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Beginning Reading.
Definitions/Research/Facts
| Question | Answer |
|---|---|
| Why has teaching students how to read the subject of debate? | Reading is percieved as a fairly easy and natural act. |
| The act of reading is a process that is both _________ and ___________. | Real and Complex. |
| Learning to read requires human______ and _______. | Intervention and context. |
| The act of reading is is complex and intentional; it requires bringing together a number of complex actions involving the _________, the _______,and the ________ of the mind. | eyes, the brain, and the psychology of the mind. |
| To translate letters into sounds a beginning reader should enter school with a _________ _________ of the sound structure of words, and the ability to manipulate sounds in words. | conscious awareness |
| The teaching of _________ __________ is of supreme importance and must be purposeful, strategic, and grounded in the methods proven effective by research? | Beginning Reading |
| What are two process that are essential to teaching beginning reading to children with diverse learning and curricular needs? | Phonological Awareness and Word Recognition |
| Children who have been immersed in a literacy environment in which _______, ______ ________, ________, and _________ reading are plentiful, are more likely to undersand what reading is all about. | Words, Word Games, Rhyming, and Story Reading |
| Reading failure begins early, takes root quickly, and affects students for ________. | Life |
| About ______% of 4th graders score below basic in overall reading skill on the National Assessment of Educational Progress (NAEP). | 42% |
| Nationally, _______% of all adults are functionally illiterate. | 25% |
| What usually begins as a core phonological and word recognition deficit,ends in poor ________ ___________, poor ________, and poor _________. | comprehension skills, poor spellers, poor writers. |
| Intensive instruction that closes the wide gap between poor readers and their grade level? | Effective Instruction |
| Students cannot and should not bypass any critical skills necessary for fluent and meaningful reading just because of their __________ _______. | Chronological Age |
| Recognition of printed words depends on the ability to map speech sounds to letter symbols? | Alphabetic Principle |
| To recognize letter sequences accurately and quickly? | Orthographic Processing |
| Structured language instruction should include? | Phonological Awareness, Decoding, Spelling, Grammar, and other language skills |
| Name challenge games that will help poor readers? | alternate oral reading of passages in small groups, reading with a tape-recording, choral reading of dramatic material, rereading familiar text. |
| Normally progressing students can read most of the words in their listening vocabulary by _____th or ____th grade? | 4th or 5th |
| This may be the most powerful weapon in the fight against illiteracy? | Direct, Systemic Instruction |
| Decoding problems in reading are primarily associated with problems segmenting _________ and ___________ into phonemes. | Words and Syllables |
| A child becomes a proficient reader when they have learned how sound structures relates to ___________? | |
| Slow inaccurate decoding is teh best predictor of poor reading _________? | Comprehension |
| Name 4 causes of poor reading? | Neurological (brain function), Familial, Social Disadvantage/Cultural, Instructional |
| Sensitivity to the sound structure (rather than the meaning)of speech. | Phonological Awareness |
| The ability to deal explicitly and segmentally with sound units smaller than the syllable. | Phonemic Awareness |
| The insight that written words are composed of letters of the alphabet that are intentionally and conventionally related to segments of spoken words? | Alphabetic Principle |
| Sensitivity to the structure of the writing system (spelling patterns, othographic rules, inflectional and derivational morphology, etymology) | Orthographic Awareness |
| Strategies that help students attend to and remember what they read. | Comprehensive Monitoring Strategies |
| Developing a sense of their individual task pace is essential for students to learn ________ ____________. | Time Management |
| Students with learning disabilities need high ___________, explicit teaching, and ___________ opportunities to practice strategies until they develop independent skills. | high structure, explicit teaching, and extended opportunities |
Created by:
rebeccabanks24
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