Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
16 Cards in this Set
- Front
- Back
|
Text complexity
|
1. Quantitative measures – readability and otherscores of text complexity often best measured by computer software.
2. Qualitative measures – levels of meaning,structure, language conventionality and clarity, and knowledge demands oftenbest measured by an attentive human reader. 3. Reader and Task considerations – backgroundknowledge of reader, motivation, interests, and complexity generated by tasksassigned often best made by educators employing their professional judgment. |
|
|
Comprehension - definition
|
the level of understanding of a text/ message and extracting and constructing meaning through interaction with text
·Includes Vocabulary, Reading Comprehension,Writing text |
|
|
waysto assess Comprehension
|
McCutchen Measure, QRI-Passages, CARI Listening Comp (LC), DIBELS-Daze, San Diego Quick, Adolescent Lit Inv (ALI),CORE Maze, Think Aloud
|
|
|
howto address comprehension difficulties
|
Listen-read-Discuss, explicit instruction,think-aloud, student-generated questions, summary writing, graphic organizers,reading guides
|
|
|
techniques/approachesto build fluency
|
· Timed Repeated Readings, Audio-Assisted Reading,Shared Reading, Reader's Theater, Paired (or Partner) Reading, Choral Reading,
· Model Fluent Reading, Do Repeated Readings inClass, Enlist Tutors to Help Out0L |
|
|
characteristics/componentsof fluency
|
Theability to read a text accurately,quickly (speed), and with expression (prosody).
|
|
|
Word recognition domain includes
|
Phonemicawareness, Sight Words, Phonics, decoding, spelling and Fluency
|
|
|
ways to assess word recognition
|
Morris Tasks, Sight Words, QRI-Word Lists, IPI, QRI-Miscues, DSA , DIBELS: LNF;NWF;
|
|
|
Spear-Swerling model
|
Highly proficient reading strategic reading controlled word recognition phonetic cue word recognition visual cue word recognition |
|
|
word recognition tests |
ipi dibbles orf dibbles nwf |
|
|
CARI |
Content Area Reading Indicators
|
|
|
techniques to build word rec |
word sorts sight words structural analysis repeated readings |
|
|
reading comprehension is primarily defined by the following interacting elements |
reader, text, activity |
|
|
instruction in structural analysis is likely to promote upper elementary students reading comprehension primarily by |
equipping them with strategies for understanding the meanings of unfamiliar multi-syllabic words |
|
|
the last stage of reading on the spear swirling model |
strategic reading |
|
|
comprehension may be hindered by |
-limited prior knowledge =poorly developed strategies =poor decoding =limited vocabulary |
