Science of Teaching Reading Exam|78
Q’s and A’s (Based on 240 tutoring
instructional content and important
vocabulary terms)
asset-based approach - -builds learning around a student's strengths and
existing knowledge, rather than focusing on what they lack
- deficit-based approach - -focuses on student's shortcomings
- dyslexia - -learning disorder that affects a student's ability to read, spell,
write and speak
- phonological awareness - -identifying and manipulating sounds
- alphabetic principle - -sound-syllable association, knowledge of the speech
sounds and corresponding letter or letter combinations
- syllabication - -rules related to the types and division of syllables
- orthography - -the written spelling patterns and rules on a language
- morphology - -the study of how morphemes (units of meaning) are
combined to form words
- syntax - -the set of principles regarding the sequence and function of
words in a sentence
- dysgraphia - -A learning disability that involves difficulty in handwriting.
- ongoing assessments - -guide the pace and content of instruction
- flexible grouping - -provides the opportunity to give lower-level students a
collaborative learning environment with others reading at their same level as
well as opportunities to create mixed-level gropings when appropriate
- intrinsically motivated - -students draw their motivation from the learning
process itself
- extrinsic motivation - -a desire to perform a behavior due to promised
rewards or threats of punishment
, - autonomy - -the ability to govern oneself
- competence - -how a student perceives his own understanding and
mastery of a topic
- environmental print - -signs, labels, and other print found in the
community
- reading fluency - -The ability to read with speed, accuracy, and prosody
- validity - -The ability of a test to measure what it is intended to measure
- reliability - -consistency of measurement
- informal assessments - -observing student interest, facial expressions,
class or small group discussions, oral retellings, listening to students answer
questions
- formal assessments - -usually involve the use of a standardized rubric or
scoring guide based on several criteria rather than a single numerical score
- code-based instruction - -instructional model based on the belief that
students need to learn phonics and phonemic concepts in order to decode
words
- Meaning-Based Instruction - -utilizes whole-language theory and argues
that readers need context to decode words; breaking terms down into
individual phonemes or syllables detracts from learning the word naturally.
- independent reading level - -95% accuracy
- instructional reading level - -90-94% accuracy
- frustration reading level - -less than 90% accuracy
- emergent stage - -when children understand that written language has
meaning and gives messages
- early or beginning readers - -begin understanding that reading from the
printed page needs to make sense - both from the pictures and from the
print. The students can usually identify most letters and know the sounds of
some. These skills help them decode words and they sometimes even know
a few words by sight, including times when they see the words in different
locations/texts. Early readers are usually able to write a few words or at least
beginning sounds of words and should be able to re-read their own writing.
Q’s and A’s (Based on 240 tutoring
instructional content and important
vocabulary terms)
asset-based approach - -builds learning around a student's strengths and
existing knowledge, rather than focusing on what they lack
- deficit-based approach - -focuses on student's shortcomings
- dyslexia - -learning disorder that affects a student's ability to read, spell,
write and speak
- phonological awareness - -identifying and manipulating sounds
- alphabetic principle - -sound-syllable association, knowledge of the speech
sounds and corresponding letter or letter combinations
- syllabication - -rules related to the types and division of syllables
- orthography - -the written spelling patterns and rules on a language
- morphology - -the study of how morphemes (units of meaning) are
combined to form words
- syntax - -the set of principles regarding the sequence and function of
words in a sentence
- dysgraphia - -A learning disability that involves difficulty in handwriting.
- ongoing assessments - -guide the pace and content of instruction
- flexible grouping - -provides the opportunity to give lower-level students a
collaborative learning environment with others reading at their same level as
well as opportunities to create mixed-level gropings when appropriate
- intrinsically motivated - -students draw their motivation from the learning
process itself
- extrinsic motivation - -a desire to perform a behavior due to promised
rewards or threats of punishment
, - autonomy - -the ability to govern oneself
- competence - -how a student perceives his own understanding and
mastery of a topic
- environmental print - -signs, labels, and other print found in the
community
- reading fluency - -The ability to read with speed, accuracy, and prosody
- validity - -The ability of a test to measure what it is intended to measure
- reliability - -consistency of measurement
- informal assessments - -observing student interest, facial expressions,
class or small group discussions, oral retellings, listening to students answer
questions
- formal assessments - -usually involve the use of a standardized rubric or
scoring guide based on several criteria rather than a single numerical score
- code-based instruction - -instructional model based on the belief that
students need to learn phonics and phonemic concepts in order to decode
words
- Meaning-Based Instruction - -utilizes whole-language theory and argues
that readers need context to decode words; breaking terms down into
individual phonemes or syllables detracts from learning the word naturally.
- independent reading level - -95% accuracy
- instructional reading level - -90-94% accuracy
- frustration reading level - -less than 90% accuracy
- emergent stage - -when children understand that written language has
meaning and gives messages
- early or beginning readers - -begin understanding that reading from the
printed page needs to make sense - both from the pictures and from the
print. The students can usually identify most letters and know the sounds of
some. These skills help them decode words and they sometimes even know
a few words by sight, including times when they see the words in different
locations/texts. Early readers are usually able to write a few words or at least
beginning sounds of words and should be able to re-read their own writing.
