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The study of the psychological states and mental activity associated with the use of language. Important focus is largely unconscious application of grammatical rules that enable people to produce and comprehend intelligible sentences
Literacy development is seen as emerging from children's oral language development and their initial, often unconventional attempt at reading (reading based on pictures) and writing (at first scribbling) hence the term emerging.
A close blend of two vowel sounds. The letters "oi" in oil record a diphthong is treated in phonics instruction as if the reference is to a single sound. Oil, therefore is said to be composed of two sounds.
Using knowledge of the conventions of spelling-sound relationships and knowledge about prenounciations of irregular words to derive a pronounciation of written words.
The type of assessment in which a child's score is compared against a predetermined criterion score to determine if the child is performing acceptability or unacceptability. Rather than comparing against peers (norm-referenced tests) the criterion or "acceptable score" is set by the author of the assessment. Scored as either above or below criterion.
An approach to reading instruction that strikes a compromise between phonics approaches and whole language approaches ideally, the most effective strategies are drawn from the two strategies and synthesized together.
Language Experience Approach (LEA):
Supports childrens concept development and vocabulary growth while offering many opportunities for meaningful reading and writing activities. Another LEA benefit is the development of shared experiences the extend childrens knowledge of the world around them while building a sense of classroom community. Major purpose is to impact the understanding that anything that can be said can be written, and anything that can be written can be read or said.
The ability to hear, identify, and manipulate the individual sounds-phonemes- in spoken words.
Often change meaning of words usually an "s"
The reading product:
The product: Communication
By the writer to the reader, Communication results from the readers construction of meaning, Dependent on comprehension.
Children learn language through stimulus response and reinforcement
Infants learn oral language from adults by imitation, rewards, and rehersal.
Compromise between innatist and behavioristic , language is rule governed, learned from interaction with others.
Synthetic-instructs speech sounds, nonsense words
Analytic-sight words first, avoid distortion
Temporary Intervention for first grade, one on one instruction with a trained specialist
Association of print with meaning, begins very early in a childs life and continues until the child reaches conventional reading/writing.
Type of Comprehension:
Literal Comprehension-acquiring information directly stated, most basic
Higher-Order Comprehension- interpretive critical and creative reading.
Steps to Decoding words
1.Apply context clues
2.Look at sound blends
4.Sound it out
5.See a dictionary
Stages of second language acquisition:
2.Early production-1/2 word sentences
3.Speech emergence-3/4 word sentences
4.Intermediate fluency-errors are developmental and students will outgrow them as they are exposed to what is appropriate.
The writing process:
1.Planning-gather, shape, and organize ideas
2.Drafting-putting your ideas into print
3.Revising- rethink, reorder, reshape
4.Editing- clear effective grammatically correct writing.
5.Proofread- correct spelling and mechanics.
A technique that develops comprehension by deleting target words from a text. In encourages the student to think about what word would make sense in the sentence in the context of the entire story.
Making and Writing Words:
Targets grade 2-6, word indentification, word analysis, and meaning vocabulary.
Targets grades 2-6, fluency, literal comprehension, and nonliteral comprehension. Dramatic interpretation of a play script through new oral interpretive reading. The story theme and character development are conveyed through intonation, inflection, and fluency of oral reading.
The use of a testing instrument based on extensive normative data and for which reliability and validity can be verified.
Can be employed to assist professionals in gaining insight into the reading process. It involves both a quantitive and qualitative component. Miscue analysis also helps professionals evaluate reading material.
Temporary unconventional spelling resulting from children's attempts to associate sounds with letters.
Groups established to allow students to exchange ideas about books that they are reading.
Scores that show the progress of subgroups of students, including racial/ethnic groups, economically disadvantaged students, students with disabilities, and students that show limited English proficiency.
Type of assessment that allows an individuals score to be compared against the scores of their peers who have taken the same assessment. Raw score can be converted and compared as percentiles.
An awareness of ones own thinking processes and how they work. The process of consciously thinking about one's learning or reading while actually being engaged in learning or reading.
The study of language, is concerned with the meaning of words, expressions and sentences, often in relation to reference and truth.
Method of assessment wherein a word is eliminated from a passage, and the child's task is to use context clues to fill in the blank. Can be used to test reading comp, language comp, vocabulary, syntax, semantics. If a word bank is given, it's a modified cloze task
Sets of declarative statements related to materials about to be read that are designed to stimulate thinking and discussion.
First used by Piaget in 1926. This learning theory views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world.
A phrase or expression that differs from the literal meaning of the words, a regional or individual expression with a unique meaning. (Ex: it's raining cats and dogs)
★Zone of Proximal Development--
The span between the actual skill level of a student and the potential skill level that student can reach.
✴Assessment of learning-progress at completion
✴Given at the end of the lesson
✴Example: TCAP and Praxis
Providing support through modeling or feedback and then withdrawing support gradually as the learner gains competence.
Several distinct areas of potential that readers possess to different degrees.
Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same. (Ex: can=metal, can=ability)Graphically the same
A large, oversized book that the whole class can share together, often characterized by predictability, repetition, and rhyme.
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall at the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.
A framework for teaching writing that includes a mini lesson designed to improve specific skills, a writing time when students are engaged in authentic writing, a conference time when students meet which the teacher individually, and a sharing time when students read or listen to the sharing of a student's written selection.
Refers to an instructional activity that takes place in the form of a dialog between teachers and students regarding segments of the text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.
*Purpose--to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text.
A level of reading difficulty with which a reader is unable to cope; when reading material is on this level, on an IRI, the reader usually recognizes less that 90 percent of the words that he or she reads or comprehends less than 50% of what he or she reads.
A pair of vowels or consonants that stands for a sound associated with either letter making up the pair. The letters "au" in [au]to are a diagraph the letters "th" in ba[th] are also a diagraph. Creates its own sound
The idea that letters represent sound and that printed letters can be turned into speech. (and visa versa)
Word Identification Issues (Strategies to use)
2.Directed Reading Activity
6. Language Experience Approach
8.Making and Writing Words
11.Retrospective Miscue Analysis
12.Shared Reading Approach
13.Sight Word Approach
14.Summary Experience Approach
Word Analyses Issues (Strategies to use)
1.Analytic (Implicit) Phonics
3.Framed Rhyming Innovations
5.Making and Writing Words
9.Synthetic (Explicit) Phonics
10.Word Analogy Strategy
11.Word Probe Strategy
Fluency Issues (Strategies to Use)
2. Collaborative Reading
3. Impress Method
4. Language Experience Approach
5. Paired Reading
6. Readers' Theater
7. Repeated Readings
8. Shared Reading Approach
9. Summary Experience Approach
10. Talking Books
Meaning Vocabulary Issues (Strategies To Use)
1. Cloze Instruction
2. Contextual Processing
3. Directed Reading Activity
5. Feature Analysis Grid
6. Framed Rhyming Innovations
7. Making and Writing Words
8. Vocabulary Self-Collection Strategy
10. Word Walls
1. Alternate Writing
2. Cloze Instruction
4. Contextual Processing
5. Echo Reading
6. Framed Rhyming Innovations
7. Retrospective Miscue Analysis
8. Story Writing Approach
Literal Comprehension Issues (Strategies To Use)
1. Alternate Writing
2. Cloze Instruction
3. Directed Reading Activity
4. Directed Reading Thinking Activity
6. Generative-Reciprocal Inference Procedure
7. Graphic Organizer
8. Guided Reading
9. Herringbone Technique
10. Imagery Instruction
12. Opinion-Proof Approach
13. Prediction Logs
14. Question-Answer Relationships
15. Readers' Theater
16. Reciprocal Teaching
19. Say Something
20. Story Drama
21. Story Maps
22. Story Writing Approach
24. Summary Experience Approach
25. Thematic Experience Approach
26. Think-Aloud Approach
27. Vocabulary Self-Collection Strategy
Nonliteral Comprehension Issues (Strategies to use)
1. Alternate Writing
2. Directed Reading Activity
3. Directed Reading Thinking Activity
5. Generative-Reciprocal Inference Procedure
6. Imagery Instruction
7. Journal Writing
9. Literature Circles
10. Opinion-Proof Approach
13. Question Generation Strategy
14. Readers' Theater
15. Reciprocal Teaching
18. Say Something
19. Story Drama
20. Story Maps
21. Story Writing Approach
23. Thematic Experience Approach
24. Think-Aloud Approach
25. Vocabulary Self-Collection Strategy
Instructional procedure consisting of a minilesson, a status-of-the-class report, reading or writing, and sharing.
Text written to explain and convey information about a specific topic. Contrast of narrative.
A set of criteria used to describe and evaluate a student's level of proficiency in a particular subject area.
A kind of book that is used to teach reading. It is based on an approach in which words are used as a whole. The words are used over and over in each succeeding lesson. New words are added regularly.
Teacher control of the learning environment through structured lessons, goal setting, choice of activities, and feedback.
A book that is written with repetitive and rhythmic language patters, often featuring familiar concepts.
Words that sound the same but are spelled differently. (Ex: cents/sense/scents) or (nights/knights).
A measurement of a student's ability to create an assigned response or product to demonstrate her or his level of competence.
A student centered approach to writing consisting of prewriting, drafting, revising, editing, and publishing.
IRI Informal Reading Inventory:
An informal instrument designed to help the teacher determine a child's independent, instructional, frustration, and capacity levels.
A level of difficulty at which the reader can read with an understanding with teacher assistance; on an IRI, the reader can ordinarily recognize at least 95 percent of the words in a selection and comprehend at least 75 percent of what he/she reads.
All the sounds of a syllable from the vowel to the end of the syllable. For example: street - "eet" is the rime.
Text which conveys a story or which relates to events or dialog. Contrast with expository text. Narrative style: storylike presentation.
Making graphic representations of stories that make clear the specific relationships of story elements.
DRTA-Directed Reading, Thinking Activity:
1. Make predictions from title clues (book not open). All excepted, all students given opportunity, teacher NO predictions. 2. Make predictions from picture clues (open book to 1st picture) Look at initial picture clues, gives opportunity to change predictions. 3. Read the material. Read predetermined amount. 4. Assess the accuracy of predictions and adjust the predictions. Revise and ask for predictions for next part of story. 5. Repeat till all parts of the lesson have been covered (4 or 5 stops). Read next part of story, check predictions, justify predictions, revise predictions, repeat until story is complete.
7 Thinking Strategies:
2. Think Alouds.
3. Use of Prior Knowledge-Schema.
6. Determine what's important.
7. Synthesize-bring together and evaluate.
Students and teacher read material silently. Teacher closes book and allows students to ask question about passage. Next, teacher questions students. Repeat for remaining segments of text. When students have enough info, stop questioning and begin predicting. Students read remainder of text silently. Teacher conducts follow up discussion.
Before Reading Strategies:
Before reading- Anticipation Guides, background knowledge backpack, catapult, give one-get one, semantic mapping, writing before reading, creative drama.
Cloze Procedure (during reading):
Teacher deletes information from a passage and asks students to fill it in as they read, using their own knowledge, syntax, semantics, and graphic clues. Types: Deletions of letters, word parts, whole words, phrases, clauses, or whole sentences. Use of standard-sized blanks aid in using semantic and syntactic clues. Use of varying size blanks based on word length aids in word recognition skills as well.
Teacher works with small group of students w/similar ability. Teacher introduces stories and assist learning to develop independent reading strategies. Each student reads text independently. Emphasis on reading challenging books over time. Regroup as needed. Goal is for students to read one time with minimum support, then again for independence and fluency.
InQuest (during reading):
Investigative questioning. Encourages reader interaction with the text. Combine students questioning with creative drama. Procedure-teacher stops reading at a critical point in story. Students assume role of major character. Other students take on role of investigators who question and evaluate main character. TEACHER MUST model procedure by taking on diff roles.
Rivet, Splash and Sort, Vo-back-ulary, Pick up sticks, Mix Freeze Pair, Finger Twister, SWAT, SLAP-Say the word, Look for clues, Ask what word means, Put familiar word in place of unfamiliar word, S2-D2-Say, Spell, Define, Draw, Vocabulary BINGO.
DRA-Directed Reading Activity:
1. Motivation and Development of background: connect readers experience with story. Motivational. Determine readers background if capable of understanding story. Build readers background.
2. Directed story reading (oral and silent): provide purpose for reading. Study guide, questioning, or predicting.
3. Strategy-or skill-building activities: direct instruction in one or more word recognition or comprehension strategies or skills.
4. Follow-up practice: practice of strategies and skills sometimes in workbook.
5. Enrichment activities: connect story with art, music, creative writing, drama. Do enrichment activities before rather than after!
Refers to the speed and accuracy of word recognition and spelling. It is the goal of word study instruction and frees cognitive resources for comprehension.
The Reading Process:
Sensory, perceptual, sequential, experiential, thinking, learning, association, affective, constructive.
Two consecutive consonants that represent one phoneme or sound. (eq: /ch/, /sh/, /wh/, /ph/, /th/)
Words that are related by some virtue of being derived from a common origin. (ex: decisive and decision)
Young Adult Literature:
Prior to 1960 - very diadactic (preachy).
3 Major Books: 1. The Outsiders - Hinton. 2. The Pigman. 3. Mr and Mrs Bojo Jones.
Approximate length: 125 to 250 pages.
Characters age: 12-20.
Award for YAL: Printz.
Common Themes: Self discovery, gender issues, adolescent problems.
An approach to reading instruction that de-emphasizes letter-sound relationships and emphasizes recognition of words as wholes.
Conflict Dilemma (man vs. man, man vs. nature, man vs. self, man vs. society),
Resolution: Ending to story conflict,
Setting: Location in time and place,
Theme: What ties story together,
Style: word selection,
Point of view,
Separating the individual phonemes or sounds of a word into discrete units. (Ex: cat = /c/ /a/ /t/)
Unstressed, deemphasized sound that closely resembles the short u sound. Written as an upside down e. (Ex: the "a" in about)
The smallest meaningful unit of language. (Ex: in the word cats, the "s" is a morpheme because it denotes more than one cat.)
Fry Readability Graph:
Edward Fry, formerly of the Rutgers Univ Reading Center, created one of the most widely used, and easy to use readability graphs for educators.
Randomly select (3) 100 word passages from a book or article. Plot the average # of Syllables and the average # of sentences per 100 words on the graph to determine grade level of the material.
Assessments for learning. Provides info during instructional process before summative assessments. Ongoing.
The repetition of initial phoneme either across syllables or across words. (Ex: Happy hippos hop on Harry.)
Refers to an alternating between one or more languages/dialects.
Also occurs within a particular language.
Use different forms, depending on who/where we speak to a person.
There are different degrees of formality and informality.
Two or more consecutive consonants which retain their individual sounds. (ex: BLock, STRing)
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