Sed 435 Test 2

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Simple View of Reading:

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○ Good reading = good wordrecognition x good oral language comp○

Good Word Recognition
■ Letter sound language
■ Word recognition decoding
■ Automatic word recognition
○ Good Oral Language Comp
■ Oral vocab
■ Comprehension of syntax
○ Deficit could include:good oral comprehension cannot equal good reading comprehension if the studentcannot decode

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Alphabetic principle:

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“The code” How letters hook up withthe sounds in written words

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Emergent Literacy

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The earliest stage of literature development Ages three to five in children with exposure to literature Children in this stage understand basic print concepts andhave some knowledge of letter names but do not grasp the alphabetic principle

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How reading to childrenbenefits learning to read:

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Exposure to new vocabulary Children get exposed to reading with the correctexpression (prosody)The importance of read alouds- teacher and listeningcomprehension activities in developing children’s reading comprehensionabilities(especially for beginning and struggling readers s

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Phonemic Awareness

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wareness of sensitivity to and the ability to manipulate,individual phonemes (sounds) in spoken words; this is the most advanced levelof phonological awareness
Examples of assessment tasksStudent is asked to blend orally presented phonemes into aspoken word. (e.g, “what’s this word? /m/ /a/ /sh”),
Most Relevant Grade Levels For typical readers→most relevant in K and early 1st gradebut other struggling readers of any grade can have weaknessesin phonemic awareness (especially those functioning at low decodinglevels)

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Phonics

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also called word decoding or word attack)Knowledge of letter sounds and the ability to apply thatknowledge in reading unfamiliar printedwords
Examples of Assessment Tasks For letter sounds, the student is asked to give the sound (not the name) ofindividual letters or letter patterns; for words, the student is asked to read unfamiliar words presented out ofcontext (e.g, in a list) some nonsensewords (e.g, streak, glain) should be included as these are pure measures ofdecoding skill
Most Relevant Grade levelsK → 3rd grade (typicalreaders)Any struggling reader from any grade may have weaknesses inphonics skills M

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Fluency

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ability to read grade appropriate texts accurately, with easeand with reasonable speedFluent oral reading is characterized by good intonation andappropriate phrasing (as opposed to “flat,” word- by- word reading

Examples of Assessment Tasks The student is asked to read a passage aloud; the examinercounts the number of words read correctly within a certain time frame, usuallyone minute, and compares the student's score to benchmark expectations for thestudent’s grade Occasionally a rubric may be used to evaluate expressivenessand phrasing

Most Relevant Grade Levels Grades 2 and 3 (typical)Fluency may develop earlier in advanced readers, and muchlater (or not at all) in struggling readers

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Vocabulary

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Knowledge of the meanings of individual wordsThis should be assessed orally

Examples of Assessments Tasks Receptive vocabulary is often assessed by asking the studentto point to the appropriate picture when the examiner says a word aloud.Expressive vocabulary is often assessed by showing the studenta picture and asking him/her to name it.

Most Relevant Grade Levels Relevant in all grade levels, but vocabulary expectationsescalate sharply from about grade 4 on (reading to learn stage)

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Comprehension

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The ability to understand what has been read (readingcomprehension) or heard (listening comprehension)

Examples of assessment tasks

1.) the student reads a passage and answers questions aboutthe passage

2.) cloze or maze - the student reads a passage containingblanks and has to provide a contextually appropriate word to fit in each blank;

3.) the student reads a passage and retells the content aloudto the examiner, who has a point system for scoring the retelling. Similartypes of tasks (but not requiring reading) are often used to assess listeningcomprehension

Most Relevant Grade Levels Relevant all grade levels, but reading comprehensionexpectations escalate sharply from about grade 4 on.

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Nonsense words

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Words that are made up Used to test students knowledge of phonics and decoding Important because students can memorize common words, butnonsense words test a student's ability to recognize phonemes

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Phonological Awareness

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Broad umbrella term,that includes rudimentary levels of awareness like rhyming

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PhonemicAwareness

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Full awareness of each phoneme in a word, spoken, k→ 1st grade

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Reasons why Good Readingfluency is important

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1. For goodcomprehension because lack of fluency creates a drain on comprehension.

2. For motivation toread because students should want to learn how to read and not bediscouraged.

3. To meet upper grade level demands for reading volume.

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Analytic Phonics

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breaks the word down from whole to parts (Cat, Rat, Mat, SatBat) WHILE Synthetic Phonics: Breaks the word down from part to whole (h= /h/..Teaching letter sound and blending. Synthetic Phonics is how we are going to beteaching our kids and it is proven to work better through reading and writing.

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Onset- Rime part

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is when you blend but with a couple of parts. It is in themiddle of Synthetic and Analytic. The once uses the beginning letter and blendsit with the ending letters ( c-ake to make cake). The logic behind onset isthat it starts with a larger unit in decoding instruction which makes it easierfor beginning and struggling decoders to blend words.

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There are two differentcontext cues in reading….

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1. The use of contextto aid decoding (to guess at a word the child cannot.) This form of context cueteachers shouldn’t encourage this because it involves guessing and teachersalso rely heavily on context to aid decoding which makes for an unskilledreader. ..

2. Use of context to aid vocab learning (to figure out what aword means. Example of the flapjacks drawing.) This causes for a skilled readerbecause the teacher puts emphasis on children's close attention to the printand applications of decoding skills.

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The Role of Context Cuesto aid Vocab:

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1. Summarization

2. Varying ones style of reading to suit the purpose of reading.

3. Inferencing

4. Context to helpinfer meanings to new words).

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Learningto read

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is strictly K-3 and it practices decoding while

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Readingto Learn

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is 4th grade and up and it's used as a tool for content area(Using reading to do social studies and science)

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UsefulComprehension strategies:

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Using context to determine the meaning of a word,summarization, prediction, fix-up strategies like re reading or looking up aword in the dictionary, Varying on style for the purpose of reading.From Grade 4 and on students are practicing reading to learnwhich is used as a tool to help with other subjects. They are no longer

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Predictorsof success in Beginning Reading:

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Phonemic Awareness -knowledge of letter sounds -vocab/orallang development