, then reading to confirm or revise.

Asking questions before, during, and after reading to set a purpose and check understanding.

Writing that aims to convince using emotional appeals, logic, and credibility.

Poetry without a strict rhyme scheme or regular meter.

Repetition of the same initial consonant sound across words (Peter Piper picked).

A category of text (folktale, biography, poetry, science article) with shared features.

What a reader already knows about a topic; a strong driver of comprehension.

A reader's organized prior knowledge that new information is connected to.

The rules for arranging words into phrases and sentences; supports comprehension.

The study of word and sentence meaning.

The study of word structure (morphemes); aids both decoding and vocabulary.

Denotation is a word's literal definition; connotation is its emotional/associated meaning.

The reason a text was written: to inform, persuade, entertain, or explain.

A fact can be proven; an opinion is a belief or judgment that cannot be proven.

Combining text evidence and reasoning to reach a supported judgment.

The predictable parts of a narrative: setting, characters, problem, events, resolution.

A graphic organizer charting a story's setting, characters, problem, and solution.

The main idea is the overall point; details are the evidence that develops it.

A suspenseful, unresolved ending that leaves the reader wanting more.

Deliberate exaggeration for effect (I've told you a million times).

Using an object or image to represent a larger idea.

An interruption that depicts events from an earlier time.

A text whose events are not presented in chronological order.

The turning point of greatest tension in a story's plot.

The part of a story where the central conflict is settled.

A concluding section providing additional information after a story's main events.

Forming mental images while reading to deepen comprehension.

Careful, repeated reading of a short text to analyze meaning and craft.

A teachable mental process (predict, question, infer, summarize, monitor) that builds understanding.

A quick, broad check given to all students to flag who may be at risk.

An in-depth assessment that pinpoints a student's specific skill strengths and gaps.

Frequent, brief measurement tracking whether an intervention is improving a skill over time.

Ongoing, low-stakes assessment used to adjust instruction while learning is happening.

An end-of-unit or end-of-year measure of overall achievement.

A measure of whether students reached a benchmark or standard.

A test that compares a student's performance to a representative peer group.

A test that measures performance against a fixed standard, not against peers.

Coding a student's oral reading errors to find an accuracy rate and cueing patterns.

Examining the types of oral-reading errors to infer what cues a reader relies on.

The percentage of words a student reads correctly in a passage.

A set of leveled passages used to find a student's independent, instructional, and frustration levels.

Text a student reads with high accuracy and comprehension, with no help.

Text a student reads successfully with some teacher support — ideal for instruction.

Text too hard for a student, with low accuracy and comprehension.

A set of brief measures of early literacy skills used for screening and progress monitoring.

The degree to which an assessment measures what it is intended to measure.

The degree to which an assessment yields consistent results.

A tiered framework that screens all students and intensifies support based on data.

Multi-Tiered System of Supports — a broader tiered framework for academic and behavioral needs.

High-quality core instruction provided to all students in the general classroom.

Targeted small-group support for students not responding to Tier 1.

Intensive, individualized intervention for students with the greatest needs.

Adjusting instruction, grouping, and texts to meet individual students' needs.

Grouping students by current need and regrouping as data change.

Temporary supports that help a student perform a task, removed as competence grows.

Moving from teacher modeling (I do) to guided practice (we do) to independent work (you do).

Small-group instruction with leveled text matched to students' reading levels.

The teacher reads a text aloud while students listen, modeling fluency and building comprehension.

A read-aloud with planned stops for discussion and student engagement.

Teacher and students read a visible text together, with the teacher leading.

An approach combining multiple methods; effective only when explicit phonics is included.

The evidence-based default: skills taught directly in a planned sequence.

Intensified, targeted instruction addressing a specific assessed skill gap.

Using assessment results to plan, group, and adjust teaching.

An assessment where students supply missing words, gauging comprehension and prediction.

Brief observational notes a teacher keeps about a student's reading behavior.

A periodic check of progress toward grade-level standards.

A diagnostic that identifies which letter-sound patterns a student knows.

Students rehearse and perform a script to build fluency and expression.

Brief, standardized measures of a skill given frequently to track progress.

Screening flags who is at risk; diagnostic pinpoints exactly what the problem is.

Progress monitoring tracks growth during intervention; outcome measures final achievement.

A scoring guide listing criteria and performance levels for an open-ended task.

Evaluating a collection of a student's work gathered over time.

Systematically watching and recording a student's reading behaviors.

Reliability is consistency of results; validity is measuring what you intend to measure.

Assessing all students early to identify those who may need extra support.

Text matched to a difficulty level so students read at their instructional level.

Instruction before reading (building background, setting purpose) that aids comprehension.

A measure of how accurately and quickly a student identifies printed words.

A measure of how well a student understands what they read (retelling, questions).

Having a student recount a text to assess comprehension and sequencing.

Directly demonstrating a skill before guided and independent practice.

Specific, timely feedback that helps a student fix an error and improve.

Engaging families to support a child's reading development at home.

Subarea IV: two open-response written assignments applying reading knowledge to scenarios.

A test item requiring a written analysis rather than choosing an answer.

An organized written analysis of a classroom scenario or student data, scored on a rubric.

The written assignment analyzing a need in phonics, phonemic awareness, word analysis, or fluency.

The written assignment analyzing a need in vocabulary or literary/informational comprehension.

Whether a written response actually addresses the assignment's task.

Whether a response uses specific, relevant evidence and a concrete strategy.

Whether a response justifies its recommendation with sound reading theory.

Gap → evidence-based strategy → why it works (tied to the science of reading).

Pinpointing the specific skill gap a scenario reveals before recommending instruction.

An instructional approach supported by reading research, matched to a specific need.

Combining information from multiple sources into a coherent understanding or argument.

Integrating information across text, data, images, and other formats to build meaning.

Judging a source by the author's expertise, credentials, bias, and evidence.

The expertise and affiliations that bear on whether a source is trustworthy.

Weighing each source's perspective and situation to interpret it fairly.

Placing information within its broader historical, cultural, or situational context.

Combining principles from different disciplines to address a complex problem.

Whether data align across sources — a key check when integrating information.

Explaining why a strategy works by tying it to reading research and models.

The scoring guide for OAE written assignments: purpose, support, and rationale.

The structure of a strong OAE written response: name the need, give the strategy, justify it.

Referencing specific details from the prompt's data or student work in your response.

Examining a writing/reading sample to identify a specific instructional need.

Checking whether multiple sources agree before drawing a conclusion.

Examining the ethical or values dimension of an issue across sources.