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21 Cards in this Set

  • Front
  • Back
Whole Language
Uses only treade-book literature where words are never broken down or removed from context.
Balanced Literacy Program
Appropriately leveled readin materials
* often uses basal readers, decodable text, and daily encounters with fiction and non-fiction).

** Goal to have children become independent
Eclectic Approach
Teachers borrow elements from two or more approaches to create their own approach.
Progressing from the parts of language (letters) to the whole word (meaning).

Letters + Words + Sentences + Paragraphs + Texts = Meaning

Top-Down Theory
Information and experiences the readers brings to pring drive the reading process rather than the print on the page.
Emergent Literacy
Becoming literate begins at birth and is a continuous, developmental process.

Social Learning Theory
Zone of Proximal Development
What a child can do alone and in collaboration with others.
Study of language structure and how it is used by people to communicate.
Study of how language is used and organized in the mind.
Study of how language relates to human and societal behavior.
Language Acquisition
Study of how infants learn and use language to meet their needs and express their ideas.
Constructing meaning from print based on prior knowledge and experience with the content.
Syntactic Cueing
Proper use of syntax
(sentence structure) to know what comes next.
Decodable Text
Uses highly controlled vocabulary to reinforce skills.
Study of how language is used in society to satisfy the needs of human communication
Prephonemic Stage
Use of letters to represent meaning in writing.
Scope and Sequence Chart
Describes the reange of skills to be taught in the basal reader.
Balanced Reading Program
Reading TO, WITH, and BY the student.
Reconciled Reading LEsson
Teaching reading skills before reading and relationg them to the selection to be read.
curricular practice of listing, teaching, and measuring reading skills in isolation from other skills.