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ELE 5610
Dr. Reven
| Question | Answer |
|---|---|
| Fixation | eyes stop, series of stops, camera snapshot, 1/4 sec (250 msec, information is gained |
| Reasons for variation in the number of fixations | Age or skill level of the reader, reasons for reading/purpose, type of material, and familiarity |
| Age or Skill level of the reader | beginning reader-15-20 fixations work 3x harder skilled- 6 fixations, 1.4 words (have P.K) |
| Reasons for reading/purpose | Pleasure, study/retain info-eyes fixate more |
| Type of material | difficulty reading- more fixations easier reading-less fixations |
| Familiarity | re-reading, prior knowledge |
| content words (nouns, verbs, adjectives) | carry meaning |
| function words | "glue words"/ grammar |
| saccade | eye movements b/t fixations, lasts 1/4 msec, little/no info is gained |
| Regression | reread a word of phrase, to correct false impression, a habit |
| return sweep | reach the end of the line and you throw your eyes back to the left side of the page |
| Visual field/ Central Vision | 4-6 words/non words, 9-12 notice shape, 13-14 notice length |
| recognition | faster with fewer cues |
| More familiar (recognition) | less cues/ less time for recognition to occur |
| Less familiar (recognition) | more cues/ more time for recognition to occur |
| Theories of Recognition | Template, Prototype, Distinctive Feature analysis |
| Theory of recognition (Template) | store an exact copy :( |
| Theory of recognition (Prototype) | idealized image "smooshed together" :/ |
| Theory of recognition (Distinctive Feature analysis) | risers, decenders, curves, and angles :) |
| Three Tier Memory | Sensory Store->Short Term Memory-> Long Term Memory |
| Sensory Store | Iconic sensory memory and Echoic Sensory Memory |
| Iconic sensory memory | visual information, fixation, 1/4 of a sec or 250 msec |
| Echoic Sensory Memory | auditory information, 2-4 seconds |
| Short Term Memory-Workbench | limited capacity, time-20-30 sec, space-Miller 7+-2 allowed to chunk |
| Workbench Rehearsal | Maintenance-repetition, elaborative-tie the new information to existing schema |
| Leaking Bucket | new information is constantly coming in and the other is leaking out |
| eye-voice span | lapse in time between seeing and saying a phrase when reading aloud |
| Long Term Memory | short term memory ->long term memory, details filter out, make assumptions/inferences |
| Long term memory | very few limitations amount stored,info will enter slow |
| 1/3 Short term memory | mental effort, attention, and cognitive capacity |
| serial processing | focus on a single task |
| parallel processing | focusing on multiple tasks |
| Time sharing/Keele | repeat a light sequence(easy->difficult) count backwards (1's, 3's, 7's) |
| Time sharing/Britton | read silently to comprehend, respond to tones/beeps |
| Time sharing/Britton | fast reaction times=low use of cognitive capacity, slow reac= high use of CC |
| Reading Competance | automaticity in perceptual skill, react automatically, less taxing on STM, practice |
| Word Attack | skilled reader->work by analogy to a known word |
| Prior Knowledge | pragmatic syntax, and semantic |
| Bottom up (conservative) | text based explanation, reading aloud/silently, strong decoding skills, listening comp, passive reader, meaning located in text, beg readers |
| Top Down (Liberal) | sample graphic input, generate hypothesis, predictions->continue sampling, confirm->refine->reject |
| Top Down | prior knowledge, linguistic competence, cognitive competence, active reader, meaning is brought by reader |
| Interactive model | construction of meaning through the interactions of the reader and the text->developmental readers, middle of the road |
| Frank Smith Bottleneck | rely heavily on visual information (little red riding hood story) |
| Word recognition Table | Context, sight words, structural Analysis, Phonics |
| Word attack stratigies | CSSD |
| C=Context clues+initial letter | 1- guess, 2-confirm, show the first letter (guess the covered word) |
| maintenance rehearsal | repeating it over and over |
| elaborative rehearsal | connect it to other words |
| S= Structural analysis | prefixes, suffixes, root word. over/load/ed (morphemes) |
| S=sound/spelling (phonics) | come to a hault->phonics, individual sound c-a-t |
| D=dictionary (or ask someone) | look up the word or go and ask the teacher |
| Reasons CSSD is recomended | student is moving from fastest to least efficient strategy, whole to part, from sentence to word to individual sounds, begins w word attack and resort to less meaningful strategies if unsuccesful |
| phoneme | sound |
| grapheme | letter |
| morpheme | smallest unit of meaning |
| Readabiltiy-George Klare | :)prediction-predict whether or not a child will be successful w a particular text |
| Readabiltiy-George Klare | :( production write->runan analysis->revise |
| Style variables | difficulty of words and sentences |
| words | semantic |
| sentences | syntactic |
| content | higher at various levels |
| Fry graph | average # of syllables per 100 words w average# of sentences per 100 words |
| estimating Readability | cloze procedure to facilitate a good match |
| Sight vocabulary | involves instant recognition of words, does not require word attack, demonstrates AUTOMATICITY! |
| decode | written to spoken word (reading) |
| encode | spoken to the written word (spelling) |
| Large sight vocabulary | fluent reading, focus on meaning |
| Small sight vocabulary | stop frequently (word Attack), read slowly, hinder comprehension |
| Basic sight words (220) | subset, high frequency/high utility, 20 exposures b4 a word is recognized instantly |
| basic sight words depends on the | child's potential, meaning/relevance to word, word configuration-context in which the word is found |
| should words be in isolation or context? | reven-context- graphic features and semantic/syntactic clues!, Sammuels-isolation-graphic features |
| Teaching sight words 1-4 | (rebus story-use pictures for words)present word in context, apply word attack skills (CSSD), discuss meaning, write word in isolation |
| Teaching sight words 5-8 | ask student to write word, create sentences using word, practice for sight repetition, read word in meaningful context |
| Techniques for sight words | repetition, asking the students to visualize the word, spell-high utility words, describe key features |
| overlearning | recycling the information |
| tracing technique (Fernald) | trace word repeatedly while sating it, attempts to write without the aid of a model, compare attempt w model, steps repeated until successful |
| Tactal expirences | shaving cream, sand paper, salt |
Created by:
jleighw24
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