Praxis II 0014 Strategies for Word Recognition and Comprehension
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| Instant Recognition (word) | being able to fluently identify words leads to text comprehension
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| Sight Words (word) | high frequency words the should be learned so they may be recognized instantly to assist in reading fluency and comprehension
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| context clues (word) | the ability to use words, meanings, and context to extract the meanings of unknown words
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| Semantic clues (word) | based upon the subject read, the reader can determine what type of language will be used. Ex. a story about dogs, the reader will expect to see words such as teeth, woof, bark, bone etc
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| Syntactic Clues (word) | Looking at the order and structure of words the reader can determine meaning based upon the part of speech. Ex. My dog likes to ____. Missing word is a verb.
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| Symbolic Clues (word) | Illustrations and graphics can provide assistance in the identification if words. (if a dog is chasing a ball in a picture, "play" would be a reasonable answer for my dog likes to _____.
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| Think and Read (comprehension) | before reading, the reader asks self what is already known about the subject, skims, text, pauses throughout the text to take notes or write questions, and reads difficult parts aloud; after reading, reader writes or tells what was learned and summarizes
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| Inferential Reading (comprehension) | draws upon prior knowledge; the reader draws conclusions and makes inferences, and the reader recognizes the effects that personal biases and POVs may have in analyzing texts
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| Annotating Text (comprehension) | develops questions in response to text, analyzes and interprets elements of poetry, draws conclusions based on literal and figurative meaning, labeling and interpreting devices, determines and labels main ideas and supportive details
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| KWL (comprehension) | K: what do i know
W: what do i want to know
L: what i learned or want to learn
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| Metacognition (comprehension) | thinking about thinking, monitoring understanding, clarifying purpose, identifying difficulty and planning to solve, looking through text for key concepts, , and adjusting reading speed depending on the difficulty of the text
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| Graphic Organizers (comprehension) | helps readers to focus on structure, show relationships within a text, organize ideas for better summarizing, and illustrating concepts.
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| QAR Question- Answer Relationships (comprehension) | readers learn how to answer questions, delineate between explicit information and implicit information, and draw on background knowledge
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| Summarizing (comprehension) | Identify and/or generating main ideas, connecting main ideas, elimination unneeded information, and recalling what was read
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| Story Structure Recognition (comprehension) | Being able to recognize patterns within literature aids in the readers' comprehension, identifying categories of content, recognizing the type of literature based upon elements, and organization of text
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To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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