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Key Terminology
Key Terminology Chapters 1-7
| Term | Definition |
|---|---|
| Bottom-up Approach | refers to a kind of processing in which meaning is derived from the accurate, sequential processing of words. The emphasis is on the text rather than the reader’s background knowledge or language ability. |
| Top-down Approach | refers to deriving meaning by using one’s background knowledge, language ability, and expectations. The emphasis is on the reader rather than the text. |
| Interactionists | hold the theoretical position that reading involves processing text and using one’s background knowledge and language ability. |
| Self-efficacy | is the belief that one can carry out the actions necessary to achieve a goal. |
| Scaffolding | refers to the support and guidance provided by an adult or more capable peer that helps a student function on a higher level. |
| Translanguaging | is interpreting, processing, and constructing meaning flexibly using linguistic resources drawn from multiple languages and dialects. Students use their home language(s) and English to understand and produce spoken and written language. |
| Comprehensible Input | is the practice of taking steps such as speaking more slowly, using visuals, and using gestures to make the English language input more understandable to English learners. |
| Culturally and Linguistically Responsive Teaching | is a way of instructing students in which teachers value and build upon students’ knowledge, language, and culture to foster learning. |
| Objectives | is a statement of a desired outcome: a statement of what students will know, understand, or be able to do. |
| Formative Assessment | takes place during learning and is used to plan or modify instruction. |
| Summative Assessment | occurs after learning has taken place and summarizes students’ progress at the end of a unit or a semester or at some other point in time. |
| Interim Tests | are used to determine whether students are on track to reach key instructional goals or benchmarks or to predict how students will perform on the end-of-year state or district test. Because they are given at intervals during the school year, they can be u |
| Retelling | is the process of summarizing or describing a story that one has read. The purpose of retelling is to assess comprehension. |
| Informal Reading Inventory | is an assessment device in which a student reads a series of selections that gradually increase in difficulty. The teacher records oral reading errors and assesses comprehension in order to determine levels of materials that a student can read. |
| Concepts of Print | are understandings about how print works—that printed words represent spoken words, have boundaries, are read from left to right in English, and so on. |
| Alphabetic Principle | is the understanding that letters represent speech sounds and can be blended to form words. |
| Dramatic Play | refers to a type of activity in which students play at being someone else: a doctor, a teacher, a firefighter. |
| Invented Spelling | is the intuitive spelling that novices create before learning or while learning the conventional writing system. This type of spelling is also known as temporary, developmental, constructive, phonics based, or transitional spelling. These terms indicate t |
| Shared Writing | is a process in which both teacher and student discuss and compose a story and write it on the board, chart paper, interactive whiteboard, or paper. However, the teacher will do the actual writing of the text. The stories are used for developing concepts |
| Interactive Writing | is similar to shared writing in which teacher and students work together to compose a piece, but the students also participate in the physical writing of the text. |
| Orthographic Mapping | is the use of letter patterns and related information to process printed words and bond them into memory. |
| Analytic Approach | involves studying sounds within the context of the whole word. |
| Synthetic Approach | involves decoding words sound-by-sound and then synthesizing the sounds into words. |
| High-Frequency Words | are words such as the, of, and to that appear in printed material with a high rate of occurrence. |
| Automaticity | refers to tasks that can be performed without attention or conscious effort. |
| Syllabication | is the division of words into syllables. |
| Morpheme | the smallest unit of meaning. The word nervously has three: nerv(e)–ous–ly. |
| Base Word | is a word or word form that has had its prefixes and suffixes removed: run, walk, tract. |
| Fluency | is freedom from word identification problems that might hinder comprehension or the expression of ideas. |
| Inflectional Endings | change the form of a word by adding an ending such as –s or –ed that shows number or tense: markers, helped. |
| Derivational Endings | produce a new word by changing a word’s part of speech or meaning: happy, happiness. |
| Homophones | are words that have the same sound but differ in meaning and often have different origins. They usually do not have the same spelling: be, bee; him, hymn. |
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