LETRS Module 6 Midterm
comprehension - ANSWER-thinking guided by print. it is a process, not a product.
Comprehension process - ANSWER-When a reader monitors what they are reading
Comprehension product - ANSWER-the visible result of comprehension (the outcome of
reading).
Before research, what did teachers do? - ANSWER-Before the 1970s, teachers simply gave
directions; after that, students read and answered questions.
Comprehension involves what mental activities? - ANSWER-Monitoring one's own
comprehension
Directing the pace and purpose
Connecting ideas
Synthesizing ideas with background knowledge
In 2000, the NRP listed ________ as one of five component teachers must include in their
reading instruction - ANSWER-comprehension
Research shows that ________ ability is linked to reading comprehension - ANSWER-oral
language comprehension
Context Processor - ANSWER-four part processor - Top - concepts and information; sentence
context; text structure
Meaning Processor - ANSWER-four part processor - middle - vocabulary
Phonological Processor - ANSWER-four part processor - bottom left - speech sound system -
language input and output
Orthographic Processor - ANSWER-four part processor - bottom right - memory for letters -
reading input and output
4-part processor...between Phonological and Orthographic processors - ANSWER-phonics
SVR: Reading is the product of... - ANSWER-decoding and language comprehension
Decoding is... - ANSWER-the ability to read words on a page
Two major strands of the rope model: - ANSWER-Language comprehension (top) and Word
recognition (bottom)
As the strands of language comprehension combine, reading becomes... - ANSWER-
increasingly strategic
, As the strands of word recognition form, reading becomes - ANSWER-increasingly automatic
What is the cause if the student exhibits:
guesses at printed words.
cannot recall sounds for graphemes.
omits or misperceives sounds in spelling. - ANSWER-phonologically based decoding
inaccuracy
What is the cause if the student exhibits:
low score on oral-reading fluency and word-list reading
laborious-sounding oral reading - ANSWER-slow site word and printed word recognition
What is the cause if the student exhibits:
cannot make inferences that require prior knowledge
is stuck at the surface, or literal, level of comprehension
makes off-base comments when questions are asked - ANSWER-limited background
knowledge
What is the cause if the student exhibits:
misinterprets individual words; cannot define the words or use them in a sentence -
ANSWER-limited English vocabulary
What is the cause if the student exhibits:
has trouble extracting main ideas and making abstract inferences.
Exhibits concrete thinking - ANSWER-weak overall verbal-reasoning ability
What is the cause if the student exhibits:
reads from first to last word of a text without using text structure (e.g. parts of a book) to
find information efficiently - ANSWER-unfamiliar with different types of texts
According to the RAND Reading Study Group, comprehension is enhanced or undermined by:
- ANSWER-(1) the text
(2) the task
(3) the reader
(4) the context
Surface level understanding of text is when... - ANSWER-a student reads a text and can only
answer literal questions about it.
comprehension - ANSWER-thinking guided by print. it is a process, not a product.
Comprehension process - ANSWER-When a reader monitors what they are reading
Comprehension product - ANSWER-the visible result of comprehension (the outcome of
reading).
Before research, what did teachers do? - ANSWER-Before the 1970s, teachers simply gave
directions; after that, students read and answered questions.
Comprehension involves what mental activities? - ANSWER-Monitoring one's own
comprehension
Directing the pace and purpose
Connecting ideas
Synthesizing ideas with background knowledge
In 2000, the NRP listed ________ as one of five component teachers must include in their
reading instruction - ANSWER-comprehension
Research shows that ________ ability is linked to reading comprehension - ANSWER-oral
language comprehension
Context Processor - ANSWER-four part processor - Top - concepts and information; sentence
context; text structure
Meaning Processor - ANSWER-four part processor - middle - vocabulary
Phonological Processor - ANSWER-four part processor - bottom left - speech sound system -
language input and output
Orthographic Processor - ANSWER-four part processor - bottom right - memory for letters -
reading input and output
4-part processor...between Phonological and Orthographic processors - ANSWER-phonics
SVR: Reading is the product of... - ANSWER-decoding and language comprehension
Decoding is... - ANSWER-the ability to read words on a page
Two major strands of the rope model: - ANSWER-Language comprehension (top) and Word
recognition (bottom)
As the strands of language comprehension combine, reading becomes... - ANSWER-
increasingly strategic
, As the strands of word recognition form, reading becomes - ANSWER-increasingly automatic
What is the cause if the student exhibits:
guesses at printed words.
cannot recall sounds for graphemes.
omits or misperceives sounds in spelling. - ANSWER-phonologically based decoding
inaccuracy
What is the cause if the student exhibits:
low score on oral-reading fluency and word-list reading
laborious-sounding oral reading - ANSWER-slow site word and printed word recognition
What is the cause if the student exhibits:
cannot make inferences that require prior knowledge
is stuck at the surface, or literal, level of comprehension
makes off-base comments when questions are asked - ANSWER-limited background
knowledge
What is the cause if the student exhibits:
misinterprets individual words; cannot define the words or use them in a sentence -
ANSWER-limited English vocabulary
What is the cause if the student exhibits:
has trouble extracting main ideas and making abstract inferences.
Exhibits concrete thinking - ANSWER-weak overall verbal-reasoning ability
What is the cause if the student exhibits:
reads from first to last word of a text without using text structure (e.g. parts of a book) to
find information efficiently - ANSWER-unfamiliar with different types of texts
According to the RAND Reading Study Group, comprehension is enhanced or undermined by:
- ANSWER-(1) the text
(2) the task
(3) the reader
(4) the context
Surface level understanding of text is when... - ANSWER-a student reads a text and can only
answer literal questions about it.
