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Reading midterm
Reading midtern
| Question | Answer |
|---|---|
| Is gathering information about learning. | Assessment |
| Is making a judgment, examining the evidence, assessing a value. | Evaluation |
| Ongoing, during instruction used to monitor learning and provide feedback (Quizzes, exit tickets, discussions) | Formative assessment |
| At the end of a unit, course, or program; used to measure overall achievement (final exams, standardized tests, end-of-unit projects) | Summative assessment |
| (Pre-Assessment) Before instruction; identifies prior knowledge, strengths, and needs (pre-tests, KWL charts, reading inventories) | Diagnostic |
| Periodic checks throughout the year to track progress towards or goals (district benchmark exams) | Benchmark Assessment |
| tests compare a student’s performance against the performance of their peers. | Norm-Referenced |
| tests compare a student’s knowledge and skills against a predetermined standard, cut score, or other criterion. | Criterion-Referenced |
| referenced tests are useful for mastery-level learning or competency-based assessment. | Criterion |
| Views reading difficulties as something ‘wrong’ with the child. Identifying weaknesses. Help diagnose disabilities. Ignores environment, instruction, or cultural factors. | Deficit Modeling |
| Reading is influenced by social, cultural, and environmental context. Home environment, community, classroom practices. Considers whole child and setting. | Contextual model |
| Reading develops through predicable stages. Pre-reading/ emergent, decoding, fluency, reading to learn. Helps track developmental progression. Not all children move linearly. | Stage model of reading development |
| Focuses on mental processes used in reading. Phonological processing, working memory, language comprehension. Examples how different processes interact. Can be abstract, hard to measure directly. | Cognitive model |
| Reading comprehension= decoding x language comprehension. Both decoding and language are essential. Simple, research- supported framework. Don’t capture all complexities of reading. | Simple view of reading |
| The word recognition strand and the language comprehension strands reinforce one another then weave together with the word recognition strands to produce a skilled reader. | Scarborough’s reading rope |
| What are the 3 components of word recognition. | Phonics, sight words, morphological analysis |
| The ability to use letter-sound correspondences to derive the pronunciation of words. | Phonics |
| Is any word a reader can read and pronounce automatically, without conscious analysis. | Sight words |
| Words that most often appear in written English. | High-frequency words |
| Most commonly used set of sight words. | Dolch words |
| Is explicitly thinking about the smallest units of meaning in language, which are called morphemes. Skill that helps students read and spell. Helps students problem-solve words they do not know how to read and spell | Morphological Awareness |
| The smallest unit of language with meaning. | Morpheme |
| Units of meaning that are attached before a base word or root. | Prefixes |
| Units of meaning that are attached after the base word or root. | Suffixes |
| The collective term for prefixes and suffixes | Affixes |
| Words that can stand along as English words. | Base words |
| They can’t stand alone as a word. Word parts, often Greek or Latin origin, that combine with affixes to form words. | Roots |
| Rules readers follow to be able to read successfully. Have nothing to do with the process of word recognition and comprehension Should be developed long before formal reading instruction begins | Concepts of print |
| Fluent readers do not recognize words as whole units. They do so by identifying the component letters. This process occurs at an unconscious level. Teachers must have some means of referring to the letters during instruction. In the U.S. most young chil | Alphabet recognition |
| The smallest sound we hear in words. | Phonemes |
| Entirely AUDITORY Not connected with the written language Child may be phonemically aware and yet have no knowledge of the alphabet. | Phonemic awareness |
| Set of acquired feelings about reading that consistently predispose an individual to engage in or avoid reading. | Attitudes |
| A positive orientation toward reading about a particular topic. …general attitude toward reading …specific attitudes toward reading about certain subjects | Interests |
| An individual’s beliefs about the extent to which reading is generally useful, enjoyable, or otherwise important. | Value |
| An individual’s overall self-perception as a reader, including one’s sense of competence and the role ascribed to reading as a part of one’s personal identify. | Self-concept |
| Is the ability to read and write effortlessly and efficiently. | Fluency |
| What are the 3 components of fluency? | Accuracy, Automaticity, prosody. |
| Reading world correctly. | Accuracy |
| Reading quickly without effort. | Automaticity |
| Reading with phrasing, expression, and tone. | Prosody |
| Students read the same text repeatedly until a desired level of fluency is attained. Studies of repeated reading seem to indicate that four repetitions yield significantly greater improvement than three repetitions | Repeated readings |
| The teacher reads a section (paragraph or longer passage) of the text aloud while the students read silently in their own texts. Students ”echo” the section back. | Echo reading |
| a reading strategy where a group of students reads the same text together in unison or with assigned parts, often with a teacher leading, to build fluency, expression, and confidence | Choral reading |
| consists of non-numeric information like words, observations, and descriptions, used to understand concepts, opinions, and behaviors in depth. | Qualitative data |
| Information that can be counted or measured and expressed in numerical values. | Quantitative data |
| to describe the emotional, psychological, and attitudinal components that influence learning, particularly in second language acquisition. | The purpose of affective factors |
| in reading refers to a text's capacity to be read, processed, and understood effectively by a specific reader | Viability |
| reading can be interpreted in two ways: as the reader's "burden" or responsibility, or as the obstacles—or "disadvantages"—that hinder effective reading. | Liability |
| Individually administered reading assessment intended to help determine a student’s reading instructional needs Can be used as a diagnostic assessment | IRI |
| What are the 4 most important affective factors. | Attitude, interest, value, and self-concept |
| Conducting focused classroom observations Tracking entries in students’ reading journals Administering open-ended questionnaires Administering interest inventories Administering attitude surveys | Assessing attitudes and interests |
| Provide choice in texts (level, genre, format) Use high-interest and culturally relevant materials Create supportive, low-stress reading environments Pair struggling readers with peers or mentors | Addressing Negative reading attitudes |
| Celebrate small successes Provide scaffolded texts (just-right level) Encourage self-reflection: “I am becoming a stronger reader because…” | Building positive self concepts in reading |
| What is do you have to do as a role of a teacher? | Model, share, establish. |
| What are the 3 reading levels for IRI? | Independent, instructional, and frustration |
| Grade equivalent scores to indicate what level the Student is on and the listing comprehension level. | Quantitative information |
| Information about how the reader attacks words and about the readers phonics and structural analysis skills. Analysis of the type of questions most frequently missed can help teachers decide what specific lessons are needed to alleviate comprehension. | Qualitative information |
| The act of breaking down words into these various units of meaning. The ability to take apart an unfamiliar word in order to determine its meaning is of increasing importance. | Morphological analysis |
Created by:
karlie2004