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480 Cards in this Set

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In a LBL, if a student tries once to correct an error but fails, the teacher...
models how to solve the problem
The diagraph NG in SONG would be spelled where?
in the third letterbox
When a student misreads a word in a LBL, the teacher does what?
moves the letters to scaffold vowel-first blending
In a LBL, what does the teacher do first?
explains and models a new correspondence
Letterboxes show what?
the number of phonemes in a pronunciation
In a LBL, the student reads the words with or without the letterboxes?
without the letterboxes
The silent E in the word CONE is placed where?
outside the third letterbox
If a student has trouble reading the word GAME in a LBL, how should you arrange the letters to model?
a_e, ga_e, game
how many letterboxes would you need for the word TRUCK?
four
Who wrote a popular book calling for explicit phonics instruction?
Rudolph Flesch
Does a written word directly represent the meaning of the word in alphabetic writing?
NO
Fluency and comprehension depend on what?
Automatic word recognition
Did the first alphabet have both vowels and consonants?
NO
What is the ultimate goal of phonics?
automatic word recognition for reading comprehension
How does alphabetic writing compare to logographies and syllabaries?
There are fewer symbols to learn, but they are more abstract.
Did American teachers in the 1800s give children interesting stories to read before they taught the alphabetic principle?
NO
What type of instruction did Jeanne Chall's research call for?
systematic and explicit phonics instruction
Usually, words that contribute most to the meaning of a passage are what?
relatively infrequent
Expert readers use context to what?
select appropriate meanings
Is it normal for a beginning reader to not be able to remember the correct order of letters in a word?
YES
We learn new word meanings best by what?
Having words explained in several different contexts
The _________ recognizes letters
Orthographic Processor
The ________ hears sounds and decides if they are speech or not.
Phonological Processor
Liberman describes phonemes as what?
vocal gestures
grapheme
a phoneme spelling
What is the most serious difficulty in identifying phonemes in spoken words?
Coarticulation
Phoneme awareness is necessary to what?
decode alphabetic writing
How does phoneme awareness differ from phonics?
Only phonics involves decoding PRINT
How does Liberman define "words"?
Phonological structures
How fast are phonemes produced in normal speech?
10 to 20 per second
The most general term for recognition of speech structures is what?
Phonological Awareness
Reading words instantly, without obvious overt attention, is what?
word recognition
Letter combinations that together represent one phoneme are what?
diagraphs
Recognition of speech gestures in a spoken word context
Phoneme Awareness
Nursery Rhymes do what?
help 3-year-olds develop phoneme awareness
Reading aloud to children does what?
builds knowledge for eventual reading success in young children
a consistently strong predictor of first-grade reading achievement, other than phoneme awareness
letter naming
Automaticity
an involuntary response acquired through overlearning
sounds or "mouth moves" from which spoken words are made
phonemes
smoothing phonemes together to identify a word
Blending
a dominant modality presumed to influence learning
Learning style
instruction in identifying words from their spellings
Phonics
when a reader segments or separates otherwise coarticulated phonemes in a word
segmentation
How does Eldredge blend?
by sounding out the vowel first
Beck points out that beginning readers can usually decode what?
the letter at the beginning of a word
Who's blending procedure for the word BLAST would include a step blending BLA and ST?
Eldredge's
What does Beck recommend about teaching vowels?
a few simple ones should be taught extremely early
How would Beck begin a phonics lesson?
developing awareness of the new phoneme
Who is credited with Successive Blending?
Beck
How would you blend CRISP using Beck's method?
K, R, KR, I, KRI, S, KRIS, P, CRISP
Beck says that phoneme awareness is what?
both a cause and a result of learning to decode
Is it harder for a kindergartener to count the words in a spoken sentence or in a written sentence? Why?
Harder to count in a spoken sentence. Children don't automatically view words as individual units of meaning. There are spaces between words in print that they can see, which isn't the case with spoken language.
It is harder for a kindergarten student to count the syllables or the phonemes in a spoken word? Why?
Harder to count phonemes, which are extremely coarticulated and can't necessarily be produced in isolation. Syllables can be produced in isolation, and are therefore easier to distinguish.
Is is harder for a kindergarten student to identify the phoneme L in the spoken word LINE or NAIL? Why?
NAIL. Students identify beginning sounds easier than they identify medial or ending sounds.
Is it harder for a kindergartener to learn the phoneme S with it's grapheme S or without it? Why?
Without. The visual representation of the grapheme makes learning the phoneme easier and more concrete.
Purpose of teaching phonics
teaching the ability to decode words
When children are learning to read, they must experience _______ early
decoding
Simple ______ should be taught extremely early.
vowel-sound relationships
Early in the instructional sequence for teaching a correspondence, attention is brought to what?
to the target in all positions in which it is located in a word
Even readers with bad decoding skills can decode what?
first letters
Phoneme awareness is specifically folded into the teaching of what?
letter-sound correspondences
Phonemic Awareness is most effective when used how?
alongside printed letters
Blending is a crucial part of what?
being able to decode print into speech
Blending is difficult because most English phonemes...
can not be produced without the accompanying "schwa" (especially consonants)
When children decode a word via blending, perfect pronunciation...
is not necessary.
Why is blending difficult for young readers?
a lack of blending instruction
Imitation in Blending instruction
a good first step, but must be built upon
Final blending is similar to what?
stretching out word sounds
two steps in Final Blending
Say each sound, then blend them.
Difficulty of Final Blending
keeping multiple, meaningless phonemes in short-term memory before the blending occurs.
Successive Blending
Blends first two sounds, then adds the third, and so on.
Successive Blending is less ______ than Final Blending
taxing on one's short term memory
Which comes higher recommended, Successive Blending or Final Blending?
Successive Blending
What is the point of blending instruction?
it's a procedure that children can rely on later in reading if necessary
Traditional phonics is often seen as what?
a set of skills to be taught
Explicit Phonics programs-when?
complete BEFORE the 3rd grade
Implicit Phonics programs-when?
can extend until the 6th grade
Phonics instruction often uses what for practice?
worksheets
Explicit Phonics: children are taught how to what?
"say" the sounds of letters
Explicit Phonics: children are taught how to blend sounds together so that __________ by "sounding them out"
unfamiliar written words can be identified
Implicit Phonics: Children are taught how to ______________
associate sounds with letters
Implicit Phonics: Children use their knowledge to what?
identify unfamiliar words through context.
Traditionally, who can complete phonics lessons?
only children that can read
Major problem with explicit phonics instruction
phoneme distortion
What does every syllable contain?
at least one vowel sound
Vowels can be voiced __________
without any distortion
all single-syllable words can be said in two parts _______________
without distorting either part
When phonics knowledge is combined with syntax and semantic knowledge, children can use contextual information to what?
identify unfamiliar words if they also know enough sight words
Limitation of Context in word identification: Children cannot do what?
recognize enough of the words to obtain the necessary information
When identifying words through context, students do not _______
focus attention on the letter sequence of words sufficiently to store them in lexical memory
Too much depends on context does what?
delays future development of word recognition
Phoneme awareness is NOT developed by...
speaking or by listening to others speak
Phoneme awareness must be ______ taught
explicitly
__________ should require phoneme awareness
writing activities
phoneme awareness rarely develops before....
age five
explicit awareness of phonemes requires children to do what?
focus on the formal attributes of words rather than their meanings
explicit awareness of phonemes is a _________ task
metalinguistic
decentering
shifting attention from one aspect of a stimulus to another
phoneme awareness training is necessary to make what transition?
from oral to written language
phoneme awareness is difficult because...
phonemes are not discrete language units easily heard by children
teaching how to "sound out" words requires what?
phoneme isolation, segnemtation, and blending
nobody can isolate coarticulated phonemes without what?
articulatory distortion
What is the problem with trying to isolate consonant phonemes?
the accompanying "schwa"
Visual system of recognizing print is only valuable when...
guided by language comprehension
skilled readers read text _____ and _______
speedily and effortlessly
skilled readings are aware of ________ immediately
meanings
How do skilled readers react to the shapes of words?
indifferent to the shapes of words
how do individual readers process letters?
process every individual letter in words
skilled readers easily detect what?
even very slight misprints
what purpose does context serve for skilled readers?
guides to pre-selection of meanings
skilled readers habitually translate _____ to ______ during reading
spellings to sounds
when readers pay more attention to mechanics, they pay less attention to what?
understanding
elements of the reading system are not what?
discrete
parts of the reading system must do what?
grow together with acquisition
reading depends first and foremost on what?
visual letter recognition
three elements of ready knowledge of words
spelling, meaning, pronunciation
what processor is in charge of mapping letters with spoken equivalents?
phonological processor
what processor is in charge of gaining knowledge of word meanings?
meaning processor
what processor is in charge of constructing ongoing understanding of the material?
context processor
processors are constantly working together with ______ to each other
feedback
if the processors work together correctly, active attention is left for what?
critical and reflective thought
only processor that receives information directly from the printed page
orthographic processor
what kind of memory is associated with the orthographic processor?
orthographic memory
orthographic processor is in charge of processing what?
letter order
orthographic processor is in charge of breaking words into what?
syllables
when do readers depend on syllable segmentation, and what processor is in charge of this?
when reading long words. orthographic words
where are syllabic breaks found?
between the weakest links between letters
the context processor constructs coherent, ________ text interpretation
ongoing
how does the context processor go about selecting appropriate word meanings?
selects appropriate word meanings from multiple meanings
where does the context processor send a simulation?
to expected meanings
what does the context processor do with orthographic information?
speeds and assists interpreting orthographic information
does the context processor overcome or take the place of orthographic information?
NO
when does the context processor take effect?
only post-word identification
in the meaning processor, meanings are represented as what?
interassociated sets of more primitive meaning elements
how does the meaning processor allow readers to learn meanings of new words?
gradually by encountering them in context
the meaning processor works closely with what?
the contextual ability of readers
the direct link between the ______ and _____ is responsible for skillful readers' perceptual sensitivity to the roots and affixes of polysyllabic words
orthographic and meaning processors
what major question does the phonological processor ask?
is the world pronouncable or not?
the phonological processor sends feedback to...?
the orthographic processor
what processor is the only one that can be activated at will?
the phonological processor
what information is accepted from the outside from the phonological processor?
speech
do skillful readers depend on the phonological processor for recognizing familiar words?
no
what does the phonological processor add to the reading system?
very necessary redundancy
the phonological processor helps with what?
fluent word recognition
what is the backup system for recognizing visually less-familiar words?
the phonological processor
phonics should be taught without ignoring what?
the meaning of written words
phonics and meaning-based instruction are not what?
necessarily mutually exclusive
meaning based instruction focuses on what?
comprehension
phonics instruction focuses on the what?
alphabetic principle
meaning-based instruction and phonics instruction are both what?
necessary for proficient and meaningful reading experiences and readers
successful writing systems must represent what?
the range of information the culture wishes to record and convey
for a successful writing system, what must the symbols be?
easy to reproduce
in a successful writing system, the written message must be ________ and must ___________
interpretable
symbolize what the writer intended it to
Does any writing system perfectly satisfy all three requirements?
no, and it's not likely that any ever will
the earliest written records are composed of mostly what?
pictures
picture-based written records are ideal for communication of what?
very simple ideas only
what's the problem with pictures in communication?
to easy to misinterpret complex pictures
logographic writing systems
complex ideas are seen through picture series
logographic writing systems make interpretation easier how?
readers just need to know each corresponding word
transition from logographic writing systems: symbols became used for _________ rather than pictorial significance
phonological
phoenicians developed a system containing what?
nineteen consonant symbols
Basic idea of the Alphabetic Principle:
one symbol for each elementary speech sound (phoneme) in a language
The invention of the alphabet is often said to be what?
the single most important invention in the social history of the world
is the alphabetic writing system ideal?
no
problem with the alphabetic writing system: significance of symbols is what?
very abstract
in the alphabetic system, there is no remaining link between what?
objects once represented by pictographs
the alphabetic writing system is a ____________ type of code to learn
abstract and conceptually complex
Is English a perfectly alphabetic language?
no
How is English not a perfectly alphabetic language?
words don't always map one to one with sounds
How is the phonemic significance of a letter often modified?
by adjacent or non-adjacent letters
Colonial Reading Instruction: two step process
1. teach children code
2. have children read
what "code" were teachers teaching in colonial times?
alphabetic principle
what kinds of materials did children have to read in the colonial times?
bible, naturalistic essays, patriotic essays. Not developmentally appropriate for young readers minds.
two big questions asked by meaning-first curricula?
How do you instill the desire to learn?
How do you focus on meaning, ideas, and the rewards of education?
Meaning-first curricula focuses on what kind of mental activities?
higher-order mental activities involved in reading
meaning-first curricula asked what question about phonics instruction?
does phonics instruction make any sense, because of the irregularity of English letter-sound correspondences?
How does meaning-first curricula view phonics and comprehension?
phonics and comprehension were seen as incompatible
Horace Mann's main theory
children should be taught to read whole, meaningful words first
meaning-first curriculum gained true dominance when?
1920s, continued to develop into the 1940s
Meaning-first curriculum: what did most beginning reading programs focus on?
comprehension
meaning-first curriculum? words were introduced with ______ first
meanings
meaning-first curriculum: words should be recognized _______ by sight
hollistically
meaning-first curriculum: what two things assisted with word recognition?
context and pictures
meaning-first curriculum: what was the position on phonics?
a tool to be introduced gradually, invoked sparingly, and only exercised in coordination with the meaning-bearing dimensions of text
basics of the 1950s protest following the meaning-first curriculum popularity?
a worry that phonics instruction is the only natural system to learn how to read
what did the studies find that were prompted by the pro-phonics protests that began in the 1950s?
Studies which found that beginning reading programs that included early, systematic phonics instruction generally produced better results
Two main elements of today's Beginning Reading Programs:
1. Systematic spelling-sound correspondence instruction
2. Stories and exercises that develop comprehension
Why is phonics instruction necessary?
Students must understand the alphabetic principle to be proficient readers
How to define phonics
a system of teaching reading that builds upon the alphabetic principle, a system of which a central component is the teaching of correspondence between letters of letters and their pronunciations
Questions to ask about phonics instruction
How much of what kinds?
When?
What materials are most effective?
What procedures are most effective?
Many different phonics programs exist, and are only similar in what?
very central beliefs
Phonics differ in what ways?
starting points, stopping points, methods, procedures, and progressions
Systematic Phonics Instruction: teacher works through what?
important correspondences in a planned sequence
Explicit Phonics Instruction: Teacher models what?
how to spell and sound out and blend to identify words
Rapid progress is made when decoding work is _____ and _____
Systematic and Explicit
Decoding instruction will make little difference unless students apply what?
apply what they learn in reading and writing whole texts.
LBL should go with authentic what?
reading and writing activities
Current debate in reading instruction:
whether to teach phonics of whole-language methods
Grapho-Phonemic knowledge (_________) is essential for literacy
alphabetic principle
processes of ______ and _______ are tightly connected
reading and spelling
Process that all readers go through to attain skill in reading
learning sight words
_________ and directed instruction is essential for enabling most children to acquire enough proficiency with the alphabetic system to become what?
Explicit
Skilled readers and writers
Two questions to ask to evaluate and improve instruction:
What processes does instruction aim to teach?
What behaviors indicate student progress?
Two basic processes of learning to read:
1. Learning to decipher print
2. Understanding the print's meaning
Goal of learning to read:
Children to be able to focus on textual meaning, while reading mechanics are automatic
Comprehension skill is acquired how?
by learning to speak
Deciphering skill is not acquired...
while learning to speak (conversations or reading)
We can ____ and _____ speech easily.
produce and comprehend
We can not naturally decode _______ easily
written language
Learning to _______ is not the "natural" process that learning to speak is
decipher print
Lexical knowledge
dictionary of words that readers hold in memory, including written words that are immediately recognized
Seven elements that work together to facilitate text comprehension:
knowledge of language, written text, grapho-phonemic knowledge, lexicon, memory for text, metacognition, world knowledge
Three types of Language Knowledge that facilitates text comprehension:
Syntactic, Semantic, Pragmatic
Step 1 when readers read words as they process text
assembling letters into sound blends (decoding)
Step 2 when readers read words as they process text
pronouncing and blending familiar spelling patterns (advanced decoding)
Step 3 when readers read words as they process text
retrieving sight words from memory
Step 4 when readers read words as they process text
analogizing to existing sight words
Step 5 when readers read words as they process text
prediction via context clues (pictures and other text)
With sufficient practice, all words _______
acquire status as sight words
Limitations of Context Influence
misread words often fit the sentence structure and meaning (affects poor and good beginning readers)
Eye Movement during reading is jerky, moving from what?
one fixation point to another
Eye movement studies show what about word skipping?
it is very minimal. every word is processed
Interactive Model of Reading says that Automatic Sight-Reading (most efficient) is what?
supported by other ways
significance of multiple-source confirmation
redundant and imortant
Sight-word knowledge requires what?
alphabetic knowledge
Process in Sight-Word learning is what kind of a process?
connection-forming process
What is the connection involved in sight-word learning?
written words to their pronunciation and meanings
Functional letter units symbolizing phonemes
graphemes
smallest units of sound in spoken words
phonemes
Three necessary Grapho-Phonemic Capabilities:
1. knowledge of letter shapes
2. Functional grapheme units that symbolize phonemes
3. Segment pronunciations into phonemes that match with graphemes in spelling
Top Predictors of Word-Reading Ability:
Phoneme Awareness and Letter Recognition
Phonemic Awareness training helps learners discover what?
the phonemic segments that allow the spellings of words to become attached to the phonological representations of words in memory
Phonemic Segmentation Training must not operate independently of what?
spelling
Why is letter learning difficult for beginning readers?
shapes, names, and typical sounds of 52 upper- and lower-case letters, all of which are abstract and are meaningless lables
Three ways to speed up letter learning:
1. Incorporate meaning into letter process
2. Mnemonic devices to enhance memory
3. Extensive Practice
Development of Sight-Reading begins as what type of process?
Non-Alphabetic Process
Initially, the non-alphabetic process that sight reading begins in involves what?
children use memory for connections between visual cues and words
When sight-word learning, children must gain knowledge of what?
the alphabetic writing system
sight-word learning eventually develops into what kind of a process?
alphabetic process
what is involved when sight-reading development becomes an alphabetic process?
connections between letters and sounds in their pronunciations are formed
Ehri's Four Phases of Learning are labeled to what?
reflect the predominant type of connection that links the written forms of sight words to thei pronunciations and meanings in memory
What are Ehri's Four Phases of Learning?
1. Pre-Alphabetic
2. Partial Alphabetic
3. Full Alphabetic
4. Consolidated Alphabetic
Pre-Alphabetic readers remember sight words by...
connecting selected visual attributes of words and pronunciations and storing these associations in memory
Readers in what phase use visual cue reading?
Pre-Alphabetic
Readers in what phase select single visual cues to remember words?
Pre-Alphabetic
In the Pre-Alphabetic Phase, letter-sound relationships are what?
not involved in connections
Readers in the Pre-Alphabetic phase are not held to what?
specific word pronunciations
What phase is the default phase and occurs because of an existing desire to learn?
Pre-Alphabetic Phase
Readers in the Partial-Alphabetic Phase remember sight words by what?
forming partial alphabetic connections between SOME of the letters in written words and sounds in pronunciations
Readers in what phase use Phonetic Cue Reading? (First and final sounds are salient)
Partial Alphabetic Phase
Partial Alphabetic Phase lack full knowledge of what?
the spelling system
Can Partial Alphabetic readers segment speech into phonemic units to match with an array of graphemes?
NO
Readers in what phase remember sight words by forming complete connections between letters in written words and phonemes detected in pronunciations
Full-Alphabetic Phase
What do readers in the Full-Alphabetic Phase understand about graphemes and phonemes?
understand how most graphemes symbolize phonemes in the conventional spelling system
What changes about word reading in the Full-Alphabetic Phase?
becomes much more accurate, representations are complete enough to distinguish similarly-spelled words
Readers in what phase can decode unfamiliar words and read new words by analogizing?
Full-Alphabetic Phase
What phase does this describe: As fully connected spellings of more and more words are retained in memory, letter patterns that recur across different words become consolidated
Consolidated-Alphabetic Phase
In the Consolidated-Alphabetic Phase, what yields a consolidated unit?
repeated experience reading a letter sequence that symbolizes the same phoneme blend across different words
What do Consolidated-Alphabetic readers recognize letter patterns as?
parts of general knowledge of the spelling system
Consolidated units are beneficial to what?
beneficial to sight-word reading
Spellings of words are the targets of what three closely related literacy acts?
1. Writing Spellings
2. Reading spelling to determine pronunciation and meaning
3. Noticing incorrect spellings while reading
What does research tell us about misspelled words?
Readers automatically notice them
Pronouncing spellings is easier than what?
writing spellings
More bits of information must be remembered for ____ than for _____
correct spelling, correct reading
Where are the hardest words to spell classified?
outside the alphabetic system
Reading impacts what in beginning readers?
spellings
When beginners read words, they do what?
retain word-specific information in memory and they access this to spell the words
When readers receive reading instruction that improves their general knowledge of the alphabetic system, this does what?
also benefits their spelling ability
For normal and disabled readers, what two performances are highly coordinated?
reading and spelling performances
What are the two main differences between the correlations between reading and spelling performances in normal and disabled readers?
1. Correlations are slightly lower
2. Underlying processes are less interconnected/interdependent
What has happened to the reading process in disabled readers?
process has become impaired because reading and spelling processes have not become integrated enough
When normal readers would reach Consolidated-Alphabetic Phase, disabled readers may remain where?
Partial-Alphabetic Phase
Beginning readers should learn ___ letters, ___ of letters, and how to what?
ALL, shapes, writing letter shapes
Beginning readers should know the _______ that letters symbolize and how to group to do what?
most frequent sounds
form graphemes
Beginning readers should learn to use letter knowledge to do what?
penetrate speech process
Beginning readers should learn to break what?
the sound barrier
What should beginning readers become aware of about words?
that they have phonemes with acoustic and articulatory properties
Teachers should monitor the progress of what two things of beginning readers?
progress of letter knowledge and phonemic awareness
1st Graders need to met what Phase with Sight-Reading?
Full-Alphabetic Phase
What are two strategies that beginning readers should acquire?
decoding and analogizing
Analogizing becomes easier when students have reached what phase?
Full-Alphabetic
In Beginning Reading Instruction, _____ and _____ are both necessary.
word spelling and word reading
Three components of cultivating student knowledge of the alphabetic system:
1. Grapho-Phonemic Correspondences
2. Consolidated Units (roots, affixes, word families)
3. Information Retention
Five Access Routes for Word Identification:
1. Sight
2. Pronouncable Word Parts
3. Decoding
4. Analogizing
5. Contextual Guessing
Using Sight for Word Identification:
immediately recognizable
Using Pronouncable Word Parts for Word Identification:
merging chunks for rapid decoding
Using Decoding for Word Identification:
using graphemes to generate pronunciation
Using Analogizing for Word Identification:
Pronouncing a new word to rhyme with a known word. Must know similar sight words.
Using Contextual Guessing for Word Identification:
Using surrounding parts and clues to meaning and pronunciation
Results of experiments where children were asked to decontextualize words in the environment down to plain print?
most children were unsuccessful
Phoneme Awareness + Letter Recognition = ________
Partial Alphabetic Reading
Do Partial Alphabetic readers have any sight vocabulary?
NO
Partial Alphabetic readers mostly look at what? (no ______)
consonants
no vowels
Two ways to tell if a child is using phonetic cues:
1. Using beginning letters and sounds
2. Some phoneme preservation
How do you teach children VOWELS?
Phonics Lessons
(whereas consonants are taught in the Phoneme Awareness Curricula)
The best pseudo-word readers are also what?
the best real word readers
How do you get children to the Full-Alphabetic Phase?
Phonics Instruction: learning vowel correspondences to complete alphabetic mapping
Two ways Consolidated readers learn to access unfamiliar words
1. Pronouncable Sight Chunks
2. Analogizing
How do students learn sight chunks?
By DECODING
What is the best treatment for dyslexic students and for older struggling readers?
Phonics Instruction
Formal Assessment:
________ testing
strict rules for _________
Standardized
Administration (time limitations)
Formal Assessment:
_______ published
What type of questions?
What type of grading?
Commercially
Multiple-Choice
Norm-referenced (compared w/ averages)
Informal Assessments:
AKA?
loosely ________
Leeway in ________
"Alternative Assessments"
Standardized
Administration
Informal Assessments:
Usually created by who?
More extensive ____ or _____ responses
What kind of grading?
Teachers
Oral or Written responses
Criterion-referenced (compared with a learning reference)
All Assessments must be what Four Things?
1. Valid
2. Reliable
3. Consistent
4. Authentic
Formula for the Simple View of Reading
R = D x C
Variables in the Simple View of Reading Formula
R: Reading Comprehension (constructing meaning by reading)
D: Decoding Skills (context-free word recognition)
C: Comprehension of Language (ability to construct meaning by listening)
Implications of the Simple View of Reading
Reading is a product of DECODING and COMPREHENSION
All three components are necessary
Phoneme Awareness
Recognizing phonemes in a spoken word context
Alphabetic Principle:
letters in words map out phoneme sequence in a word's pronunciation
Horace Mann: What type of reading instruction?
Whole-Word Reading Instruction
Flesch: What type of reading instruction?
Phonics Instruction
Book: Why Johnny Can't Read

What type of instruction does it suggest?
Who wrote it?
Phonics Instruction
Flesch
Who almost resolved the War on Reading?
Jeanne Chall
Explicit Phonics Instruction (_______ Instruction)
Code-Emphasis Instruction
Explicit Phonics (Code-Emphasis Instruction) says that Systematic, Explicit phonics is better for what?
word reading and comprehension
Code Emphasis versus what?
Meaning Emphasis
Explicit Phonics versus what?
Analytic Phonics
What is necessary to show students how to pronounce isolated phonemes in words?
Modeling
Constant phonics instruction is necessary, not just when ...
students show desperate need
First-Grade Experiments:
How many?
What was tested?
27 experiments
Various instructional techniques tested and compared
General findings of the First-Grade Experiments:
There is NO ideal, straightfoward way to teach reading, but a roadmap is being developed.
First Grade Experiments found THREE Most Effective Instructional Activities:
1. Explicit Modeling, Code-Based Instruction
2. Reading entire books in a meaningful context
3. Writing stories or messages every day
Why is writing crucial for students?
allows phoneme awareness practice
What are the implications of IQ scores on phonics for Beginning Readers?
Phonics does NOT differ for high and lower IQ scores
Two Best Predictors of Reading Ability in the 1st Grade
Phoneme Awareness and Letter Recognition
Teaching students how to use the alphabetic code is the basic idea of what?
Phonics Instruction
Better Phonics?
Worse Phonics?
Explicit and Systematic
Implicit and Analytic
Three techniques that Good Teachers Use:
1. Model
2. Manage
3. Motivate
What was the question that prompted the Follow-Up Studies?
How do we keep students from Head Start Programs ahead once they get to the first grade?
What students were observed in the Follow-Up Studies?
low-income students with low SES from Head Start Programs
The Program Foci of the Follow-Up Studies?
1. Strategies
2. Intelligence
3. Motivation
What did the Follow-Up Studies find was the most effective thing to teach?
How should it be taught?
Strategies
Taught very early
What about Motivation makes it less effective as discovered in the Follow-Up Studies?
hard to change
What about Intelligence makes it less effective as discovered in the Follow-Up Studies?
Somewhat Fixed
Most Effective PROGRAM observed in the Follow-Up Studies
DISTAR
DISTAR stands for what?
Direct Instruction System for Teaching Arithmetic and Reading
DISTAR is the polar opposite of what?
Constructivism
DISTAR is explicit and what?
Slow
DISTAR instruction is very what?
Scripted
DISTAR: time period?
Can go onto high school and post-secondary education
Limitations of DISTAR?
Was only the MOST effective with low-income, at-risk students coming from Head Start Programs
Huge Discovery of the 1980s and 1990s:
To understand phonics instruction, you MUST have phoneme awareness.
Once you can decode, you have a what?
Self-Teaching Device
Two Eventual Goals as discovered in the 1980s and 1990s:
Add Sight Vocabulary
Develop Automatic Word Recognition
Can words be recognized solely by their shapes?
NO
Words are recognized by _____, not by ______
Spelling
Shapes
Eve Movement Studies found that readers do NOT depend on what?
Shapes
Eve Movement Studies discovered what about misspellings?
They can dramatically slow reading
Eye Movement Studies: We look at every word, but ______
Do not FIXATE on every word.
Eye Movement Studies show that we fixate on ____ % of Content Words, which do what?
80
Carry the Meaning
Eye Movement Studies Show: What happens to words that readers DON'T fixate on?
They are gathered with neighboring words
Two Benefits of Sub-Vocalizations:
1. Sometimes helpful to pronounce words to yourself as you read
2. Keeps words active in memory
Which Decays Faster: Auditory Memory or Visual Memory?
Visual Memory decays FASTER than AUditory Memory
Do readers look at the spellings of every single word?
YES
What occurs when spellings are stored in the lexicon?
Automatic information and word recognition
What's meant by "automatic"?
Effortless
Involuntary (unstoppable)
What Processor is the "natural" route?
Phonological Processor
Input to the Phonological Processor
Sounds
Spellings
Sub-Vocalizations
Output of the Phonological Processors:
Speech
Spoken Words
Syllables
Phonemes
Question asked by the Phonological Processor:
Is it recognizable speech?
What Processor deals with Vocalizations and Sub-Vocalizations?
Phonological Processor
What Processor is the "learned" route?
Orthographic Processor
Input to the Orthographic Processor:
Print
Print Chunks
Features
Spellings
Output from the Orthographic Processor:
Print
Letter features
Spellings
Sight Chunks
What Processor deals with recognizing sight words and sight chunks?
Orthographic Processor
Input to the Meaning Processor:
Speech
Spellings
Phonological Processor
Orthographic Processor
Output from the Meaning Processor:
Words
Morphemes
Meaning Units
Question asked by the Meaning Processor:
What are the meanings that we could use to make the entire message make sense?
The Meaning Processor considers words as well as what?
Morphemes
The Meaning Processor works closely with what other processor, especially when deriving new meanings?
Context Processor
Input to the Context Processor:
Words
Meanings
Output from the Context Processor:
Messages that make sense in entirety
Questions asked by the Context Processor:
Which word makes sense?
Which word fits with the other words?
Difficulty encountered with information dealt with by the Context Processor:
Most words have more than one meaning
Process used by the Context Processor:
Semantic Overlap
Process of Semantic Overlap:
Used in what Processor:
"Semantic" = "_____"
Context Processor
"Meaning"
Process of Semantic Overlap:
Used to do what?
Purpose of Overlap?
Figure out what makes sense.
Positive, Gives Clues to Meanings
Adam's Interactive Model of Skilled Reading:
What type of processing?
ALL systems work ____________.
Parallel
Simultaneously
Adam's Interactive Model of Skilled Reading:
Not _____ or _________
Interaction of Processors?
Bottom-Up or Top-Down
certain processors can compensate for others that are not working well.
For Beginning Readers, what Processor usually under-performs?
What Processor takes over?
Orthographic Processor (they can't see a word and then understand it)
Context Processor takes over
Vocabulary Instruction is Important in what?
Meaning Learning
Two issues with looking up vocabulary in a dictionary
1. Not enough ownership to use words in sentences
2. Very shallow processing
What is the usual method of Vocabulary Instruction?
looking up meanings in the dictionary
Four Mental Operations in Learning Concepts of Print:
1. Find Meaningful Boundaries
2. Use it with other words
3. Explore new contexts
4. Make new sentences (requires student ownership)
Liberman's Definitions:
Phonemes
Graphemes
Words
Vocal Gestures
Letters Associated with Phonemes
Phonological Structures
What do you count in a Running Record?
Correctly Read Words
Three Questions Answered by a Running Record
1. How hard is the book?
2. What strategies are being used with Unfamiliar Words?
3. What are the Missing Correspondences?
Running Record: How hard is the book?
Formula?
Goal Results?
(Correct Words/Total Words) x 100 = ____%

95% to 98% is Instructional Level
Running Record: What Three Strategies are you looking for and how can you look for them?
1. Decoding (similar beginning sounds in attempts)
2. Cross-Checking (self-corrections)
3. Re-Reading
Reading Fluency is reading with ____ and ____
Speed
Automatic Word Recognition
Five Ways to Achieve Reading Fluency:
1. Exposure
2. Decoding
3. Crosschecking
4. Multiple Contexts
5. Adding to Sight Vocabulary
Result of a Larger Sight Vocabulary:
Reading with Expression and Speed
Repeated Readings are necessary for what?
Reading Fluency
Repeated Reading are good for readers in what phase? (Sometimes good for what other phase?)
Full-Alphabetic
Consolidated-Alphabetic
Fluency Development:
____ and ____ reading
_______ materials is helpful
-Modeling what?
Fast and Automatic
Re-Reading
Fluent Reading
Fluency Development:
Graphs for what are useful?
Use what to figure out WPM?
Visual Reading Graphs for Speed
One-Minute Reads
One Minute Reads:
Used to figure out what?
Problem?
Used with what?
Formula:
Reading Speed-Words Per Minute
Not Good for "Whole-Text" Feeling
Familiar Reading
(# of Words Read x 60) / # of Seconds
Reading Readiness Theory
Wait for Appropriate Intelligence.
Don't hurry with Explicit Instruction
GIve time for Physical and Intellectual Maturation
Emergent Literacy Theory: Opportunities to what?
Discover spoken language to help children pick up on literacy
Emergent Literacy Theory:
What kind of Writing?
______ Print
Why shouldn't you teach explicitly about letters and reading?
Pretend Writing
Environmental Print
Disrupt Natural Growth and Discovery
_________ and _________ makes learning easier
Explicit Instruction
Direct Presentation of Information
Early Intervention:
When should you start?
When should you finish?
Move _____ and ______
Start Early (Kindergarten Age)
Finish Early (By 2nd Grade)
Slowly and Steadily
Early Intervention:
Use lots of what?
Early work with _________
Don't wait for students to do what?
Don't depend on students ____ or _____
Modeling
Phonemic Awareness
"Discover" how to read
"Mental Age" or Intelligence
What type of Reading Instruction ideas have been neglected?
Ones that go against Explicit Instruction
What Reading Phase uses Logographic Reading?
Pre-Alphabetic
What Reading Phase uses Visual Cue Reading?
Pre-Alphabetic
Pre-Alphabetic readers select a visual cue and then what?
links it directly to the meaning
Benefits of Pre-Alphabetic reading
Enjoyable Early Reading by Cued Recitation
Problem with Pre-Alphabetic Reading
Words are very hard to remember
Readers in what phase use Phonetic Cue Reading?
Partial Alphabetic
How do Partial-Alphabetic readers get pronunciation clues?
by sounding out the first letter
Readers in what phase may use several letters or boundary letters for pronunciation cues?
Partial-Alphabetic
Benefit of Partial-Alphabetic Reading
Some Word Learning
Accurate Finger Pointing
Problem with Partial-Alphabetic Reading
Words are not reliably recognized
Readers in what phase have an independent, self-teaching device?
Full-Alphabetic
Readers in what phase use the entire spelling to generate a pronunciation and usually arrive at a correct answer?
Full-Alphabetic
Benefit of Full-Alphabetic Reading
Rapid Growth of Sight Vocabulary
Reliable
Problem with Full-Alphabetic Reading
Word-Recognition is slow and attention-draining
Readers in what phase use sight chunks to rapidly assemble unfamiliar wods?
Consolidated-Alphabetic
In what phase does the Analogizing strategy become available?
Consolidated-Alphabetic
In what phase do readers become able to tackle compound words?
Consolidated-Alphabetic
Benefits of Consolidated-Alphabetic Reading
Reading Rate Increases
Comprehension is Enhanced
Word Recognition becomes Automatic
Goal Phase of Pre-Alphabetic Readers?
Specific Goals?
Partial Alphabetic
Recognize phonemes in spoken words, begin to use letters to decode words
Goal Phase of Partial Alphabetic Readers?
Specific Goals?
Full Alphabetic
Use complete spellings in decoding, to recognize words from spelling alone
Goal Phase of Full Alphabetic Readers?
Specific Goals?
Consolidated Alphabetic
Build Sight vocabulary, use word chunks to read longer words
Goal of Consolidated Alphabetic Readers?
Specific Goals?
Growing Independence and Fluency
Read fast and effortlessly and to improve reading comprehension
Three ways to help with Oral Reading:
1. Scaffold in ways that avoid frustration
2. Stick close to the story
3. Model self-help strategies
Three Rules of Questions during Oral Reading:
1. All must be about story events
2. None about Phonics
3. Open-Ended Questions
Most Important Strategy for Students to Use During Reading?
Decoding-allows accumulation of sight vocabulary
Second Most Important Strategy for Students to use during Reading?
Crosschecking-checking decoded sentence by finishing it or using analogizing strategy
Third Most Important Strategy for Students to use during Reading:
Re-Reading-gives another shot at the new word and re-engages them in the story
Is Modeling the same as Explaining? Why?
No
Explanation states a strategy in the abstract
Modeling must apply strategy to problem-solving.
Is Modeling the same as Problem Solving? Why?
NO
Experts solve problems rapidly.
Observing expert solutions leaves novices in the dark.
Is Modeling the same as Thinking Aloud? Why?
NO
Stream of Consciousness has irrelevancies.
Genuine Think-Aloud might be embarrassing.
Modeling is a Planned Dramatization
Definition of Modeling
Demonstrating how to Solve a Problem while Explaining the work with a Dramatized Play-by-Play Commentary
Four Types of Open-Ended Questions:
1. Personal Response
2. Evaluation
3. Interpretation
4. Divergent Thinking
Personal Response Questions:
Opinion, Feeling, or what?
Demands little what
What level question?
Elicits emotion or what?
Self-Report
Reasoning
Low-level
Opinion
Evaluation Questions:
Judging according to what
Highest level of what
Requires what
a Standard
Comprehension
Knowledge of Objective Evaluative Standards
Interpretation Questions:
Translation into what?
Connection to what
How difficult?
What does it require?
Different Words
Something Familiar
Moderately
Putting Textual Ideas Together
Divergent Thinking Questions:
Imagining what
How difficult?
Requires what
Imagining other possibilities
Moderately Difficult
Combining Text Ideas with Background Knowledge and Use of Creativity
Negative Matthew Effects in Reading
Not Aware of Phonemes...
Low Decoding Skill...
Little Motivation...
Little Practice...
Limited Sight Vocab, Meaning Vocab, Knowledge of Syntax, Text Structures, and Concepts...
Diminished Intelligence
Positive Matthew Effects in Reading
Aware of Phonemes...
Expert Decoding Skills...
High Motivation...
Lots of Practice...
Big Sight Vocab, Meaning Vocab, Knowledge of Syntax, Text Structures, and Concepts...
Growing Intelligence
Two Kinds of Beginning Reading Programs:
Meaning Emphasis Phonics
Code Emphasis Phonics
Meaning Emphasis Phonics:
_____ %
Analytic and what?
85%
Implicit
Meaning Emphasis Phonics:
First memorize a whole word, then do what
Never do what?
Analyze the Spelling
Pronounce Phonemes in Isolation
Meaning Emphasis Phonics:
Incidental: _____
Gradual: ____
Take up Phonics as Children seem to Need it
No hurry. Develop Phonics through 3rd or 4th grade and beyond
Code Emphasis Phonics:
___ %
Explicit and what
15%
Synthetic
Code Emphasis Phonics:
Model How to what?
Modeling requires what?
How to Sound out and Blend
Requires Pronouncing Phonemes in Isolation
Code Emphasis Phonics:
Systematic: _______
Intensive: ______
Cover all major Correspondences in a Planned Sequence
Hit Content Hard and Finish by 2nd Grade
Four Patterns of Spelling Development:
Pre-Phonemic
Semi-Phonemic
Transitional
Standard
Pre-Phonemic Spelling Development:
Letters in spelling have what?
Scribbles, ______, and mock letters
No Relationship to Phonemes in Words
Drawings
Pre-Phonemic Spelling Development:
_____letters
Copied Words and what
Random
Memorized Spellings
Semi-Phonemic Spelling Development:
Spellers represent what?
What kinds of spelling is used?
Represent Some (But not ALL) of the Phonemes in Words with Representative Letters
Letter Name Spellings
Semi-Phonemic Spelling:
Usually omit what
How are letters related?
What kinds of spellings for common words?
Vowels
Phonetically related letters
Standard Spellings for Common Words
Transitional Spelling:
Spellers build on what
Adding conventions of _____, such as silent letters and tenses
Build on Phonemic Spellings
Conventions of Standard Spelling
Transitional Spelling:
Records what?
Preserves what?
Most spellings are still _____ rather than _____
Silent Letters
Morphemes (Despite Pronunciation Differences)
Spellings are Invented rather than Recalled
Standard Spelling:
Writers find most spelling where?
More ______ than Phonemic and Transitional Spellings
Find most Spellings in Memory rather than Inventing Them
More Standard spellings
Body
Everything THROUGH the vowel
Coda
Everything PAST the vowel
Three Big Views of Early Literacy:

Goal of each?
1. Reading Readiness
2. Emergent Literacy
3. Early Intervention

Goal: Fluent Reading
Reading Readiness:
Don't push children with ______.
Wait for _____
Caused by what
Explicit Instruction
Physical and Intellectual Growth
Misinterpretation of a single bad study in 1937
Reading Readiness:
Develop Intelligence (AKA?)
Reading _______
Reading at what age?
Phonics at what age?
"Mental Age"
Reading Prerequisites
Reading at 6.5 years
Phonics at 7 years
Emergent Literacy:
Wait for what
Don't push with what?
"Discovery" of what two things?
Learning _______
Growth
Explicit Instruction
Written Language and How to Read
Learning Continuum
Early Intervention:
Learning _______
Reading ___________
Teach what?
Learning Continuum
Reading Prerequisites
Teach Components of Literacy
Early Intervention:
Start and finish when?
Large Component:
______ Instruction with lots of modeling
Start early in kindergarten and finish by 2nd grade
Phoneme Awareness
Explicit Instruction with Lots of Modeling
What would be more effective than raising IQ as far as teaching reading is concerned?
Raising Phoneme Awareness
Are Reading Difficulties caused by Difficulties in Perceptual Motor Abilities?
NO
Auditory Discrimination

Is it the same as Phoneme Awareness?
Recognizing the Difference in Spoken Words

NO
Is Learning Style a Research-Supported Theory?
NO

It doesn't matter ;it's the teacher and teaching styles that make the difference
Mental Age Formula:
MA = (IQ x CA) / 100
Variables in Mental Age Formula:
IQ
CA = Chronological Age
MA = Mental Age
Letterbox Lesson Words Should have How many Syllables?
One
What are the two Best Predictors of Future Reading Success?
Phoneme Awareness
Letter Recognition
According to Stanovitch, what are the "Matthew Effects" in Reading?
The poor will get poorer, and the good readers will continue to get better.
How do we learn Sight Words?
Decoding them and Mentally Marking Irregular Parts
Who Wrote Beginning to Read?
Marilyn Adams
Who began Reading Recovery?
Marie Clay
Which of the Three Views of Early Literacy would Adams approve of? Why?
Early Intervention
Explicit Instruction necessary to teach reading
What is the Difference between a Scaffold and a Strategy?
Scaffolding requires teaching assistance
Strategies are tactics that students can use