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EDECH 413 - Ch. 6
| Question | Answer |
|---|---|
| antiphonal reading | A choral reading in which parts are taken by groups |
| Big Books | Oversized books designed to allow children to see the print as it is being read |
| buddy reading | The pairing of a child from an upper grade with a younger child for storybook reading |
| choral reading | A small group or the entire class reads along with the teacher |
| close reading | Involves selecting short text passages for close reading or careful analysis |
| comprehension | An active process whereby a reader interprets and constructs meaning about the text based on prior knowledge and experience |
| directed narrative reading lesson | A formal strategy that is more detailed for discussion |
| echo reading | The teacher reads a line of text and then the child reads the same line. The number of lines read is increased as the child's reading improves |
| expository reading | Describing characters in a story and explain how their actions contribute to the sequence of events. Provide evidence from the text. |
| Fluency | The level of reading ease and ability; a fluent reader is able to read on or above level books independently with high comprehension and accuracy |
| graphic organizers | A comprehension strategy to help children understand the text by using a variety of visual charts to organize information |
| K-W-L | A cognitive strategy that enhances comprehension by assessing with students what they Know |
| literature circles | Discussion groups used to encourage critical discussions about literature among children |
| mapping and webbing | Strategies for understanding text through the use of graphic representations for categorizing and structuring information. Maps deal with more detailed representations |
| mental imagery | Visualization of readings used to increase comprehension and clarify thought |
| metacognition | Awareness of one's own mental processes concerning how learning takes place |
| narrative text | Text that describes a sequence of events or gives an account of events |
| paired reading | A more able reader from the same class or another class acts as a tutor while reading with a less fluent student |
| partner reading | Peers reading together either simultaneously side by side or taking turns reading to each other |
| Reader's Theater | The oral reading of a short play |
| reading workshop | A period of time set aside for children to work on reading skills by reading books and conferencing with a teacher |
| reciprocal teaching | Teaching that uses a scaffolded discussion technique that is built on four strategies that good readers use to comprehend text: questioning |
| repeated reading | Reading the same book or story over and over until it is repeated or known. This familiarity offers the opportunity for fluent reading |
| response group | A strategy for enhancing comprehension; students exchange or refine ideas and think critically about issues related to what they have listened to or read |
| shared book experiences | Whole or small group reading instruction through literature selections |
| tape- assisted reading | Listening to fluent reading samples on audiotapes while following the written text |
| think-alouds | A comprehension strategy in which children talk about what they have read or other ideas they have about a story |
| think | pair |
Created by:
depr16118
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