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Praxis II
Reading Specialist Vocabulary
| Question | Answer |
|---|---|
| literal interpretation | grasping the most obvious information |
| semantic mapping | webbing of vocabulary and ideas |
| structrual analysis | story grammar (setting, problem, events, resolution) |
| DRTA | "directed, reading, thinking activity" |
| morpheme | smallest unit of meaning (root words, prefixes, suffixes) |
| antonym | opposite |
| homograph | "read and read" "contract and contract" |
| diagnosis | reading the signals that tell about the strengths of a reader |
| grammar | structure of language |
| metacognition | ability to reflect on own intellectual processes |
| syntax | grammar, or, the structure of language |
| IRI | Informal Reading Inventory: Assesses reading level and strategies |
| repeated reading | reading something more than once to build fluency |
| acronym | abbreviations: TAWL, IRI, I-STEP |
| homophone | "red and read" "new and knew" |
| synonym | "mean and same" "kind and nice" |
| phoneme | smallest unit of sound--consonants and vowels |
| inductive | doing word analysis to discover patterns |
| English orthography | spelling patterns |
| semantics | meaning |
| SBRR | Scienticically Based Reading Research |
| Phonics | sound-language relationships; working through the alphabet |
| SBRR; Scientifically Based Reading Research | The kind of reading instruction that Title one schools are REQUIRED to use |
| SBRR Includes... | Phonemic awareness, Phonics, Vocabulary, Fluency, Comprehension |
| inductive (implicit) | analyze words and discover their patterns |
| deductive (explicit) | give learners a rule and ask them to apply it |
| literal | grasping the most obvious |
| interpretive | going to deeper meaning |
| word level | seeing the smaller word in the larger word |
| affixes | like prefix and suffix |
| story level | recognizing problem or turning point, identifying setting, characterization |
| whole language | looking at words wholistically |
| reading recovery | contemporary reading program designed to help young at-risk readers to catch up quickly |
| norm referenced test | students are tested against a sample of their peers |
| think aloud | informal assessment where a teacher listens to a student make decisisons as they are experiencing the process, assessing the route, rather than the result |
| criterion-referenced test | a formal assessment approach that tests the child against the material; dichotomy of the norm-referenced test |
| IRI | Informal Reading Inventory: informal reading assessment; "over the shoulder" reading assessment |
| MA | Miscue Analysis; informal reading assessment that looks at readingi errors as "miscues" insstead of "mistakes" |
| alliteration | two or more words with the same groups of letters, "Peter Piper Picke a Pack of Pickled Peppers" |
| phoneme | The smallest phonetic unit in a language that is capable of conveying a distinction in meaning, as the m of mat and the b of bat in English. |
| Model of Reading Instruction | Building blocks of understanding. First, letters and sounds, then word recognition, then vocabulary |
| Skills Model of Reading Instruction | A combined group of understanding taught simotaneouosly, comprehension, vocab, and letters/sounds |
| Sociophycho Linguistic | cuts through all other systems, whole-language, graphophonemic awareness, syntatic, and semantic |
| pragmatics | social cues |
Created by:
angrose
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