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104 Cards in this Set
- Front
- Back
Evaluative
Comprehension Skills |
The third and highest level of comprehension. This level
of comprehension involves not only understanding the text but also being able to critique it effectively. |
|
Explicit
Instruction |
An instructional strategy that emphasizes group
instruction. The instruction offered should include a great deal of teacher-student interactivity. |
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Expository Text
|
Expository text is intended to teach the reader, to explain
and describe, or to convince the reader of a point. Rather than being centered on a plot or a character, expository text is oriented around a subject. It contains little or (most often) no dialogue; its primary purpose is to provide facts and opinions. |
|
Figurative
Language |
A tool employed by authors to communicate via simile or
metaphor rather than strictly literally. |
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Final Position
|
The end of a word.
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Fluency
|
Fluency is the ability to read smoothly with good
comprehension. A fluent reader will possess a large sight word vocabulary, be able to deploy a number of decoding strategies, and have the ability to read with expression and with attention to the meaning of punctuation. |
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Formal
Assessments |
A test that must be administered in a particular way under
specific conditions. An example of a formal assessment is a standardized test. |
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Frustration level
|
The reading level at which the student cannot accurately
recognize or comprehend more than seventy percent of the text. |
|
Graphophonic
Cues |
The process of “sounding out” a word. The use of lettersound
correspondence to identify unknown words in a text. |
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Guided Reading
|
Guided reading enables the teacher and a small group of
children to read their way through a book, stopping frequently to question and discuss the text. |
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High-Frequency
Words |
The words that appear most often in printed materials.
|
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Implicit
Instruction |
Teaching that uses nondirective suggestions and
tacit implications in place of explicit direction or modeling. |
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Independent
Level |
The reading level at which the student can accurately
recognize and comprehend words well enough that no teacher guidance is required. |
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Independent
Reading |
Reading that is done alone, without assistance from the
teacher or from other learners. Independent reading is crucial to developing reading skills. It advances familiarity with common word structures, improves fluency and accuracy, increases vocabulary, broadens knowledge, enhances comprehension, and motivates the students to read yet more, both for information and for pleasure. |
|
Inflectional
Endings |
Sounds, which are added to words to indicate tense,
possession, number or comparison. |
|
Inferential
Comprehension |
The second level of reading comprehension. At this level
of comprehension, students should be able to draw conclusions about events or topics within a reading text that are not explicitly stated by the author. |
|
Informal
Assessments |
Measurement tools that can be “sneaked” into classroom
activities and daily routines. Informal assessments can be used as frequently and spontaneously as necessary without losing valuable instruction time. Informal assessments are either unstructured (such as looking at student writing exercises or learning logs) or structured (such as filling out a phonemic awareness or concepts of print checklist). |
|
Informal
Reading Inventory (IRI) |
An assessment tool, which presents a student with reading
passages and test, their comprehension with questions about the texts just read. The IRI is used to gauge a student’s independent, instructional, and frustration reading levels. |
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Initial Position
|
The first part of a word.
|
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Instructional
level |
The reading level at which a student recognizes and
comprehends words well enough to avoid frustration but still requires some guidance or assistance from the teacher. |
|
Irregular Sight
Words |
Common words that cannot be sounded out, such as “of”
or “would.” |
|
Language
Experience Approach (LEA) |
The Language Experience Approach joins reading and
writing instruction. Students use their own experiences and their own words to develop their reading, writing, and speaking abilities. |
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Learning Logs
|
Learning logs are a technique that teachers use to help
students integrate course content, comprehension strategies, and personal feelings. The principle behind learning logs is that the very act of writing can be educational. Students may make entries in their logs during the last few minutes of class, the first few minutes or class, or immediately after reading a text. |
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Letter-Sound
Correspondence |
The idea that each letter or group of letters within a word
has a corresponding sound. |
|
Listening
Comprehension |
Listening comprehension refers to the level at which
students can understand texts that are read aloud to them. Listening comprehension is generally described by a grade level; for example, a student might be said to have “third-grade listening comprehension.” |
|
Literal
Comprehension Skills |
The first and most basic level of reading comprehension.
Students at this level of comprehension can understand what the literal text, but cannot draw conclusions or effectively critique the text. |
|
Literary
Analysis |
An argument or point of view about a reading text.
|
|
Literary Genres
|
Categories of literature that share a central theme.
Examples of literary genres include mysteries, science fiction, and romance. |
|
Literary
Response |
A student’s expression of feelings about a literary text.
|
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Mapping
|
Story mapping is a technique in which students relate the
main incidents of a text they have read. |
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Medial Position
|
The middle portion of a word.
|
|
Metacognition
|
A student’s reflection on his or her own thought
processes. Students use metacognition to critique their text decoding and reading comprehension strategies. |
|
Mood
|
The emotional environment of a literary work.
|
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Morpheme
|
The smallest unit of language that has meaning. For
example, in the word “stomping,” both “stomp” and “- ing” are morphemes. |
|
Morphology
|
The study of word structure. Morphology encompasses
the derivation of words, the use of inflections, and the creation of compound words. |
|
Narrative Text
|
Narrative text is intended to amuse the reader, to relate a
story, or to provide an aesthetic experience. It can be based on life experiences and is often person-oriented (although it may also be plot or idea oriented). Narrative text employs dialogue and most often uses language that is familiar to the reader. It is organized by a story grammar. |
|
Note Taking
|
Writing down key points made by a reading text. Note
taking is an important comprehension strategy. |
|
Onset
|
An onset is the part of the word or syllable that is
followed by a vowel. For example, in the word “man,” the onset is “m.” |
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Open Syllable
|
A syllable that does not end in a consonant sound but
rather in a vowel sound. For example, in the word “jumbo,” the second syllable is an open syllable. |
|
Orthography
|
The study of spelling and standard spelling patterns.
|
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Outlining
|
Making a hierarchical, chronological list of key points
made by a reading text. Outlining is an important comprehension strategy. |
|
Phoneme
|
The smallest sound unit in written or oral language. A
phoneme may be a letter or a group of letters. |
|
Phonics
|
Systematic, explicit phonics refers to a program in which
letter-sound correspondences (for both letters and groups of letters) are taught in a gradual progression from basic to complex. |
|
Predictions
|
The ability to guess what a text might say or what words
it might use given its subject. |
|
Prefix
|
An affix that is attached to the beginning of a base or root word. For example, the prefix “pre-“ may be added to the word “school” to form the word “preschool.”
|
|
Prephonetic
|
An understanding that language can be represented on
paper, but not that letters correspond to certain sounds. |
|
Prior
Knowledge |
See Background Knowledge.
|
|
Proficient
Reader |
A reader who can read most texts, including newspapers,
magazines, and chapter books. |
|
Proofreading
|
The process of examining a piece of writing for spelling,
punctuation, grammatical, or word-choice errors. |
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R-controlled
|
A vowel sound, such as the “o” in “sailor,” that is neither
log nor short. |
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Reading Logs
|
A student’s written response to classroom texts.
|
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Reading Rate
|
The speed at which a reader can comprehend a text.
|
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Rereading
|
Reading a text multiple times. This is a strategy that can
increase reading fluency. |
|
Rhyming Words
|
Words with a different onset but with the same or similar
rimes, such as “meat” and “seat.” |
|
Rime
|
An onset is the part of the word or syllable that includes
the vowel and any consonants that may follow the vowel. |
|
Root Words
|
See Base Words.
|
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Scaffolding
|
Scaffolding involves a student partnering with a
more advanced peer or with a teacher or adult teaching assistant. The partner creates “scaffolds” on which comprehension can be built by the use of learning activities designed to model useful strategies or provide important information. As the student progresses, scaffolds can be removed until he or she is reading independently at grade level. |
|
Schemata
|
The information that a reader already knows about a
subject. As he or she learns more about that subject, facts and opinions can be added to the schemata. Schemata about one subject are often mentally cross-referenced with other subjects. |
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Segmentation
|
The ability to break a word into separate phonemes.
|
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Self-Correction
Strategies |
Techniques used to understand a misread or unknown
word. |
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Self monitoring
|
The ability of students to examine their own reading
comprehension and word identification strategies and modify these strategies for greater success. |
|
Semantic Cues
|
The use of knowledge about the subject of a written text
and words associated with that subject to identify an unknown word within the text. |
|
Semiphonetic
|
See Prephonetic.
|
|
Sight words or
sight vocabulary |
Words that a reader can identify “on sight”; words that a
reader knows immediately without working to identify them. |
|
S.Q.3R
|
A teaching strategy to improve reading comprehension.
The steps of SQ3R include Surveying, Questioning, Reading, Reciting, and Reviewing. |
|
S.S.R
|
SSR, or “Sustained Silent Reading,” involves having
students selecting books that they want to read and giving them time (usually no more than twenty minutes) during the school day to read them. The teacher may use this time to model independent reading by choosing her own book. |
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Story Map/Frame
|
A story map is a graphic presentation of major plot points
and themes from a story. This learning tool improves reading comprehension and teaches students to be aware of story structure. |
|
Structural
Analysis |
The practice of breaking a word into parts and defining
those parts as a means of understanding the entire word. |
|
Structures of
Expository Text |
There are seven basic structures of expository text:
definition, description, process, classification, comparison, analysis, and persuasion. |
|
Study Skills
|
The skills required to learn curriculum information, such
as the use of reference materials. |
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Substitution
|
The replacement of one phoneme in a word with another
phoneme. For example, substitution “c” for “r” in “rat” forms the word “cat.” |
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Suffix
|
An affix attached after a base word or root, such as y in sleepy.
|
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Syllabication
|
The breaking up of a word into one or more syllables.
|
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Syllables
|
A phoneme or group of phonemes that form one of the
sound units of a word. |
|
Syntactic Cues
|
Hints based on syntax that help a reader decode and
comprehend a text. |
|
Systematic
Instruction |
An instructional plan, such as a yearlong lesson plan, that
moves from simple concepts to more complex ones. For example, a systematic instruction plan for teaching lettersound correspondence might begin with a simple recitation of the alphabet and end with lessons on the various sounds made by vowels. |
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Theme
|
The main idea of a reading text.
|
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Think Aloud
|
A teaching strategy in which the teacher recites aloud
thought processes that a proficient reader might use when reading or writing. |
|
Tracking of Print
|
The ability to read along with a text as someone else
reads aloud. Tracking of Print requires an understanding of left-to-right progression. |
|
Transitional
Spelling |
In transitional spelling, students use morphological and
visual information to determine the spelling of the word instead of relying solely upon phonetic spelling. They may include all of a word’s letters, but in the wrong order. They may use multiple spellings for the same sound without understanding why the sound is spelled differently in different words. Their percentage of correctly spelled words will be high. |
|
Vowel Digraphs
|
The short vowel sounds are /a/ as in at; /e/ in elf; /i/ in it;
/o/ in odd; /u/ in up. |
|
Word Families
|
Words that have some of the same combinations of letter
combinations in them. |
|
Word
Identification |
The ability to identify a word in a reading text, either by
sounding it out, by recognizing it on sight, or by using syntactic or semantic cues. |
|
Word
Recognition |
See Word Identification.
|
|
Consonant cluster
|
A group or sequence of consonants that appear
together in a syllable without a vowel between them. |
|
Vowel
generalization |
The following generalizations govern vowel
pronunciation: 1. A single vowel followed by a consonant in a word or syllable usually has the short sound (such as can or cancel). 2. A single vowel that concludes a word or syllable usually has the long sound (such as me, ti-ger, and lo-co-mo-tive). 3. In the vowel digraphs oa,ea,ee, ai, and ay, the first vowel is usually long and the second is silent (such as coat, reap, bead, wait, and play). The digraphs oo, au, and ew form a single sound tht is not the long sound of the first vowel (such as food, good, haul, and few). 4. In words containing two vowels, one of which is final e, the final e is usually silent and the preceding vowel is long. 5. Single vowels followed by r usually result in a blended sound (such as fir, car, burn, and fur). The vowel a followed by l or w usually results in a blended sound (such as yawn, tall, claw, awful). |
|
Short vowel
|
The short vowel sounds are /a/ as in at; /e/ in elf; /i/
in it; /o/ in odd; /u/ in up. |
|
Long vowel
|
The long vowel sounds are A as in game, E as in
Pete, I as in pine, O as in home, U as in cute. Long vowels can also be spelled with two vowels, as in the following words: “sail,” “bay,” “meet,” “seal,” “lie,” “moan.” |
|
Syllable patterns
|
Syllable patterns are common consonant vowel
patterns that appear frequently in English, such as CVC, CVVC, CVCe, CCVCC, etc. |
|
Medial Position
|
The middle portion of a word.
|
|
Metacognition
|
A student’s reflection on his or her own thought
processes. Students use metacognition to critique their text decoding and reading comprehension strategies. |
|
Mood
|
The emotional environment of a literary work.
|
|
Morpheme
|
The smallest unit of language that has meaning. For
example, in the word “stomping,” both “stomp” and “- ing” are morphemes. |
|
Morphology
|
The study of word structure. Morphology encompasses
the derivation of words, the use of inflections, and the creation of compound words. |
|
Narrative Text
|
Narrative text is intended to amuse the reader, to relate a
story, or to provide an aesthetic experience. It can be based on life experiences and is often person-oriented (although it may also be plot or idea oriented). Narrative text employs dialogue and most often uses language that is familiar to the reader. It is organized by a story grammar. |
|
Note Taking
|
Writing down key points made by a reading text. Note
taking is an important comprehension strategy. |
|
Onset
|
An onset is the part of the word or syllable that is
followed by a vowel. For example, in the word “man,” the onset is “m.” |
|
Open Syllable
|
A syllable that does not end in a consonant sound but
rather in a vowel sound. For example, in the word “jumbo,” the second syllable is an open syllable. |
|
Orthography
|
The study of spelling and standard spelling patterns.
|
|
Outlining
|
Making a hierarchical, chronological list of key points
made by a reading text. Outlining is an important comprehension strategy. |
|
Phoneme
|
The smallest sound unit in written or oral language. A
phoneme may be a letter or a group of letters. |
|
Phonics
|
Systematic, explicit phonics refers to a program in which
letter-sound correspondences (for both letters and groups of letters) are taught in a gradual progression from basic to complex. |
|
Predictions
|
The ability to guess what a text might say or what words
it might use given its subject. |
|
Prefix
|
An affix that is attached to the beginning of a base or root word. For example, the prefix “pre-“ may be added to the word “school” to form the word “preschool.”
|