Reading - Chapter 1

Front 1

automaticity

Back 1

performing a task instantaneously and without conscious attention

Front 2

seven componenets of the critical-literacy curriculum

Back 2

knowledge about print, decoding, vocabulary, comprehending narratives, comprehending and learning from exposition, the relationship between reading and writing, and building connections

Front 3

declarative knowledge

Back 3

knowledge that or knowledge about, knowledge of facts, concepts, and generalizations

Front 4

critical literacy

Back 4

the use of language for thinking, problem solving, and communicating; the level of proficiency necessary in today's world

Front 5

procedural knowledge

Back 5

knowledge how, the ability to do something

Front 6

constructivism

Back 6

a psychological orientation that emphasizes the active nature of learning and goes beyond that to note that learning is constructive, that in the process of learning the learner actually constructs what he or she learns

Front 7

attitudes and inclinations

Back 7

feelings toward various matters and propensities to engage in various activities

Front 8

schema

Back 8

organized prior knowledge

Front 9

metacognition

Back 9

thinking about thinking, a reader's recognition of whether or not she is understanding the text and her ability to regulate the processes that lead to understanding

Front 10

reader-response theory

Back 10

view emphasizing that the meaning a reader gains from text results from the transaction between the two and that readers will have a range of responses to a text, particularly a literary text

Front 11

interactive model of reading

Back 11

a model noting that readers arrive at meaning using information from the text and her background knowledge

Front 12

U.S. student's reading proficiency

Back 12

most students acquire basic skills but very few acquire sophisticated skills

Front 13

cognitive orientation

Back 13

a psychological orientation that views learners as active participants who act on rather than merely respond to their external environment as they learn

Front 14

cognitive-constructivist view of reading

Back 14

the view that reading is an active/constructive process in which the reader actively constructs much of the meaning she gleans from text