Concepts of Print:
     book awareness
     print awareness
     alphabetic principles

Phonological Awareness:
     phonemic awareness
     onset
     rime
     syllable awareness
     word awareness
     sentence awareness
     phoneme
     grapheme
     rhyme

Sound-Letter Relationships:
     alphabetic principle
     decoding

Morphology:
     morpheme
     morphology
     free morphemes
     bound morphemes

Fluency: 
     decoding
      prosody

Vocabulary:
     academic vocabulary
     receptive vocabulary
     expressive/productive vocabulary
     morphological analysis
     lexical resources 

Comprehension:
     decoding
     vocabulary
     prior knowledge
     phonological processing

Composition/Writing:
     recurring principle
     generative principle 
     sign concepts
     flexibility concept
     directionality
     negative space
     revision
     editing

Genre Knowledge:
     text genre

Motivation:
     competence motivation
     self-efficiency
     intrinsic motivation
     extrinsic motivation
     learning oriented v. performance oriented
     volition

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Students with Special Needs - AUTISM

** My main focus for SLL will be in regards to English as a second language learners. I am pursuing a TESOL minor and so ESL references will be most valuable to me.

i.   concepts of print (what they are, why they’re important, when and how they develop, issues for SLLs)

ii.     phonological awareness (what this is, why it is important, the typical order of acquisition of phonological awareness skills)

iii.   sound-letter relationships (how sounds and letters are related in English, stages of sight word learning, cueing systems, different approaches to decoding, stages of spelling development, issues for second language learners or SLLs)

iv.   morphology (what is it, why it’s important)

v.   fluency (what it is, why it’s important)

vi.   vocabulary (different kinds of vocabulary, different stages of learning a word, how vocabulary is learned, issues for SLLs)

vii.   comprehension (what it is, what good comprehenders do when they read, different reasons why someone might be struggling with comprehension, issues for SLLs)

viii.   composition/writing (what it is, how good writers write, different components of writing, stages of writing development, issues for SLLs)

ix.   genre knowledge (what it is, why it is important to comprehension and composition)

x.             motivation (different kinds or aspects of motivation, why motivation is important, what motivates children to behave as they do, the relationship between classroom management and motivation)

xi.            students with special needs (reading and writing disabilities). This may be interwoven through each of the above constructs or a specific section in your project (choose a learning disability and describe it, how might you encounter it in your practice as a teacher, explore how the disability would affect each of the literacy constructs above, additional resources for literacy learning)


GREAT LITERACY WEB SITES:

National Council of Teachers of English
http://www.ncte.org/

International Reading Association
http://www.reading.org/Resources/DiscussionForum.aspx




** REFERENCES
The majority of the content on this website is due to the efforts of Rich Holdgreve-Resendez and the TE department of Michigan. This was created as a Literacy Reference Project for TE 301 Fall 2009. Materials have been gathered from the TE 301 ANGEL site as well as HR lectures and powerpoints.
A great deal was also previous knowledge obtained through past education.