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Reading Endorsement

vocabulary and strategies for reading endorsement test

Question	Answer
Reading Development - Stage 0	pre-reading/emergent reader birth to 6 years old
Reading Dev - Stage 1	Initial Reading/ Decoding 6-7 years
Reading Dev - Stage 2	Dev. site reading and improving comprehension ages 7-8
Reading Dev - Stage 3	Reading to learn ages 8-14 Exploring expository test. Set purpose for reading. Self monitor and self corrects. Uses all cues to increase understanding like graphophonic, syntactic, semantic.
Reading Dev - Stage 4	Critical Reading ages 14-18 can analyze text, interact with text, interpret text, reads with fluency, reads diff ways for diff purposes, can comprehend text at literal, inferential and critical levels
Components of language arts	reading, writing, speaking, listening
Expressive vocabulary	speaking and writing
Receptive vocabulary	reading and listening; is less accurate
Environmental print	words seen in the real world. Children recognize signs/words that they routinely see in environment (ie Mcdonalds)
Directionality/print to speech	Learned during stage 0 and 1 while being read to. Includes learning to read a book from front to back, top to bottom, and left to right.
Print to speech	Ability to follow along with reading by pointing to text with finger and following at proper pace.
Site vocabulary	easily recognized words
Alphabetic code	understanding that for every print symbol is a sound.
Story grammar	Elements of the story, teach different elements depending on age group. Elements include: setting, characters, conflict/problem, solution, events, theme, moral
Setting	time and place
Characters	primary characters are focus
Theme	main idea; may be many in a story
Moral	lesson book is trying to teach
Exposition of a story	setting, characters, mood, tone, narrater, antagonist, protagonist, etc.
Reading cueing systems	grapho-phonic, semantic, syntactic
Grapho-phonic	visual cues
Semantic	combination of words to create meaning; reader asks is it meaningful, does it make sense
Syntax	Arrangements of words in a sentence;
3 levels of comprehension	literal, inferential, critical
Literal comprehension	means exactly what it says
Inferential comprehension	use text plus background knowledge to gain meaning.
Critical comprehension	questioning the text
Models of reading instruction	top down (whole language) - focus on comprehension bottom up - focus on sequential skills interactive - balanced approach, equal development of authentic reading, mini lessons, guided reading, comprehension.
Phonemic awareness	awareness that words are made of sounds
Phonics	knowledge of sounds and letters
Orthographic	orthography = spelling. 29 spelling fules
Morphology	smallest part of a word that changes meaning.
Factors related to reading performance	cognitive (IQ) phonemic awareness visual storage problems orthographic knowledge morphological knowledge auditory discrimination visual discrimination spatio-motor skills sequencing ability educational disadvantage attentionality dyscalculia d
Factors related to reading performance	dyslexia scotopic sensitivity disorder double-deficit disorder memory disadvantaged home life
Cognitive deficity	iQ measured as verbal and non-verbal abilities; assess using Stanford Binet Intelligence Scale (90-110) or WISC (85-115)
Phonemic awareness deficit	Highest area of difficulty among struggling readers. Involves awareness that words are made up of sounds. Problems usually show up in vowels. Common reasons for deficit is lack of conversational and extensive verbal interactions. Most common reason is ear
Visual storage problem	Memory problem. Insufficient storage of VOIs leading to decoding problems. hereditary. more common in boys than girls. looks like short term memory disorder.
Visual Orthographic Images	configurations of words, morphemes, syllables, onsets, and rhymes. VOI are laid down in memory beginning with initial exposure to print.
Orthographic knowledge	use of sound-symbol associations (spelling) in spelling.
Morphological knowledge	knowledge of root words and derivations. Using structural analysis- taking apart or decoding words for meaning.
Auditory discrimination	biomedical condition that interferes with ability to hear
Visual discrimination	Involves ability to perceive words accurately by noting likeness and differences in words. Difficulty occurs when readers do not note likenesses and differences in vowels and consonants in words. Seen as reversals, omissions, additions in sounds and word
Spatio-motor sequencing	midpoint balance is inhibited. Reader holds book in strange positions, turns pages with difficulty, writing is not linear, cannot write in straight line, cannot track from one line to another.
Sequencing ability	decoding is okay but cannot retell story events in order.
Educational disadvantage	lack of appropriate opportunity to learn - poor instruction, mismatched instruction and learning style, lack of support in learning
Attentionality	ADD, ADHD - use headsets, walk around class, minimize verbal instructions
Dyscalculia	dysfunction in processing numbers
Dysgrahia	dysfunction of reading
Scotopic Sensitivity disorder	Flexing/focusing/tightening eye muscles to narrow vision on an object. Disorder involves poor focus and tracking. Not a vision prob. Reader complains of headaches, fatigue, stress, etc. when reading. Use colored paper.
Double Deficit	deficits in phonological processing and rapid word naming. usually 2+ years behind, not progressing, non-reader
Memory	Short term and long term probs. Consult SLP
Disadvantaged home life	Child without experiences that support reading and learning.
Phoneme	smallest part of a word that has a sound
most important pieces of reading knowledge	phoneme segmentation and blending
Elkonin Boxes	use for phonemic awareness and segmentation
Semantic mapping	visual tool used to help reader activate background knowledge, ID important components of concept and see relationships between two.
Title I	Title 1 is a fed law that makes funds available on basis of socio-economic breakdown.
Receiving Title1 services	Once school has been designated, students performing below lowest percentile in math, reading, writing on standardized test and are not receiving special ed, can receive small grp or individual instruction in addition to typical classroom instruction.
Readability formulas	used to level texts and include Fry and SMOG formulas
Fry readability formula	assigns approx grade reading level to passage of text. Can be figured using the Fry graph or applying formula by counting number of syllables in each 100 wd segment and calculate average. Count num. of sentences in each 100 wd segment and calculate averag
SMOG readability formula	estimates num. of yrs a person needs to understand a piece of writing.
Validity	the extent to which a test accurately reflects, assesses or measures what you want it to assess.
Reliability	Consistency of a measurement. Degree to which an instrument measures the same way each time it is used.
Critical scores	value that is used to sort people into categories. Ex. IQ of 75 is cut off for MR.
Synthetic phonics	a part-to-whole model of instruction in which blending of separate phonemes is emphasized followed by articulation of a phoneme in initial, medial and final position.
Analytic phonics	whole-to-part model focused on reading by onset and rime or chunking. Child is taught to read beginning and end of word and then the middle. Focus is on segmentation.
Inductive phonics	emphasizes practice with blending of phonemes until child is able to figure out the sounding out rule
Diphthongs	a glide where first vowel sound is elongated into the second. ie: /ou/, /aw/, /ow/
Digraphs	Two letters read together make a single, unique sound. ie: /th/, /sh/, /wh/
Schwa	vowel sound in an unaccented syllable in a multisyllabic word. sound says /uh/
NAEP	National Assessment of Educational Progress - a test that randomly selects participants from across the nation on a 4 yr cycle.
Schema theory	how we categorize, organize, and store data in our memory
Miscue analysis	assessment of readers' use of cues to read fluently
IRI	Informal Reading Inventory - includes test of phonemic awareness, phonics, and concepts of print (QRI, Running Records) Identifies strengths and needs.
QRI	Qualitative Reading Inventory - tests for oral reading accuracy (decoding); explicit and implicit comprehension in oral, silent and listening modes, reading rate, and retell.
How do assessments inform regarding skills of readers?	1. achievement: compares performance to age and grade level expectancy 2. diagnostic: looks at why a child is performing a certain way. Is used for instructional decision making and intervention planning.
Standards-based/Criterion-referenced tests	tells whether child is achieving to a standard. Typically used by states for accountability and by teachers to determine curriculum
Norm Referenced	tell how child is performing in relation to "normal" children of the same age. Determines placement in special programs or if child is at, above or below grade level
Literal Reading	reader retrieves only exact details or ideas as expressed in text
Inferential Reading	reader uses personal experience to interpret text by making personal connections or using prior knowledge.
Critical Reading	reader engages with text through questioning, exploration, and research to explore topic in depth
Analytic Reading	reader takes apart a piece of text to examine its structure and the relationship between its parts. Structure and organization of narrative or expository
Evaluative Reading	reader forms value judgement about text in terms of how well it's written, if it was enjoyed, why or why not
Metacognition & Think aloud	thinking and being aware of one's own thinking. Involves self monitoring and think aloud
SQ3R	Study method for expository text. Includes survey, question, read, respond, review. Use titles, subtitles, pics, graphics to get idea of text info. Read question and evaluate info you need to answer.
Reading by configuration	know a word based on shape and length. knowledge that some letters are "tall" some are "short"
Onset and Rime	Onset is consonant and rime is vowel-consonant combination. ie: "cat" /c/ is onset, /at/ is rime.
Syllabication	a new syllable is formed for each vowel sound in a word. Allows child to read by chunking so a longer word becomes more manageable.
Sounding Out	phoneme-to-phoneme; slower than syllabication and chunking but more accurate
ITA Phonics	Initial Teaching Alphabet; alphabet code that accounts for all sounds in English words.
Context Reading	use clues in sentence or passage to decode unfamiliar words by "guessing" a word that would make sense
Cloze	a test used to check syntax knowledge and basic vocab; use passage of 100 words, delete every 5th word or variety of words,can provide word key.
Experimental Research Design	Includes control group and experimental group randomly selected and measures cause and effect of a specific treatment
Quasi-experimental study	Participants are more intentionally selected.
Oral language and relationship to emergent reading	OL is combination of receptive and expressive vocabulary; establishes and individuals word bank which creates stronger experience to draw from when learning new words and dev. initial reading skills
Alphabetic Principle	a man-made system for communicating messages in writing. Not based on natural letter-sound associations, requires taught directly and repetitively. For each letter there is one or more sounds.
Orthography	the art of writing words with the proper letters, according to accepted usage; correct spelling.
Phonology	the study of the distribution and patterning of sounds in a language and the rules governing pronunciation.
Organizational patterns of text	12 ways to organize text: narrative, problem-solution, recount, evaluation, analysis, synthesis, compare-contrast, description/report, procedure, predict cause & effect, autobiographical, persuasion.
Reading Recovery	Dev. by Marie Clay; based on providing individual tutoring for struggling 1st gr readers; receive 30 min private instruction daily for 15-20 wks along w/cont assessment
Explicit Instruction	Direct approach that uses a series of scaffolds, students are guided through learning process with direct statements about purpose, explanations, and demonstrations of learning targets with practice and feedback until mastery
Implicit Instruction	Relies on student directed learning; learning target is not directly defined or taught but is implied and developed through experience.
What demonstrates the transfer of oral language skills to the process of reading a text?	The use of syntactic and semantic knowledge to evaluate and self-correct word errors made while reading a text.
What best describes the role of phonemic awareness instruction in a research-based elementary reading program?	Phonemic awareness instruction provides students with skills in manipulating the sounds of spoken words needed to map sounds of print.
What assessment of phonological/phonemic awareness skills will measure kindergarten midyear progress toward skills defined in GLEs?	The ability to blend up to three phonemes orally to create a word
Which assessment would best determine the independent reading levels of incoming 3rd grade students?	Informal Reading Inventory
How would you informally assess a student's progress in developing work attack skills?	Present the student with a list of nonsense words and recording how many words the student pronounces correctly.
Students who have reading difficulties are most likely to experience success in small group literacy activities when:	The teacher moves students from group to group as needed based on the results of ongoing assessments.
By cutting sentences from a book, asking students to put words in order to rebuild the sentences and matching the first word on the page, then the second, etc reinforces what skill?	Print tracking
What behavior exhibited by kindergarten students best demonstrates phonological awareness?	Clapping the syllables in a word
When reading a sentence in a storybook, the student's use of graphophonemic knowledge to decode a specific word illustrates:	Sounding out the unfamiliar word by blending the onset and rime.
According to Reading GLEs, students need to learn to apply their developing reading fluency skills in order to:	Enhance their ability to comprehend what they read.
What instructional method is most appropriate for developing fluency of a group of elementary students who have not developed automaticity?	Have students whisper-read a decodable text as the teacher monitors individual students.
After reading a sentence with the word versatile, a student can determine the meaning of the word by:	Using contextual analysis
A reading teacher best promotes a student's literal comprehension of a story by asking what questions:	How did the two characters first meet?
How can students best keep track of and understand the relationships among the characters in a novel?	Create a graphic organizer of the characters.
According to the GLEs, what informational research skills should students at the end of fourth grade have developed?	Selecting an appropriate resource for locating information on a specific topic.
Which type of text would work best when reviewing cause and effect text structure with middle school students?	An essay on the likely consequences of global warming.
When teaching struggling 3rd grade readers who are uninterested in reading, how can you increase motivation?	Make high-interest, easy-to-read books available in classroom library and feature the books during regular whole-class read-alouds.
How can a reading teacher involve family members in promoting their child's literacy development and lifelong appreciation of reading?	Ask families informally about the kinds of reading practices they value and currently engage in at home.
Which type of resources would be most important to include in classroom library in order to support beginning ESL students?	Provide a range of fiction and nonfiction texts in the students' primary languages.
What would be most appropriate step for teacher to take next when trying to teach research-based comprehension strategies with informational texts?	Reflect on and plan additional assessments to identify factors affecting the students' performance.
what are 2 reasons semantic maps are used?	Activate prior knowledge and identify key components of a concept.
Schools qualify for Title 1 based on:	Number of children receiving free and reduced lunch.
Are Title 1 services available to help children in all subject areas?	No; math, reading, writing
The goal of Title 1 services is to:	To get all children achieving in the middle 50% in the target area.
Criterion-referenced tests are ones that:	Measure a specific body of knowledge/skills
Validity is :	The degree to which a test measures what it intends to measure.
Reliability is:	The degree to which a test is given the same way every time.
Synthetic phonics refers to:	Part-to-whole models of instruction that focus on identification of individual sounds before moving to whole word blending.
State tests, like the WASL, are good diagnostic tools:	They are NOT good diagnostic tests as they do not assess individual need.
What is a needs survey?	A questionnaire that all school personnel complete on what they would like to learn more about.
An administrator might request an in-service for faculty based on:	Statements of interest by teachers, identified area of weakness in the school, results from a state test, an upcoming change for the school/district, new research.
What do readability formulas tell?	difficulty in understanding a particular text.
Primary users of formative assessment	students, teachers, parents
Reasons for using formative assessment	promote increases in achievement to help students meet standard; support ongoing growth; making instructional decisions
Focus of formative assessment	specific achievement targets selected by teachers
Priority of formative assessment	improvement
Place of formative assessment	during learning
Forms of formative assessment	informal observation, homework, demonstrations, performance, paper and pencil
Teacher's role in formative assessment	transform standards into classroom targets; inform students of targets; build assessments; adjust instruction based on results; involve students in the assessment process.
Student's role in formative assessment	help in setting goals; act on classroom assessment results in order to improve
Primary users of summative assessment	teachers, supervisors, program planners, policy makers
Reasons for summative assessment	document individual or group achievement of standards; measure achievement for purposes of reporting; grading, advancement, graduation
Focus of summative assessment	achievement standards for which schools, teachers, and students are held accountable
Priority of summative assessment	accountability
Place/time of summative assessment	event after learning
Forms of summative assessment	formal tests, projects, performances, term papers, paper and pencil
Teacher's role in summative assessment	administer the test carefully to assure accuracy; use results to inform students if standards were met; interpret results for parents; build assessments for report card grade.
Student's role in summative assessment	study meet standards, take the test, strive for highest score and avoid failure
4 Primary Types of Reading Assessment	screening, progress monitoring, diagnostics, outcome
Screening assessment	used for early id of at risk readers and grade-level readers; brief inexpensive assessment tool; occurs at beginning of school year; conducted by classroom teacher
Progress monitoring	used to systematically monitor progress at least 3 times p/yr; used weekly/biweekly for tier II or III; provides info to modify instruction; includes ongoing formative assessment
Diagnostics	provides more indepth info regarding student's strengths and deficits; students not improving when provided initial interventions may need a diagnostic to pinpoint areas of need; administered by by reading specialist, Title 1/LAP, or sp. ed.
Outcome	given at end of school term; data used to id students in terms of those who achieved GLEs, those who made progress, and those who did not; evaluates effectiveness of reading plan; use both norm-referenced and criterion-referenced assessments
EALR 1: Concepts of print	Kinder-middle, end; 1st-beginning, middle, end; 2
EALR 1: Phonemic Awareness	Kinder-middle, end; 1st-beginning, middle, end
EALR 1: Phonics/Decoding	Kinder-middle, end; 1st-beginning, middle, end; 2nd-beginning, middle,end; 3-6th-beginning, middle, end
EALR 1: Word, Passage, Fluency	1st-beginning, middle, end; 2nd-beginning, middle, end; 3-6grade-beginning middle, end
EALR 1: Vocabulary	Kinder-middle, end; 1st-beginning, middle, end; 2nd-beginning, middle, end; 3-6gr. - beginning, middle, end

Created by: mkmckenna1

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