Dyslexia Glossary of Terms

Cumulative instruction

• • Concepts are taught using direct instruction. Instructional tasks are modeled (I do), supported while practiced (we do), and practiced independently (you do). (From KSDE)

• Lessons build on previous knowledge, moving from simple concepts to more difficult concepts. (International Dyslexia Association).

• • Engaging students in reading processes using more than one sense. (From Understood.org) 

• • Teaching in a way that organizes the material in a logical order of language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements.  (From International Dyslexia Association)

  
  

Evidence-based

• • Any concept or strategy that is derived from or informed by objective evidence that demonstrates a statistically significant effect - most commonly, educational research or metrics of school, teacher, and student performance. (From KSDE) 

•  The study of base words, roots, prefixes, and suffixes to enhance word meanings. (International Dyslexia Association)

• The formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. (From Lennea Ehri)

• The process of storing written words so that future encounters with that word are automatically recalled and decoding is not needed. (From Cracking the Code)

Explicit instruction

• • Teaching in a way that organizes the material in a logical order of language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements.  (From International Dyslexia Association)

•  Lessons build on previous knowledge, moving from simple concepts to more difficult concepts. (International Dyslexia Association).

•  Engaging students in reading processes using more than one sense. (From Understood.org)

• • Concepts are taught using direct instruction. Instructional tasks are modeled (I do), supported while practiced (we do), and practiced independently (you do). (From KSDE)

High-frequency words

• The study of base words, roots, prefixes, and suffixes to enhance word meanings. (International Dyslexia Association)

• • Words that appear most often in text. (Common definition). 

• Words without one to one sound/letter correspondence. (From David Kilpatrick)

• •  The study of spelling and how letters combine to represent sounds and form words. (From Lexico.com)

Morphology

• • The study of base words, roots, prefixes, and suffixes to enhance word meanings. (International Dyslexia Association) 

• • The study of spelling and how letters combine to represent sounds and form words. (From Lexico.com)

• Words with one to one sound/letter correspondence. (From David Kilpatrick)

• • The set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation, and the mechanics of language. (From International Dyslexia Association) 

Multisensory instruction

• •  Teaching in a way that organizes the material in a logical order of language. The sequence must begin with the easiest and most basic concepts and elements and progress methodically to more difficult concepts and elements.  (From International Dyslexia Association)

• •  Lessons build on previous knowledge, moving from simple concepts to more difficult concepts. (International Dyslexia Association). 

• • Engaging students in reading processes using more than one sense. (From Understood.org) 

• Concepts are taught using direct instruction. Instructional tasks are modeled (I do), supported while practiced (we do), and practiced independently (you do). (From KSDE)

Opaque words

• • Words without one to one sound/letter correspondence. (From David Kilpatrick) 

• • The aspect of language concerned with meaning in written language. (From International Dyslexia Association)

• • The ability to recognize and manipulate the spoken parts of words. (From Reading Rockets).

•  The ability to break words down into individual sounds (phonemes).

Orthographic mapping

• • The study of spelling and how letters combine to represent sounds and form words. (From Lexico.com)

•  The process of storing written words so that future encounters with that word are automatically recalled and decoding is not needed. (From Cracking the Code)

• • The direct teaching of sounds (phonemes) spoken to individual letters or groups of letters (graphemes). (From Reading Rockets) 

• The formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. (From Lennea Ehri)

Orthographic processing

• • The ability to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level. (From Dyslexia Help University of Michigan). 

• The process of storing written words so that future encounters with that word are automatically recalled and decoding is not needed. (From Cracking the Code)

• • Engaging students in reading processes using more than one sense. (From Understood.org) 

• • The formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. (From Lennea Ehri)

Orthography

• The study of spelling and how letters combine to represent sounds and form words. (From Lexico.com)

• The ability to break words down into individual sounds (phonemes).

• • The aspect of language concerned with meaning in written language. (From International Dyslexia Association)

• • The division of words into syllables either in speech or writing.