Vocab From Chapter 1 Of Assessing And Correcting

Front 1

A difference exists between the student's ability and achievement

Back 1

Discrepancy

Front 2

Another major source of funding for students with reading and writing difficulties.

Back 2

IDEA
"Individuals with Disabilities Act of 2004"
(p.20)

Front 3

A commonsense approach in which struggling students are offered increasingly intensive additional instruction. Typically combined with diagnosis.

Back 3

RTI "Response to Intervention"
(p. 3)

Front 4

A measure of the degree to which a score is above or below average. *Many states set the discrepance at 1.5 standard deviations between performance on a test of academic ability and a test of reading achievement.

Back 4

Standard deviations
(p. 4)

Front 5

Achievement fails to meet a certain standard of interferes with the reader's functioning in or out of school.

Back 5

Functional definition of reading disability
(p.5)

Front 6

Originally referred to the loss of ability to read because of damage to the central nervous system. Now the term is used to refer to a serious reading disorder.

Back 6

dyslexia
(p.7)

Front 7

Is replacing the deficit model of remedial reading. When working with struggling reader and writers, teachers think in terms of matching instruction to varying needs rather thatn overcoming deficits.

Back 7

Variability Concept:
(p. 8)
*Roller (1996) believes teachers should learn to accept the variability that students display as being normal and adjust instruction to meet the needs of each student.

Front 8

Intervention and corrective techniques.

Back 8

bottom-up (part-to-whole)

top-down (whole-to-part)

interactive

(p. 8-9)

Front 9

Students are taught letters and sounds before being taught to read words. Emphasis is on processing the text rather than making use of the reader's background.

Back 9

bottom-up approach
"Part-to-whole"
*Phonics based!
(p. 8)

Front 10

Emphasizes constructing meaning through the readers' use of background knowledge and language ability.

Back 10

top-down approach
"Whole-to-part"
*Whole Language"
(p.8)

Front 11

Stresses parallel use of processing of text and use of background knowledge of language as well as contextual and letter-sound cues. Reading is both simultaneously top-down and bottom-up.

Back 11

Interactive approach
*Both top-down and bottom-up!
(p.9)

Front 12

Looks at all aspects of the student's life and the effect each has on the student. The intervention specialist and classroom teacher work together to adjust the total environment so the student achieves success. The home is also involved to meet the student's out-of-school success.

Back 12

Systems approach
(p. 12)
*Emphasis is on getting the child on the right track.

Front 13

The reader transform text through personal perspective, yet it is also changed by the text. Meaning is created by the transaction between reader and the text. The degree of involvement will be minimal if the text is too boring, too difficult, or both.

Back 13

Transactional theory
(p.12)

Front 14

A plan of study that includes objectives, teaching techniques, learning activities, materials, and assessment.

Back 14

Unit "Theme" Approach
*One way of helping low-achieving readers form the kind of cognitive connections that adept readers make on their own.
(p.16)

Front 15

A score at the 30th percentile or better.
30%+

Back 15

Adequate achievement
(p.18)

Front 16

Designed to foster improvement in math and literacy skills of students living in poverty.
*A key segment of "No Child Left Behind" NCLB (Implemented 2002)

Back 16

Title I
(p. 19)

Front 17

The purpose of NCLB is to "ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.

Back 17

NCLB
(p. 19)
*The goal of NCLB requires that 100% of all students reach the proficiency level in math and reading/language by school year 2013-2014.

Front 18

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations.

Back 18

Learning Disability
(p.20)

Front 19

Policy of educating all students, including those with special needs, within the regular classroom. With partial inclusion, students, may be included for some classes but not others.

Back 19

Inclusion
(p.20)

Front 20

A reader who fails to benefit adequately from enhanced classroom instruction and intervention programs of increasing intensity.

Back 20

A problem reader
*Approximately 25% of students have a reading problem...most of these have a mild to moderate problem.
*About 3% have a serious difficulty
*Only about 1 out of 100 has a severe reading ability.
(p. 21)

Front 21

"part-to-whole" (bottom-up)
"whole-to-part" (top-down)
"interactive" (both bottom-up and top-down approaches)

Back 21

Corrective instruction may be...
(Summary p. 21)

Front 22

-Reader
-text
-task
-instructional approach
-context

Back 22

5 interlocking aspects of Reading Instruction
(p.22)