Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
112 Cards in this Set
- Front
- Back
|
T/F
It is important for teachers to teach reading in the same way so that common standards can be achieved |
False- because students may have different academic, language, cultural, or physical needs.
|
|
|
T/F
Teachers develop belief systems about reading only by taking college courses |
False
|
|
|
T/F
Effective teachers view reading and learning to read through belief systems that define and shape their roles as classroom teachers |
True
|
|
|
T/F
In his theory of constructivism, child psychologist, Jean Piaget theorized that children do not internalize knowledge directly from the outside, but construct it from inside their heads in interaction with the environment |
True
|
|
|
T/F
Alphabetic Principle is concerned only with letter recognition |
False- it is also concerned with sounds that correspond with the letters
|
|
|
Explain the alphabetic principle
|
suggests that there is a correspondence between letters (basic units of writing) and sounds. It is a principle that suggests that letters in the alphabet map to phonemes, that minimal sound units represented in written language.
|
|
|
Explain orthographic knowledge
|
is the knowledge of common letter patterns that skilled readers use rapidly and accurately to associate with sounds. This knowledge helps skilled readers to not have to put energy into identifying words.
|
|
|
Describe schema theory
|
-1st organize text with framework→ 2nd make inferences→ 3rd elaborate on knowledge we already have
|
|
|
Continue with the schema theory... what is a schema?
|
-Schema- describes how humans organize and construct meaning in their heads. The more we hear, see, read, or experience new information, the more we refine and expand existing schemata’s within our language system
|
|
|
Continue with the schema theory... what is a schemata
|
-Schemata- reflects the prior knowledge, experiences, conceptual understandings, attitudes, values, skills, and procedures a reader brings to reading a situation
|
|
|
What is metacognition?
|
-Metacognition- is defined by Ann Brown, referring to knowledge about and regulation of some form of cognitive activity
|
|
|
Continued metacognition... In the case of reading, what are the 3 important aspects that involve the student?
|
-self knowledge
-task knowledge -self monitoring |
|
|
Describe the 1st-
|
1- Self knowledge- the knowledge students have about themselves as readers and learners
|
|
|
Describe the 2nd-
|
2- Task knowledge- the knowledge of reading tasks and the strategies that are appropriate given a task at hand
|
|
|
Describe the 3rd-
|
3- Self monitoring- the ability of students to monitor reading by keeping track of how well they are comprehending
|
|
|
Compare and contrast the psycholinguistic and sociolinguistic view of language... define the psycholinguistic view
|
Psycholinguistic view- the study of the mental faculties involved in acting on and interacting with written language in an effort to make sense of a text. It is the view of reading combined with psychological understanding of the reading process with an understanding of how language works.
|
|
|
Define the sociolinguistic view
|
Sociolinguistic view- the study of the everyday functions of language and how interactions with others and with the environment aid language comprehension and learning. Language is a tool to help understand and interact with others in their environments.
|
|
|
Explain the differences between Top-Down, Bottom-Up, and Interactive models of reading. In your opinion, which model is the most effective and why?
FIRST EXPLAIN TOPDOWN |
Top-Down- a type of reading model that assumes that the construction of textual meaning depends on the readers’ prior knowledge and experiences. Top-down models assume that the process of reading and translating print begins with prior knowledge by making predictions or educated guesses
|
|
|
NEXT explain bottomup
|
Bottom-Up- a type of reading model that assumes that the process of translating print to meaning begins with the printed word and is initiated by decoding graphic symbols into sounds. It is the process of translating print to meaning that begins with decoding the graphic symbols into sound.
|
|
|
NEXT explain Interactive model
|
Interactive model- a type of reading model that assumes that translating print to meaning involved using both prior knowledge and print and that process is initiated by the reader making predictions about meaning and/or decoding graphic symbols. The reader formulates hypothesizes based on the interaction of information from semantic, syntactic, and graphiophonemic sources of information.
|
|
|
What is YOUR opinion on these views about
|
I believe that the interactive model is the most effective model because it uses both prior knowledge and experiences combined with the individuals ability to decode symbols to find the meaning of a word. For example if a child is familiar with the word “run”, they can use their prior knowledge with their ability to decode to find understand the meaning and pronounce the sounds for the word “running” or “ran”.
|
|
|
What are the 3 different ways children learn how to read?
|
-Professional knowledge- teachers in the CR
-Practical knowledge- worked somewhat with children -Personal knowledge- what we already know |
|
|
What are some characteristics that children learn through practical knowledge?
|
-imitation
-repetition -small sentences -use of picture clues -sounding out words -configuration -scaffolding- adding new info onto prior knowledge |
|
|
What are some characteristics that children learn through personal knowledge
|
-games
-context clues -flash cards -word walls -finding same sounds in different words that rhyme |
|
|
Arch's beliefs were closer to the ______ approach
|
language
-skills in the context of the story -varied types of reading and genres along with games and authentic readings -journal readings/writings |
|
|
Latish's beliefs were closers to the ________ approach
|
Skills
-begins with the letter/sound relationship -phonics skills, workbooks -basal reader- different level books for different students -memorization of phonic rules |
|
|
Many teachers use the...
|
balanced approach- a little bit from both beliefs
|
|
|
What are syntactic cues?
|
Grammatical information in a text that readers process, along with graphophenemic and semantic information to construct meaning
|
|
|
Bottom up focuses on
|
-letters
-syllables -words |
|
|
Top down focuses on
|
-prior knowledge
-prior experiences |
|
|
What are the 5 different instructional approaches?
|
- basal reading approach
- literature reading approach - technology based instruction - integrated language arts approach - language experience approach |
|
|
Explain the 1st-
|
Basal reading approach- a major approach to reading that occupies the central and broadest position on the instructional continuum. Built on scope and sequence foundations and traditionally associated with bottom-up theory, basal programs have been modified in recent years with the inclusion of language experience and literature activities.
|
|
|
Explain the 2nd-
|
Language-experience approach (LEA)- a major approach to reading, located on the holistic side of the instructional continuum, tied closely to interactive or top-down theory. Often considered a beginning reading approach, connections between reading and writing are becoming more prevalent in classrooms.
|
|
|
Explain the 3rd-
|
Integrated language arts approach- an instructional approach in which reading, writing, listening, speaking, and viewing activities are connected through the use of literature.
|
|
|
Explain the 4th-
|
Technology-based instruction- an instructional approach that utilizes computers and their many capabilities
|
|
|
Explain the 5th-
|
Literature-based instruction-a major approach to reading that encourages students to select their own trade books, with the sessions followed by teacher-student conferences at which students may be asked to read aloud from their selections; used by teachers who want to provide for individual student differences in reading abilities while focusing on meaning, interest, and enjoyment
|
|
|
On the continuum in figure 2.3 from Skills Perspective to Whole Language, explain where your beliefs about reading instruction lie.
|
-My beliefs lie closer to the Skills Perspective. I believe that working on skills when learning to read and write can help a child understand the main purpose of what they are reading/writing and help them comprehend the meaning of what was read.
|
|
|
Continued from ^^^
Describe the kind of reading program you plan to use in your classroom |
-Out of all of the instructional approaches I would use the language arts approach in my classroom. I believe that it would be the most beneficial to my students because it looks at writing, listening, speaking, and ones views towards what was read. These are the most important parts of reading because it gives you the ability to comprehend what was read.
|
|
|
What are components of phonemic awareness?
|
2 parts-
- segmenting - ex: o' | l' | d' - blending- ex: o | l | d |
|
|
What are components of letter recognition?
|
-letter of the day (week)
-flash cards -letter/alphabet books -letter collages |
|
|
What are the phases in children’s literary development
|
- Awareness and exploration phase
- Experimental reading and writing phase - Early reading and writing phase - Transitional reading and writing phase - Independent and productive phase |
|
|
Explain the 1st-
|
Awareness and exploration phase- this phase begins at birth and progresses through a child’s preschool years. It is when they explore their environment, which builds the foundations for learning to read and write. They become more curious about print and print-related activities, and begin to demonstrate logographic knowledge by identifying labels, signs, cereal boxes, and other types of print. They also begin to pretend read by engaging in paper-and-pencil activities such as scribbling and written expression
|
|
|
Explain the 2nd-
|
Experimental reading and writing phase- the first phase leads children into the experimentation with oral and written language. They enter this stage around kindergarten where they begin to understand basic concepts of print such as left to right, and up to down when reading. They also begin to engage in reading and writing activities, which allows them to become more familiar when recognizing letters, sounds, rhyming, along with beginning to write letters of the alphabet and high-frequency words.
|
|
|
Explain the 3rd-
|
Early reading and writing phase- develops around 1st grade where instruction becomes more formal. They begin to read simple stories and can write about topics they have prior knowledge and strong feelings about. They develop strategies such as predicting for comprehension, along with identification skills through their increasing knowledge of letter-sound patterns. Their writing has more awareness of punctuation and capitalization, topics become more meaningful, and they recognize and increasing number or words on sight.
|
|
|
Explain the 4th-
|
Transitional reading and writing phase- occurs around 2nd grade where children begin to demonstrate an ever-increasing facility with reading and writing. They can identify more words (sign recognition), use of greater fluency of cognitive and metacognitive strategies when comprehending and composing.
|
|
|
Explain the 5th-
|
Independent and productive phase- occurs around 3rd grade from the transition phase to engaging in a lifelong process of becoming independent and productive readers and writers. They use reading and writing in increasingly more sophisticated ways for different purposes and audiences.
|
|
|
What are the necessary components of a literature environment to support children’s early reading experiences?
|
- A literate environment for young children is one that fosters interest in and curiosity about written language and supports children’s efforts to become readers and writers.
- Access to print and books - Adult demonstrations of literacy behavior - Supportive adults - Storybook reading |
|
|
Here are important components of literate environments that support children’s early reading experiences: EXPLAIN THE 1ST
|
Access to print and books- literacy learning is facilitated when books are available and there are opportunities to see a great deal of print.
|
|
|
Here are important components of literate environments that support children’s early reading experiences: EXPLAIN THE 2ND
|
Adult demonstrations of literacy behavior- kids begin to learn about the practical uses of written language and understand the importance of why reading and writing activities are worth doing when they see family members use print for different purposes.
|
|
|
Here are important components of literate environments that support children’s early reading experiences: EXPLAIN THE 3RD
|
Supportive adults- early readers tend to have supportive parents who are willing to respond to their child’s questions about print for their early attempts at literacy.
|
|
|
Here are important components of literate environments that support children’s early reading experiences: EXPLAIN THE 4TH
|
Storybook reading- reading to children is positively related to outcomes such as language growth, early literacy, and tater reading achievement.
|
|
|
Describe how writing ability develops in the young child from scribbling through invented spelling- EXPLAIN THE 1ST
|
-Writing starts with scribbling- this is one of the primary forms of written expression; the fountainhead for writing that occurs from the moment a child grasps and uses a writing tool
|
|
|
Describe how writing ability develops in the young child from scribbling through invented spelling- EXPLAIN THE 2ND
|
- Early scribbling or uncontrolled scribbling- is characterized by children making random marks on paper. These early scribblings, according to Lamme, is compared with babbling in early oral language development.
|
|
|
Describe how writing ability develops in the young child from scribbling through invented spelling- EXPLAIN THE 3RD
|
-Controlled scribbling- is the movement away from early scrawls that becomes evident in a child’s scribbles as they begin to make systematic, repeated marks such as circles, virtical lines, dots, and square
|
|
|
When does the 3rd scribbling start and what is it known as?
|
-Marks are known as scribble writing- which are scribbles that are linear in form and shape and bear a strong resemblance to handwriting of the child culture
-Begins between kindergarten and 1st grade- where they built onto their prior knowledge of written language by participating in planned and spontaneous writing activities |
|
|
What does the 3rd type of scribbling help children with?
|
-Helps children acquire knowledge about reading by writing
- Also helps children learn through scribble drawing, which is more pictographic in expression and it directly assists muscle and hand eye coordination development |
|
|
Describe how writing ability develops in the young child from scribbling through invented spelling- EXPLAIN THE 4TH
|
-Name scribbling- and extension of scribble writing, but becomes more representational to the child write (the scribbles actually mean something)
-Name scribbling underscores the differences of writing and pictures with markings or symbols that represent units of language such as letters ad words, which in turn represent things and objects that can be communicated by messages |
|
|
How can the 4th scribbling be improved?
|
Parents or teachers should model writing and write with the child for progression by making cards, lists, signs, labels, or having the child dictate stories that you write with them
|
|
|
What is invented spelling?
|
-Invented spelling (temporary spelling)- the name given to children’s written words before they have learned the rules of spelling
|
|
|
What does ^ it indicate
|
• Here children expect their writing to make sense and have meaning
• These are signals to parents and teachers that the child is beginning to analyze speech sounds in print |
|
|
When does invented spelling come about and what does it mean?
|
• Most kids know something about letters by 1st grade such as names and shapes or letters, or sound and letter recognition
• These explorations help the progression towards conventional spelling • Invented spelling is spellings that children use early in their reading and writing development as they begin to associate letters to sounds |
|
|
Compare and contrast the concept of emergent literacy with the previously help view of reading readiness
DEFINE EMERGENT LIT |
-Emergent literary- children’s literacy learning conceptualized and developmental, with no clear beginning or end, rather than as proceeding in distinct sequence. Thus, children begin to develop literacy through everyday experiences with print long before they enter school
|
|
|
Compare and contrast the concept of emergent literacy with the previously help view of reading readiness
DEFINE READING READINESS |
-Reading readiness- the level of physical, mental, and emotional maturity that children need to reach to benefit from reading instruction
|
|
|
Define big books
|
Big books- enlarged versions of children’s storybooks, distinguished by large print and illustration, designed to offer numerous opportunities for interaction
|
|
|
Define interactive reading
|
Interactive reading- learning is social and collaborative to construct meaning and enjoy a story. Children develop concepts and strategies related to print
|
|
|
Define interactive writing
|
Interactive writing- provides many opportunities for explicit instruction in which teachers demonstrate early writing strategies through print, spelling, and grammar, along with a language experience approach
|
|
|
Define linguistic awareness
|
Linguistic awareness- understanding the technical terms and labels needed to talk and think about reading
|
|
|
Define phonemic awareness
|
Phonemic awareness- an understanding that speech is composed of a series of written sounds; a powerful predictor of children’s later reading achievement
|
|
|
Define phonemic segmentation
|
Phonemic segmentation- the ability to isolate and identify sounds in words
|
|
|
Define language experience
|
Language experience- a major approach to reading, located on the holistic side of instructional continuum, tied closely to interactive, or top-down theory. This is often considered a beginning reading approach, because of the connections between reading and writing that are becoming more prevalent in classrooms.
|
|
|
List and describe the concepts of print as developed in the Concepts About Print Test developed by Marie Clay
|
- Marie Clay designed this test to examine not only what knowledge of print children possess, but also how their understanding of print changes.
- This test is individually administered to each child where the teacher can use their observations to assess a child’s emerging literacy accomplishments - The teacher usually engages the child in a conversation and asks the child if they will help in reading the story. The teacher assess the child’s concepts of print as they read the book together - The child responses reveals their knowledge of print |
|
|
What are some activities that can develop letter recognition in children?
WHEN DOES THIS BEGIN |
Kindergarten and 1st grade teachers should capitalize on children’s knowledge of letters and plan instruction in letter recognition around their daily classroom routines and activities
|
|
|
What are some activities that can develop letter recognition in children?
1ST WAY |
Discuss letters in the context of language-experience story or key words that children recognize instantly because they are personal and meaningful - for example ask children to find at least one other child in the room whose first name begins with the same letters
|
|
|
2ND WAY
|
Use alphabet books- ask children to find the page that a certain letter is on, compare and contrast books, and use the illustrations of the letters in different books.
|
|
|
3RD WAY
|
Target a letter for discussion- have children search for the letter on labels of cans and other commercial products, in magazines, newspapers, and other sources of print. Children can make a letter collage by cutting the letters they find and arranging and pasting them onto a big letter poster that the teacher has made from construction paper
|
|
|
4TH WAY
|
Tie letter recognition to writing- begin with having each child’s write their names by tracing copies of the letters or writing independently. Ask them to count the letters in their name along with examining their name for repetition of letters and so on
|
|
|
5TH WAY
|
Create letters through art- art plays and important part in giving children the opportunity to learn and express their thoughts, feelings, and points of view. It heightens their awareness of their physical environment, involving them through the manipulation of different materials and the development of visual and sensory capacities. Creating letters through drawing, finger painting, sculpting, and making collages such as the letter poster can be beneficial
|
|
|
What is the difference between letter recognition and phonemic awareness? Describe the tasks that are involved in phonemic awareness
LETTER REC |
Letter recognition- is the ability to recognize letters and to succeed in reading probably results from a more common underlying ability
|
|
|
What is the difference between letter recognition and phonemic awareness? Describe the tasks that are involved in phonemic awareness
PHONEMIC AWARENESS |
Phonemic awareness- refers to an insight about oral language and the ability to segment and manipulate the sounds of speech and is one of the five essential components of reading according to the National Institute of Child Health and Human Development’s National Reading Panel.
|
|
|
What is phoneme isolation
|
Phoneme isolation- children recognize individual sounds in a word. For example, the first sound in dog is D. This is a simple task of phonemic awareness
|
|
|
What is phoneme identity
|
•Phoneme identity- the recognition of the same sounds in different words, such as six, sun, and sat. The first sound S is the same
|
|
|
What is phoneme categorization
|
•Phoneme categorization- this task requires children to recognize a word in a set that doesn’t fit or has an odd sound. A teacher might ask, “what word doesn’t sound like the others- dot, big, doll?”
|
|
|
What is rhyming
|
Rhyming- tasks that require children to rhyme words or to recognize rhymes are probably the easiest phonemic awareness tasks for them to perform
|
|
|
What is blending
|
•Blending- a more difficult task involving phonemic awareness requiring children to blend a series of orally presented sounds to for a word
|
|
|
Segmenting beginning and ending sounds in words...
|
•Segmenting beginning and ending sounds in words- children who have developed the capacity to hear sounds in words are able to perform phonemic awareness tasks that require them to isolate and identify the sound at the beginning or end of a word
|
|
|
Segmenting separate sounds in a word...
|
Segmenting separate sounds in a word- this is the most difficult of the phonemic awareness tasks. Children who can segment separate sounds in a word are considered to be phonemically aware
|
|
|
Phoneme deletion, addition, and substitution...
|
•Phoneme deletion, addition, and substitution- these phoneme manipulate tasks requiring children to take away or ass something to make new words.
|
|
|
Describe some activities to develop phonemic awareness
|
- Play with language through read aloud books- use of nursery rhymes, riddles, songs, and poems in natural and spontaneous ways
- Create games and game like activities to reinforce and extend children’s awareness of sounds in words- clapping the number of syllables in a word, playing guessing games or using riddles, playing tongue twisters to build awareness of sounds, and sound matching - Engage children in numerous occasions to write- provide children with many opportunities to experiment with language through writing. Daily writing experiences may be beneficial to children who lack phonemic awareness - Teach children to segment sounds in words through explicit instruction- use of Elkonin boxes for phonemic segmentation |
|
|
Explain how the Yopp-Singer test assesses phonemic awareness
|
-The Yopp-Singer test measures a child’s ability to separately articulate the sounds of a spoken word in order.
- This test shows not only this it is a valid and reliable measurement of phonemic awareness ability but also that it can be used to identify children who are likely to experience difficulty in reading and spelling |
|
|
How to administer the test
|
- To administer the test, orally present the set of target words at one time, and ask the child to respond by segmenting each target word into its separate sounds.
- As the child progresses through the 22 item test, it is appropriate to provide feedback - Correct answers should give feed back such as nodding approval or saying, “good job that’s correct” - If the child answers incorrectly, the correct answer must be shown and then continue down the list |
|
|
How to determine the score...
|
- You can determine a child’s score on this test by counting the number of items correctly segmented into all constituent phonemes. Although no partial credit is gives, a child’s incorrect responses should be noted on the blank line following the item. These incorrect responses provide much insight into the child’s developing awareness of sounds in words.
|
|
|
Define autobiographical narrative
|
an instructional strategy to help students and teachers reflect upon personal knowledge
|
|
|
Define best practice
|
thoughtful, informed, state-of-the-art teaching in which literacy-related practices are theoretically sound and suppored by research
|
|
|
Define belief systems
|
Theoretical orientations and philosophical approaches to the teaching of reading
|
|
|
Define constructivism
|
learning theory associated with jean piaget that describes meaning-making as cognitively constructing knowledge by using prior knowledge and experience in interaction with the environment
|
|
|
Define decoding
|
The conscious or automatic processing and translating of the printed word into speech
|
|
|
Define explicit
|
-teaching directly in an organized order
-based on stated info -teacher-centered or teacher-fcailiatated instruction |
|
|
Define graphophonemic cues
|
Letter-sound info that readers process during reading
|
|
|
Define implicit
|
-while reading pick up skills- left to chance
-based on unstated assumptions in conjunction with given info |
|
|
Define professional knowledge
|
knowledge acquired from an ongoing study of the practice of teaching
|
|
|
Define psycholinguistics
|
the study of the mental faculties involved in acting on and interacting with written language in an effort to make sense of a text
|
|
|
Define sociolinguistics
|
the study of the everyday functions of language and how interactions with others and with the environment aid language comprehension and learning
|
|
|
Define semantic cues
|
the prior knowledge and experience that readers bring to a reading situation
|
|
|
Define the developmentally appropriate practice
|
the matching or gearing of the reading curriculum to childrens developing abilities
|
|
|
Define dramatic play
|
unstructured, spontaneous, and expressive classroom activities requiring little planning
|
|
|
Define environmental print
|
print that surrounds children in their everyday lives such as traffic signs, restaurant signs, charts, and labels
|
|
|
Define language-experience activities
|
activities using the natural language of children and their background experiences to share and discuss events; listen to and tell stories; dictate words, sentences, and stories, and write independently
|
|
|
Define literacy development
|
the states of language experience
|
|
|
Define literacy play center
|
designated classroom areas designed around familiar contexts or places and furnished with props to provide an environment in which children may play with print on their own terms
|
|
|
Define literate environment
|
an environment that fosters and nurtures interest in and curiosity about written language and supports childrens efforts to become readers and writers
|
|
|
Define pretend play
|
the spontaneous creation of stories- including setting, characters, goals, plots, and resolution during childrens play
|
|
|
Define shared reading
|
strategies that allow all children in a classroom or small group to participate in the reading of a story, usually through the use of a big book with large print and illustrations
|
