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chapter 14
Facilitating Reading
| Term | Definition |
|---|---|
| Goal of reading instruction | provide students with the skills, strategies, and knowledge to read and to understand and construct meaning from text for purposes of enjoyment and learning |
| reading | considered the most important area of education |
| 3 key concepts for effective reading instruction | 1. Reading is a skilled and strategic process in which learning to decode and read words accurately and rapidly is an essential feature. 2. Reading entails understanding and constructing meaning from text and is dependent on the reader's active engagemen |
| Comprehension strategies | predicting, summarizing, questioning, clarifying |
| reading comprehension | understanding or constructing meaning from text |
| comprehension monitoring | monitoring understanding |
| cognitive factors | attention span, auditory and phonological processing, visual processing, memory, cognitive learning strategies |
| neurophysiological factors | auditory acuity, visual acuity, brain development and functioning, genetic predisposition |
| educational factors | exposure to print, opportunity to engage in literacy activities, quality of early reading instruction, opportunity for appropriate instruction |
| communication factors | listening abilities, speaking abilities, language abilities |
| personality factors | motivation and persistence, sense of personal competence, ability to work in groups, willingness to ask for help, perceived value of reading |
| textual factors | reading level, type of text, vocabulary use and control, clarity of writing style, complexity of writing |
| decoding/word identification | skills and strategies used for recognizing words |
| alphabetic principle | understanding that the sequence of letters in written words represents the sequence of sounds in spoken words; how speech relates to print |
| phonological awareness skills | distinguishing the sounds in a word and being able to segment and blend them |
| fluency | reading quickly and smoothly |
| reciprocal causation | a domino effect in which 1 initial factor leads to a second, which leads to a third, etc |
| components of effective and efficient reading instruction | comprehension; vocabulary; fluency; word identification, decoding, word study; phonological awareness, letter-sound correspondence, alphabetic principle |
| decodable books | books that primarily use words that reflect the phonic and word patterns she has already learned |
| effective reading instruction for struggling readers | estabilishing an environment to promote reading; using appropriate and ongoing screening, assessment, and progress monitoring so that you know the students' reading levels and what skills and strategies your students have mastered and need to develop; pro |
| critical elements of RTI | universal screening, progress monitoring, early intervention in reading for students at risk for reading problems and ongoing assessment and intervention as needed |
| critical aspects of assessments | purpose of the testing (screening, progress monitoring, diagnostic, outcome), specific information needed about the student's reading (specific skills assessment, reading level), number of students being tested (whether you can test individually, in small |
| diagnostic assessments | assessments that tell us specifically how a student is performing and what else he or she needs to know |
| norm-baded assessments | assessments that help us determine how the student's performance compares with that of other students of the same age or in the same grade |
| progress monitoring/curriculum-based measurement (CBM) | means of measuring students' progress and highlights the close tie between curriculum and student performance |
| informal reading inventories | students read lists of words and passages that are leveled by grade, and retell or answer comprehension question about the passages they have read |
| independent reading level | characterized by the students reading on their own without support from others |
| instructional reading level | level at which instruction should occur, students challenged by the reading and still need some support |
| frustration reading level | material is too difficult for the students to read with understanding even with assistance |
| reading instruction is appropriate and intensive when | students have a clear understanding of teacher expectations and goals of instruction, instruction provided matches reader's instructional reading level and needs, adequate text are used that are engaging to the students and at their reading levels, instru |
| phonological awareness | knowing and demonstrating that spoken language can be broken down into smaller units (words, syllables, phonemes); includes the skills of rhyming, alliteration, blending, segmenting, and manipulating |
| rhyming | identifying similarities and differences in word endings |
| alliteration | identifying similarities and differences in word beginnings |
| blending | putting syllables or sounds together to form words |
| segmenting | dividing words into syllables and sounds |
| manipulating | deleting, adding, and substituting syllables and sounds |
| general guidelines for teaching phonological awareness | consider the students' levels of development and tasks that need to be mastered, model each activity, use manipulatives and movement to make auditory/oral tasks more visible, move from less to more difficult tasks, provide feedback and opportunities to pr |
| sight word | word for which the student can recognize the pronunciation and meaning automatically |
| automaticity | quick word recognition |
| high-frequency words | ex: the, you, and, was |
| phonic analysis | use of phonics to decode words |
| onset-rimes | spelling patterns; aka phonograms or word families |
| morphological awareness/structural analysis | use of knowledge of word structures such as compound words, root words, suffixes, prefixes, and inflection ending and syllabication to decode and/or glean the meaning of multisyllabic words |
| syllabication | dividing words by common syllable types |
| syntax and semantics | use knowledge of word order (syntax) and context (semantics) to support the pronunciation and confirm word meaning |
| word wall | large space dedicated to displaying word tyoes that are the focus of the week's instruction |
| DISSECT strategy | Discover the word's context Isolate the prefix Separate the suffix Say the stem Examine the stem Check with someone Try the dictionary |
| fluency components | pace (slow or uneven rate), accuracy (with pauses, hesitations, repetitions, or incorrect pronunication), prosody (expression and intonation, and correct phrasing (reading words in logical clause and sentence unites |
| oral reading fluency | number of words a student reads correctly in 1 minute usually out of a grade-level passages |
| reading aloud | typically used at the elementary level to preview a book or model fluent reading |
| big books | books with large pictures and words that can be seen by the whole class |
| repeated reading | consists of reading short, meaningful passages several times until a satisfactory level of fluency is reached |
| phrased text lesson | variation of repeated reading that can be helpful for students who have difficulty with phrasing and intonation |
| peer-assisted learning (PAL)/classwide peer tutoring (CWPT) | promote the use of students working together to provide practice and feedback on improving reading fluency |
| comprehension strategies | use before, during, and after reading |
| effective comprehension instruction | activating background knowledge, generating and answering questions, clarifying, summarizing, using text structure, monitoring comprehension, engaging text and conversations about reading |
| KWL | 1. Accessing what I K now 2. Determining what I W ant to learn 3. Recalling what I L earned |
| Question-Answer Relationships (QAR) strategy | helps students realize that when answering questions, they need to not only consider the text and their prior knowledge, but also use strategic behavior to adjust the use of each of these sources |
| 4 types of QAR | 1. Right there 2. Think and search 3. Author and you 4. On my own |
| collaborative strategic reading | multicomponent learning strategy that is typically used with students in grades 4-12 and combines essential reading-comprehension strategies that have been demonstrated as effective in improvising students' understanding of text with cooperative learning |
| what I found surprising #1: | I never really thought about the fact that as a general education teacher you have to establish an environment to promote reading. It makes sense but I guess I just never connected the dots between the two. |
| what I found surprising #2: | I was surprised that they had to spell out that when doing phonological awareness activities it is imperative that you move from less to more difficult tasks. Maybe it is just me but I feel that this is very obvious. |
| what I found surprising #3: | I was surprised by how much of this chapter I already knew. All my previous reading courses have me well prepared for my future! |
| What I am still confused about #1: | The chapter talked about 4 different reading program designed specifically for students with reading difficulties or disabilities. I wish it would have given more information on each. |
| What I am still confused about #2: | When is it appropriate to use informal reading inventories and do assess all students or just the struggling readers? |
| What I am still confused about #3: | What exactly are diagnostic assessments? What do they look like? How are they implemented? To whom are they given? |
Created by:
mimilap
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