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36 Cards in this Set
- Front
- Back
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4 popular theories about why students fail to learn to read |
Intellectual deficit Unreadiness Lack of motivation Incompetent teachers Perceptual disorder |
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4 popular core reading programs |
Open Court Scott Foresman Reading Mastery Houghton Mifflin Harcourt Grace |
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4 reading intervention programs |
ISAAC Great leaps Hooked on Phonics Jolly Phonics Elements of reading of reading and vocabulary |
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5 big areas of reading instruction |
Phonics Phonemic Awareness Vocabulary Fluency Conprehension |
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4 reading methodologies |
Words in color Phonics Whole word Whole language Language experience ITA METHOD |
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3 of the most common characteristics of poor readers |
PD-PHONETICALLY deaf ED-Environmentally Denied LD-Language Deprived |
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What is a reading intervention program? |
A program used when the core program didn't work |
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Why do we need reading intervention programs? |
All core reading programs do not work for all children |
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3 elements that must be controlled in a reading intervention program in order for poor readers to compensate |
Repetition Sentence structure Story content |
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First grade material is...? |
RED |
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4th grade is...? |
Teal |
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3rd grade is...? |
Orange |
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Second grade is...? |
Green |
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Components contained in this program |
Scripted Teachers Manual Diagnostic Prescriptive assessment Criterion Reference assessment Parental communication reference Independent writing activities Flashcard Masters Illustrated booklet Student daily record sheet Certificate of achievement |
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Name the steps of the instructional procedure |
Preview Vocabulary introduction Listening excerise Presenting Assisted reading Independent reading Review Independent activities |
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Name the independent reinforcement writing activities included with each lesson |
Coloring sheets Word close Word illustration Story illustration Scrambled sentence Word search Phrase close Matching excerise Alphabetizing |
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In which step of the instructional procedure do we ask three kinds of questions? |
Presenting |
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3 kinds of questions asked in this stage of the instructional procedure and give an example of each one |
Factual - what color was the car? Leading - I'm going to visit my _ and _ Inferential - what do you think? |
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The learning theory that supports the methodology used in this program |
Functional Parallelism - the simultaneous control of all essential elements |
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How many times beginning readers have to b exposed to a word before recognizing it instantly? |
4-14 times |
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How many times before a cognitively challenged student recognizes words instantly? |
25-50 |
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How many times mildly reading disabled students needs to b exposed to a word |
75-100 |
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How many time do severely reading disabled students need to b exposed to a word |
100 or more |
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What is meant by repetition? |
Creative redundancy |
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Is sentence structure important when teaching beginning readers? And why? |
Yes Sentences must be simple, declarative and predictable |
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Name the assessments used in this program |
Diagnostic Prescriptive Criterion Reference |
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Which assessment should be administered first? And why? |
Diagnostic Prescriptive Because that determines the prescription |
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Why shouldn't the illustrated booklet be given before beginning the program |
Children tend to make up their own narrative |
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What is the difference between the challenge level and frustration level? |
Challenge - you can have success with reasonable effort Frustration - a point where one cannot be successful regardless of effort |
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What is the definition of reading? |
Making sense of print |
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Phonemic awareness |
The ability to heat and manipulate sounds in words |
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Phonics principal |
The ability to associate sounds with letters and use these sounds to read words |
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Fluency |
The effortless, automatic ability to read words in connected text |
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Vocabulary |
The ability to understand (receptive) and use (expressive) words to acquire and convey meaning |
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Conprehension |
The complex cognitive process involving the intentional interaction between reader and text to extract meaning |
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Name the items contained in the student file folders |
Results of Diagnostic Prescriptive Pre & Post Test Student daily record sheet Parental communication record Results of criterion reference Pre & post test Daily effort & achievement record |
