Reading...
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72 Cards in this Set
- Front
- Back
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whole language
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philosophy that language is acquired through use and that teachers should use authentic materials, such as children's lit, and genuine literacy events, such as writing letters to real people
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balanced reading program
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reading program that uses both phonics and children's lit
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zone of proximal development
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distance between child's ability to solve a problem independently and child's ability to solve a problem with the guidance and help of adult or more capable peer
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cipher reading
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reading by associating sounds with individual letters. Students at this stage can read and figure out nonsense words. They do not rely on context of passage to read word.
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cloze procedure
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helps students understand that enlightened guessing does work. Takes advantage of natural desire to complete pattern that has missing part. Words are systematically deleted from reading passage (like every 5th word) and students are assessed on how well they guess the missing word. Helps them understand how context clues can help them figure out words
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authentic reading/authentic assessment
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doing real things, such as reading real messages,writing real letters to real people, what students have in a portolio
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Elkonin strategy/Elkonin boxes
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sound boxes, putting letter/letters in box to represent individual sounds (phonemes)
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developmentally appropriate practices
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practice, or curriculum that provides for all areas of child's development: physical, emotional, social, linguistic, aesthetic, cognitive
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consonant digraph
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2 consecutive consonants that represent one sound of word/syllable. ex: CHip, siCK, couGH, siNG, PHone, SCissors, SHip
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vowel digraph
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2 consecutive vowels that represent 1 sound of word/syllable. ex: mAIn, AUro, AWning, mAY, EAst
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constructive theory/constructivism
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theories of cognitive development that emphasize active role of learners in building their own understanding of subject
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self talk/private speech
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talking out loud to go through steps of problem--helps child when he is working on difficult concepts
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word families
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ex: ill, all, oy (ending of words that include vowels that can be used to make other words)
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decoding problems
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a) reversal
b) inversion c) transpositions d) substitutions |
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reversals
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ex: saying DAY for BAY
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inversions
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ex: saying MIND for WIND (looking at 1st letter upside down)
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transpositions
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ex: saying FELT for LEFT
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substitutions
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saying HOUSE for HOME
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direct instruction
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instruction that is focused, sequential, and structured, (like a lecture)
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guided reading
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highly interactive process between children and teachers that involves whole/large group to think about, talk about, and read a selection of text together for specific purpose
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discovery learning
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teaching methods in which students are encouraged to discover principles for themselves
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informal reading inventories (IRI)
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graded passages of reading that can be used to determine students' strength and weaknesses in recognizing words and comprehending text
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temporary spelling/invented spelling
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students spelling words like they sound, (CZN for COUSIN)
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theme teaching
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teaching using various themes, such as animals--using same theme in each subject
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literary circles
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technique in which small group of children read same book and discuss it
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reciprocal teaching
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reading strategy in which teacher 1st asks questions about book/story and then student plays "teacher" and asks questions
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scaffolding
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getting child to next level of learning through teacher/peer's help
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onset
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beginning of word (contain vowel sounds)
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rimes
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endings of words (contain vowel sounds)
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5 items included in literacy
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1) listening
2) speaking 3) writing 4) reading 5) viewing |
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phonological awareness
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awareness of different sounds
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phonemic awareness
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awareness (able to hear and distinguish) individual phonemes in word
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phonemes
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smallest meaningful unit of speech sound (C in CAT)
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graphemes
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smallest meaningful written unit (ex: letter)
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environmental print
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words found in children's environment that they recognize, such as names of toys/restaurants (ex: Macdonald's M)
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student portfolios
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samples of students' work
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flexible grouping
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not always grouping children for reading according to ability
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finger-point reading
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pointing to each word as you read
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language experience approach (LEA)
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an early language arts approach based on students' experience (such as writing story together about trip to zoo)
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author's chair
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student telling about his own writing
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diphthong
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2 vowels representing single sound OI as in NOISE (Sound is really sound of the O or I)
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syntax
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patterns of phrases and sentences
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KLW
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what you Know, what you Learned, what you Want to learn (comprehension)
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reader's theatre
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writing play about story and having students take various parts
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anchor words
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13 words that make up 25% of spoken language (ex: THE, A, AN)
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levels of reading (Reading levels)
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1) independent level
2) instructional level 3) frustration level |
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independent level
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99% word recognition, 90% comprehension
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instructional level
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95% word recognition, 75% comprehension
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frustration level
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90% or less word recognition, 50% comprehension
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validity (testing)
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measures accurately, fairly and reasonably
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reliability (testing)
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consistently measures what is supposed to measure
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anecdotal records
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short reports written immediately after observing children
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choral reading
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children reading together (at the same time)
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Test of Early Language Development (TELD)
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normed test
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Woodcock-Johnson Psychoeducational Battery Revised (WJ-R)
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an individual assessment of cognitive ability and achievement
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Peabody Picture Vocabulary Test-Revised
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test of vocabulary development usually used in preschool
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Sustained Silent Reading (SSR)
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everyone in class reads silently for certain amount of time. Even teacher reads silently
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story mapping
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making visual representation of story to help with comprehension
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venn diagram
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comprehension technique in which 2 stories or ideas or compared
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SQ3R
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survey, question, read, review, recite (comprehension strategy for reading)
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SQ4R
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survey, question, read, reflect, recite, review
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metalanguage
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knowing what you know about reading and language
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metacognition
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awareness of what you know (could be about anything)
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rubrics
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scoring guides, that provide criteria that describes student performance at various levels of proficiency
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emergent literacy
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time before formal reading instruction when children build concepts about reading (can also be used to talk about building skills later) -- Marie Clay coined the term
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Reading Recovery
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program begun by Marie Clay that helps early readers who are having difficulty
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fluency
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reading at an acceptable rate with expression
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LEP
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Limited English Proficiency
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criterion referenced test
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test based on comparing performance to standard, such as demonstrating mastery at 80th percent level
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norm-referenced test
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test that relate results to other students with predetermined performance indicators/scales, generally by student's age, grade, or gender. A student scoring at 50th percentile on subtest has score higher than 50 percent of comparable students
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formative evaluation
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process of evaluation that provides feedback and redirection during learning process
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summative evaluation
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tests on, or judgments made about finished project or upon completion of particular unit of study
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