Phonemic Awareness

The ability to hear and play with the individual sounds (phonemes) in spoken words. This is an ear skill, not a print skill—children can develop phonemic awareness long before they learn letters.

Phonological Awareness

A broader listening skill that includes rhyming, syllables, alliteration, and phonemic awareness. It’s the umbrella term for understanding how spoken language is made of parts.

Phoneme

The smallest unit of sound in a word. For example, the word cat has three phonemes: /k/ /ă/ /t/.

Grapheme

The letter or letter combination that represents a phoneme. For example, the sound /f/ can be shown as f, ff, or ph.

Decoding

Using phonics knowledge to read a word by matching letters to their sounds and blending those sounds together. This is what children do when they “sound it out.”

Blending

Pushing individual sounds together to make a word.

Example: /s/ /ă/ /t/ → sat

Segmenting

The opposite of blending—breaking a word apart into its individual sounds.

Example: ship → /sh/ /ĭ/ /p/

Digraph

Two letters that work together to make one sound.

Examples: sh, ch, th, ck

Trigraph

Three letters that make a single sound.

Example: tch, as in match

Consonant Blend (Cluster)

Two or more consonants next to each other where each sound is still heard.

Examples: bl, cr, st, str

Short Vowel

The vowel sound heard in words like cat, pet, big, hot, cup. These are usually taught first in systematic phonics programs.

Long Vowel

A vowel sound that “says its name,” as in cake, me, bike, rope, cube.

Vowel Team

Two or more letters that work together to make one vowel sound.

Examples: ea, ai, oa, ee

R-Controlled Vowel

When a vowel is followed by R, changing the vowel sound.

Examples: ar (car), er (her), or (for)

Sight Words (Heart Words)

Words that children must recognize instantly. Some are fully decodable with practice; others contain parts that must be learned “by heart.”

Example: said, the, was

High-Frequency Words

The most commonly used words in print. Some are decodable, some are not. They show up everywhere in early reading materials.

Orthographic Mapping

The mental process that stores words into long-term memory for instant recognition. This process is how readers develop a sight word vocabulary—not through guessing or memorizing lists, but through connecting sounds to letters repeatedly until the word becomes automatic.

Automaticity

Effortless recognition of letters, sounds, and familiar words. When children develop automaticity, their brain frees up energy for comprehension instead of decoding.

Fluency

Reading smoothly, with accuracy and natural expression. Fluency grows after automaticity is in place.

Encoding

The process of spelling—turning sounds into written letters. It is the reverse of decoding.

Scope and Sequence

The step-by-step order in which phonics concepts are taught. A solid scope and sequence builds skills systematically, from easiest to more complex, so children can progress with confidence.

Systematic Phonics

Instruction that introduces phonics concepts in a logical, intentional sequence (not randomly). Every new skill builds on previously mastered skills.

CVC Word

A word with the pattern consonant-vowel-consonant, such as cat, dog, or sun. These are most children’s first decodable words.

CVCE (Magic-E / Silent-E) Word

Words where a final silent e makes the vowel long.

Examples: cake, bike, note

Morphology

The study of meaningful word parts such as prefixes, suffixes, and roots. This becomes more important in later elementary grades for advanced decoding and vocabulary growth.

Closed Syllable

A syllable that ends in a consonant, making the vowel short.

Example: cat, pic-nic, in

Open Syllable

A syllable that ends in a vowel, usually giving it a long sound.

Example: me, ti-ger

Multisensory Instruction

Teaching that engages seeing, hearing, touching, and moving—boosting memory and confidence. Common in structured literacy programs.