Reading...
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190 Cards in this Set
- Front
- Back
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3 cueing systems
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Syntactic cues
Semantic cues Graphophonic cues |
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Syntactic cues
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using the grammatical structure or syntax of language.
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Semantic cues
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using the meaning of words and sentences.
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graphophonic cues
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using the visual cues of letters and print and associating them with letters, letter clusters, and corresponding sounds.
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word study
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1. vocabulary building exercises.
2. practice in word identification as in phonics, structural analysis, etc. 3. spelling practice |
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phoneme
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a minimal sound unit of speech that, when contrasted with another phoneme, affects the meaning of words in a language, as /b/ in book contrasts with /t/ in took, etc.
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grapheme
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a written or printed representation of a phoneme, as b for /b/ and oy for /oi/ in boy. (may be a single letter or group of letters)
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number of sounds in English alphabet
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at least 44 different sounds
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phonemic awareness
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awareness of the sounds that make up spoken words
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what predicts success in beginning reading better than age, socioeconomic status, and IQ.
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phonemic awareness
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phonological awareness
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awareness of the constituent sounds of words in learning to read and spell
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phonics
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a way of teaching reading and spelling that stresses symbol-sound relationships, used especially in beginning instruction.
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types of phonics
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analytic
cluster deductive explicit extrinsic implicit inductive intrinsic letter synthetic whole-word |
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analytic phonics
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a whole-to-part approach to word study in which the student is first taught a number of sight words and then relevant phonic generalizations, which are then applied to other words; deductive phonics.
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visual cue reading
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in early reading development, the selection of meaning of words based on some visual cue (look)
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phonological awareness
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awareness of the constituent sounds of words in learning to read and spell. Distinguished in 3 ways: by syllables, by onsets and rimes, by phonemes
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phonemic awareness
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the awareness of the sounds that make up spoken words.
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how phonological awareness develops
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1. an awareness of syllables, onsets and rimes
2. awareness of initial phonemes, final phonemes 3. awareness of vowels |
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early letter-name spelling
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Child begins this stage by representing only one sound in a word, usually the first, but eventually represents all consonant sounds. (fdzwd for fish; grl for girl)
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prephonemic spelling
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Child uses random letters, without regard to the sounds they may represent. (jnvw for hat)
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letter-name spelling
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child uses vowels but often does so incorrectly. (dragun for dragon)
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within-word pattern spelling
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Child can consistently spell words with short vowels but not words with long vowels. (hot for hot; mete for meet)
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automaticity
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fluent processing of information that requires little effort or attention, as sight-word recognition.
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cues students use to recognize words
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graphophonic, semantic (meaning), syntactic (parts of speech)
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stanine
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a normalized standard score representing an interval in a 9-point scale, with a mean of 5 and a standard deviation of 2
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stanine 7-9
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above average
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stanine 6
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borderline
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stanine 5
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average
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stanine 4
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borderline
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stanine 1-3
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below average
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reliability
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consistency of results. The general dependability of a test. a test that produces similar results under similar conditions.
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validity
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the degree to which a test measures what it purports to measure and what the examiner wishes to measure.
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how reliability is expressed
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is usually expressed as a decimal. The closer the coefficient is to 1.0 the higher
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what reliability coefficients is considered extremely high and are hallmarks of reliable testing?
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.90 or higher
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Reliability is influenced by such factors as...
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1. length of the test (longer the test, the more reliable) 2. the clarity of directions 3. the objectivity of scoring
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alphabetic principle
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the assumption underlying alphabetic writing systems that each speech sound or phoneme of a language should have its own distinctive graphic representation
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alphabetic writing
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a writing system in which one or several letters represent one speech sound or phoneme but not a syllable, morpheme, or word.
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phonogram
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a graphic character or symbol that can represent a phonetic sound, phoneme, or word.
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analogy
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a general comparability or likeness; a partial similarity
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linguistic facts needed to learn to decode
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consonant sounds, consonant digraphs, consonant blends, short vowels CVC words, vowel digraphs, rule of silent e, vowel diphthongs, r-controlled vowels, l-controlled a, other variant vowels
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consonant digraphs
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th (that, then), sh (sheep), ch (chick), wh (who), ph (phone)
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CVC
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consonant-vowel-consonant (cat, pet, pin, duck, log)
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vowel diphthongs
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oi (join), ow (cow), oy (boy), aw (paw)
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r-controlled vowels
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ar (star), ir (bird), or (world), er (her)
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text structure
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the various patterns of ideas that are embedded in the organization of text
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common patterns of text structure
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expository, cause-effect, comparison-contrast, problem-solution, description, and sequence
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story schema
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the pattern of organization in narration that characterizes a particular type of story ex. problem, action, goal, setting and outcome
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general purpose of reading
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to get meaning from print
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formal test
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test in which the directions for administration are clear cut and allow little, if any, discretion on the part of the teacher. Scored in a carefully prescribed manner.
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norm-referenced tests
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students score is compared to a norm group
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informal test
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a test in which the teacher discretion plays a major part. (may decide to modify how the test is given, based on early responses)
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criterion-referenced tests
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Each student’s performance is compared to an expected level of mastery in a content area rather than to other students' scores.
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screening test
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attempt to provide a broadly defined estimate of a student's overall achievement in a given area. usually individually, used to identify areas where more assessments need to be given
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diagnostic tests
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provide detailed information useful in planning instruction
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standardized tests
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any test for which the procedures for administration and scoring are rigorously prescribed
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content validity
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A test that reflects the curriculum that is taught is said to possess this
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IRI
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informal reading inventory. The use of a graded series of passages or increasing difficulty to determine strengths, weaknesses, and strategies in word identification and comprehension. Identifies independent, instructional, and frustration levels.
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reading level
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an estimate of a student's current level of reading achievement as compared to some criterion or standard.
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miscue analysis
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a formal examination of the use of miscues as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read.
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independent level
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the highest level at which a child can read the material without assistance. word recognition: 99-100% comp. 90-100%
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instructional level
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highest level at which a child could benefit from instructional support. word. rec.: 95-98% comp. 75-89%
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frustration level
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lowest level at which a child is likely to be frustrated, even with instructional support. word rec. 90% or lower comp. 50% or lower
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leveled texts
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any texts that increase in difficulty along a gradient that is sensitive to characteristics that reflect reading challenges.
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DRA
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Developmental Reading Assessment: uses a set of leveled texts.
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Benefit of knowing a student's listening level
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can be useful in discerning whether comprehension difficulties are the result of decoding problems.
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emergent literacy
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development of the association of print with meaning that begins early in a child's life and continues until the child reaches the stage of conventional reading and writing
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CAP
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concepts about print
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concepts about print
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spine is on left, read left to right, start at the top and go down, words
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emergent literacy
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development of the association of print with meaning that begins early in a child's life and continues until the child reaches the stage of conventional reading and writing
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CAP
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concepts about print
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concepts about print
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spine is on left, read left to right, start at the top and go down, words
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DIBELS
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Dynamic Indicators of Basic Early Literacy Skills: a set of procedures and measures for assessing early literacy skills from k-6. (one minute) fluency measures used to regularly monitor literacy and early reading skills.
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C-TOPP
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The Comprehensive Test of Phonological Processing assesses phonological awareness, phonological memory, and rapid naming.
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Phonological Awareness-activities to develop
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Nursery Rhymes, Picture Sorting, Oddity Tasks, Stretch Sounding, Invented Spelling, Tongue Twisters, Adding Sounds, Deletion Tasks, The Troll
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sight word
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a word that is immediately recognized as a whole and does not require word analysis for identification
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TOWRE
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Test of Word Reading Efficiency: measures word-reading accuracy and efficiency. Normed list for older grades. (sight word test)
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structural analysis
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the identification of word-meaning elements as re and read in reread, to help understand the meaning of a word as a whole. identifying roots, affixes, compounds, hyphenated forms, inflected and derived endings, contractions, and, in some cases, syllabication.
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morphemic analysis
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structural analysis
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affix
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a bound (nonword) morpheme that changes the meaning or function of a root or stem to which it is attached, prefix ad- and the suffix -ing in adjoining
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phonics
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the ability to use letter-sound correspondences to derive the pronunciation of words
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informal phonics inventory
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designed to assess phonics skills in order to determine areas to focus instruction
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z-test
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a more advanced phonics assessment which targets a child's ability to make analogies to known words bases on familiar rimes
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test of knowledge of onsets
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phonics test to assess students ability to blend onsets
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developmental stages of spelling
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emergent, letter name-alphbetic, within word pattern, syllables and affixes, derivational relations
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emergent spelling
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squiggles at first, then random letters
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letter name-alphabetic spelling
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begin to use vowels. alphabetic principle
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within word pattern spelling
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learning of patterns that occur in written words. spell words with short vowels correctly. can distinguish between long and short vowels. uses long-vowel markers
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syllables and affixes spelling
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children gain a knowledge of how syllables fit together. Begins to use of morphological knowledge to spell words.
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derivational relations spelling
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at this stage students learn to use semantic relationships between words, even if pronounced differently. may use root words to spell other words
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QSI
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qualitative spelling inventory: used to determine what spelling stage student is in and to help design instruction
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synthetic phonics
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a part-to-whole phonics approach to reading instruction. students learn the sounds represented by letters and letter combinations, blend these sounds to pronounce words, and identify which phonic generalizations apply
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shared reading
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early childhood instructional strategy. the teacher uses a big book to teach aspects of beginning literacy, ex. print conventions and the concept of word, develop reading strategies, as in decoding or prediction
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guided reading
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reading instruction where the teacher provides the structure and purpose for reading and for responding to the material read. (basal reading programs have guided reading lessons)
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independent reading level
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the readability or grade level of material that is easy for a student to read with few word-identification problems and high comprehension. (99% word id, 90% comp.)
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syntactic cue
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evidence from knowledge of the rules and patterns of language that aids in the identification of an unknown word from the way it is used in a grammatical construction
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What is the reading rate that is generally considered an indication of functional literacy. Usually met in middle school.
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140 wpm
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shared reading
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early childhood instructional strategy. the teacher uses a big book to teach aspects of beginning literacy, ex. print conventions and the concept of word, develop reading strategies, as in decoding or prediction
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guided reading
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reading instruction where the teacher provides the structure and purpose for reading and for responding to the material read. (basal reading programs have guided reading lessons)
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independent reading level
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the readability or grade level of material that is easy for a student to read with few word-identification problems and high comprehension. (99% word id, 90% comp.)
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syntactic cue
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evidence from knowledge of the rules and patterns of language that aids in the identification of an unknown word from the way it is used in a grammatical construction
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What is the reading rate that is generally considered an indication of functional literacy. Usually met in middle school.
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140 wpm
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synthetic phonics
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converting letters into sounds and blending the sounds to form words
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analytic phonics
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Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation.
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analogy phonics
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Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump).
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embedded phonics
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Teaching students phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning.
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3 components of fluency
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accuracy, automaticity, and prosody
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prosody
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the pitch, loudness, tempos, and rhythm patterns of spoken language
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automaticity
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ability to read words without conscious effort
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NAEP Oral Reading Fluency Scale
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A rubric developed by the NAEP to rate a students fluency.
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NAEP
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National Assessment of Educational Progress
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Multidimensional Scale
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Rubric used to measure a students fluency. (better than the NAEP rubric)
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CBM
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Curriculum-Based Measurements: the appraisal of student progress by using material and procedures directly from the curriculum taught.
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echo reading
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teacher models reading fluently then the student echoes the reading
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repeated reading
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students read the same text repeatedly, until a desired level of fluency is attained
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tape reading
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the teacher records a longer passage or uses a commercially available tape. The student reads along with the tape until they can read it fluently. then the student reads it to the teacher to check if the student is reading it adequately
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partner reading
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students choose partners and read a story, taking turns (can also do repeated reading)
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choral reading
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individuals or groups read a passage simultaneously (fluency)
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plays, reader's theater
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have children practice parts will help children practice fluency
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oral recitation
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read story, re-read story while students follow along maybe echo, divide story into parts, students practice and then perform their part (fluency)
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paired reading
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student is paired with capable reader, they begin reading together, student signals when they want to begin reading, read until they make an error. They both read sentence with error in it. Then repeat the process. (fluency)
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buddy reading
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children with reading problems work with younger children as readers or tutors to practice their reading. (fluency)
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closed-captioned television
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can help improve word identification
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two reasons to assess comprehension
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gauge the degree to which a student has comprehended a particular selection. estimate general level of proficiency.
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literal questions
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require a student to recall a specific fact that has been explicitly stated in the reading
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inferential questions
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have factual answers but require the student to make logical connections among facts in order to arrive at an answer
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critical questions
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call upon students to form value judgments about the selection. No right or wrong answers.
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cloze assessment (comprehension)
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involves deleting word from a prose selection and asking students to replace them on the basis of the remaining context
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readability
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ease of comprehension because of style of writing
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readability formulas
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quantitative procedures that yield an estimated grade level based on surface features of text (ex. Fry readability formula)
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lexile score
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books are rated by readability to help teachers know what grade level a book is
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reading guide
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a list of questions and other tasks to which a child must respond while reading
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High frequency word
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A word that appears many more times than most other words in spoken or written language.
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Word sort
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Activity in which words on cards are grouped according to designated categories, as by spelling patterns, vowel sounds, shared meanings, etc.
(vocab. Development and word-study activity) |
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Homographs
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A word with the same spelling as another word, whether or not pronounced alike, as pen (a writing instrument) vs. pen (an enclosure)
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Morpheme
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A meaningful linguistic unit that cannot be divided into smaller meaningful elements, as the word book, or that is a component of a word, as s in books.
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Morphology
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The study of structure and forms of words including derivation (the use of affixes to build new words from a root or base word, often with a change in the grammatical class of the word, as predict-prediction), inflection (changing the form of the word to express a syntactic function w/o changing the word’s grammatical class run-ran, run-runs), and compounding (two or more words put together booklist).
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Affix
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A morpheme that changes the meaning or function of a root or stem, as the prefix ad and the suffix ing in adjoining.
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Prefix
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An affix attached to a base word or root re in reprint.
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Suffix
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An affix attached to the end or a base, root, or stem that changes meaning or grammatical function of the word, as –en added to ox to form oxen.
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Root
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The basic part of a word that usually carries the main component of meaning and that cannot be further analyzed without loss of identity.
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Base word
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A word to which affixes may be added to create related words, as teach in reteach or teaching.
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Structural analysis
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The identification of word-meaning elements, as re and read in reread, to help understand the meaning of a word as a whole; morphemic analysis. (Commonly involves the identification of roots, affixes, compound, hyphenated forms, inflected and derived endings, contractions, and, in some cases syllabication. Sometimes used as an aid to pronunciation or in combination with phonic analysis in word-analysis programs.)
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RTI
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Response to intervention
a systematic process for providing preventive, supplementary instructional services to students who are having challenges meeting benchmark levels |
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Informal reading inventory (IRI)
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The use of a graded series of passages of increasing difficulty to determine students’ strengths, weaknesses, and strategies in word identification and comprehension.
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Frustration reading level
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Material that is too difficult to be read successfully by a student, even with normal classroom instruction and support. (less than 90% accuracy, less than 50% comprehension)
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Independent reading level
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Material that is easy for a student o read with few word-identification problems and high comprehension. (better than 99% accuracy and better than 90% comprehension
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Instructional reading level
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Material that is challenging, but not frustrating for the student to read successfully with normal classroom instruction and support. (better than 95% accuracy and better than 75% comprehension)
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Accelerated reader
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Progress monitoring software assessment in wide use by primary and secondary schools for monitoring the practice of reading. Primarily determines whether or not a child has read a book.
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Authentic assessment
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A type of assessment that seeks to address widespread concerns about standardized, norm-referenced besting by representing “literacy behavior of the community and workplace” and reflecting “the actual learning and instructional activities of the classroom and out-of-school worlds”, as with the use of portfolios.
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Journal
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A collection of student writing.
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CBM
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provides current, week-by-week information on the progress their children are making in basic subjects. teacher will know how each student is progressing in learning the content
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Criterion referenced measure
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The assessment of performance on a test in terms of the kind of behavior expected of a person with a given score.
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Central tendency
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A single central value used to summarize a distribution of scores.
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Norm-referenced measurement
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The assessment of performance in relation to that of the norming group used in the standardization of a test or in relation to locally developed norms.
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Variability
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1. Changeableness, as reading rate variability.
2. The dispersion, spread, or scatter of scores or values in a distribution, usually about the mean. |
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Retelling
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1. In discourse analysis, a measure of comprehension.
2. In miscue analysis, the process in which the reader, having orally read a story, describes what happened in it. |
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Assessment
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The act or process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc.
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Median
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A measure of central tendency; specifically, the middle value or score in an ordered frequency distribution.
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Mode
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The most common score.
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Reliability
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Consistency in measurements and tests; specifically, the extent to which two applications of the same measuring procedure rank persons in the same way.
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VAKT
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Visual, Auditory, Kinesthetic, Tactile Teaching utilizes concrete aids and activities that involve as many senses as possible, such as pictures, music, food, comparison of new concepts to personal experience and/or prior knowledge.
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Decoding
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Analyze spoken or graphic symbols of familiar language to ascertain their intended meaning. Word identification.
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Dipthong
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A vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel or semivowel sound in the same syllable.
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Idiom
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An expression that does not mean what it literally says, to have the upper hand, has nothing to do with hands.
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Phonics
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A way of teaching reading and spelling that stresses symbol-sound relationships, used especially in beginning instruction.
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analytic phonics
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•word families
•knowing how to read a new word based on the knowledge of others with similar elements •children analyze letter/sound relationships based on familiar or environmental |
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embedded phonics
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•teaching phonics within authentic reading and writing experiences
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synthetic or isolated phonics
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•“bottom up approach”
•children learn letters, then letter combinations, then blend them into words •instruction takes place separate of authentic reading and writing experiences |
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long vowel spelling patterns
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1.CV words
2. The silent or magic e pattern CVe 3. the vowel digraph pattern |
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short vowel spelling patterns
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VC (as)
CVC (cat) CCVC (stop) CCVCC (black) |
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diphthongs
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•phonemes that have two blended but distinct sounds
•oi (boil) •oy (boy) |
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vowel digraphs
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Long vowel pattern, two vowels together that stand for one long vowel sound.
ee, ai, oa (etc.) sheet, see, boat |
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irregular word patterns
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to, was, the, of
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consonant blends
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s blends: sw, sm, sn, spl, br, st, sp, sl, sc, str
r blends: cr, dr, fr, gr, tr, wr l blends: bl, cl, fl, gl, pl, sl ending blends: -nd, -ld others: tw |
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consonant digraphs
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two or three letters (grapheme) that represent a single sound (phoneme)
ch, sh, th, ph, wh |
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strategies for teaching fluency
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1. echo reads (you read-then they read)
2. reader’s theater 3. choral readings (1 voice) 4. repeated readings (read for 1 min., then read again) 5. NIM-neurological impress method |
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homophones
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sound the same
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homographs
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written the same
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instructional strategies for teaching comprehension
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•reciprocal teaching
•QAR •Think aloud •Cut apart paragraph •KWL •Literature circles/book clubs |
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QAR
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Question answer relationship.
(types of questions. “right there”, “think & search”, “author and me”, “on my own”) |
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Segmentation
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A technique for building phonemic awareness in which students break words into their component sounds, saying each sound separately as they tap them out or count them. For example, how many sounds are there in the word desk? (Answer: d/e/s/k, four sounds).
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GIST-generating interactions between schemata and text
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a 20 word summary of what was read. Students use the five Ws and H (who? what? when? where? why? how?) to write a very brief summary.
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dyslexia includes
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the inability to break words into phonemes
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derivation
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the use of affixes to build new words from a root or base word, often with a change in the grammatical class of a word
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consequential validity
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deals with the consequences of test administration and result interpretation
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content validity
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when a test is a direct reflection of what is being taught in the classroom
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predictive validity
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refers to tests that are said to predict a student's future performance
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concurrent validity
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when an old and new test are administered at the same time, to the same students and the results are highly correlated
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literacy coach
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an experienced teacher who has a strong knowledge base in reading and experience providing effective reading instruction to students, especially struggling readers. trained to work with colleagues to help them improve their students' reading outcomes
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whole language
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an approach to reading instruction that treats reading as a natural activity that does not need to be taught
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