1. Self-Correction - ANSWER Children begin to correct some of their
own reading errors. Generally, this behavior is accompanied by the
rereading of the previous phrase or sentence.
2. Semantic Cues - ANSWER Children use their prior knowledge, sense
of the story, and pictures to support their predicting and confirming
the meaning of the text.
3. Semantic Web - ANSWER A visual graphic organizer that the teacher
can use to introduce a reading on a specific topic. It visually
represents many other words associated with a target word. The web
can help activate the children's prior knowledge and extend or clarify
it. It can also serve to check new learning after guided or independent
reading.
4. Spatial Learning - ANSWER Using images, color, or layout to help
readers of this learning style.
5. Stahl, Stephen A - ANSWER Nationally known researcher in the
areas of beginning reading, phonics, fluency, and vocabulary
instruction.
6. Standard Score - ANSWER How far a child's grade on a standardized
test is from the average score (mean) on the test in terms of the
standard deviation. If a child scores 70 on a standardized test and the
standard deviation is 5 and the average (mean) score is 65, the child is
one standard deviation above the average.
7. Standardized Test - ANSWER A test given under specified conditions
allowing comparisons to be made. A set of norms or average scores
on this test will be used for comparisons.
8. Stop-and-Think Strategy - ANSWER A balanced-literacy strategy for
constructing meaning. As the text is being read, the child asks himself
or herself, does this make sense to me? If it does not make sense to
me, I should then try to reread it or read ahead. I can also look up
words that I don't know or ask for help.
9. Strategic Readers - ANSWER As defined by researchers Marie Clay
and Sharon Taberski, _________ readers are self-improving and do
the following as they read: • Monitor their reading to see if it makes
sense semantically, syntactically, and visually. • Look for and use
semantic, syntactic, and visual clues. • Uncover and identify new
things about the text. • Cross check and use one cueing system against
another. • Self-correct their reading when what they first read does not
match the semantic, syntactic, and visual clues • Solve for and
identify new words using multiple cueing systems.
10. Structural Analysis - ANSWER The process of examining the
words in the text for meaningful word units (affixes, base words,
inflected endings).
11. Syntactic Cues - ANSWER When you ask a child, if what he or
she has just read "sounds right" to him or her, you are trying to get
that child to use. These cues use the order of words and the student's
knowledge of the oral English language to help determine if what was
read could be accurate.
12. Taberski, Sharon - ANSWER Elementary teacher and researcher.
Work focuses on a series of interconnected interactions with the
learner rather than on a prescribed set of skills. The interactions
include: assessment, demonstration, practice, and response.
13. Text Features - ANSWER Children need to be alerted to the
following ____ ________ that may initially appear strange to them: 1.
a period that marks the end of a "telling sentence" 2. a question mark
that is at the end of a sentence that asks a question 3. an exclamation
mark used to express surprise or excitement at the end of a sentence
4. capital letters that begin a sentence and the names of persons,
places, and things 5. bold, italicized, or underlined text to highlight
key ideas 6. quotation marks that show dialogue 7. a hyphen used to
break a long word up into its syllables 8. a dash used to show a break
in an idea, a parenthetical element, or an omission an ellipse that
shows an omission or break in the text 9. a paragraph in nonfiction
which shows a new point being made.
14. Trade Books - ANSWER Books designed to entertain and inform
outside the classroom which can be used successfully in the
classroom to heighten motivation in your students. While textbooks
cover a topic in a prescribed way, these may introduce or expand
upon a topic by including it in a fictional setting, or alternatively, a
non-fiction account from real life.
15. Transactionalism - ANSWER Borrows from cognitivism and
constructivism. View of the reading transaction as a unique event
involving reader and text at a particular time under particular
circumstances rules out the dualistic emphasis of other theories on
either the reader or the text as separate and static entities. This
concept accounts for the importance of factors such as gender,
ethnicity, culture, and socioeconomic context. Louise Rosenblatt.
16. Transitional Readers - ANSWER Recognize an increasing number
of "hard" words that are content related. They can provide summaries
of the stories they read. They are more at ease with handling longer,
more complex, connected text with short chapters. These readers can
read independent-level texts with correct phrasing, expression, and
fluency. When they encounter unfamiliar words, they have a variety
of strategies to figure out the unfamiliar words. Their reading
demonstrates that they are able to integrate meaning, syntax, and
phonics in a consistent manner so they can understand the texts they
are reading.
17. Unstructured Question - ANSWER Open-ended and can lead to
great discussion. This type of question can also provide the teacher
with more insight into the student's thoughts.
18. Vail, Priscilla - ANSWER Noted for her research in the study of
dyslexia and its myths.
19. Validity - ANSWER The test assessed what it was supposed to
assess and measure.
20. Venn Diagram - ANSWER A diagram consisting of two or three
intersecting circles to visually represent similarities and differences
for texts, characters, and topics. No author study is complete without
_____ ____________ comparing different authors' works. This is the
most commonly-used graphic organizer in elementary schools today.
It can be used effectively as part of an answer to a constructed
response question.
21. Visual Cues - ANSWER Readers use their knowledge of
graphemes to predict and confirm text. The graphemes may be words,
syllables, or letters.
22. Vygostky, Lev - ANSWER Zone of Proximal Development
23. Word Analysis - ANSWER The analysis of words employing
letters, phonic structures, contextual clues, or dictionary skills.
24. Word Identification - ANSWER How the reader determines the
pronunciation and the meaning of an unknown word.
25. Word Recognition - ANSWER The process of determining the
pronunciation and some degree of the meaning of an unknown word.
26. Word Work - ANSWER The term the balanced-literacy approach
uses for the study of vocabulary.
27. Learning Logs - ANSWER Daily records of what students have
learned.
28. Leveled texts - ANSWER An arrangement of books, both literary
and informational, from easiest to hardest defined by a set of
characteristics.
29. Listening Post or Center - ANSWER Sets of headphones attached
to a single tape player. Children can go to centers where they listen to
audiotapes of books while reading the same book in print. These posts
are in many libraries as well.
30. Literature Circles - ANSWER A group discussion involving four to
six children who have read the same work of literature (narrative or
expository text). They talk about key parts of the work, relate it to
their own experience, listen to the responses of others, and discuss
how parts of the text relate to the whole.
31. Manipulation - ANSWER Moving around or switching sounds
within a word or words within a phrase or sentence.
32. Mann, Horace - ANSWER Argued that universal public education
was the best way to turn the nation's unruly children into disciplined,
judicious republican citizens. built public secular schools in
Massachusetts with most states following. "Normal schools" to train
professional teachers. Mann has been credited by educational
historians as the "Father of the Common School Movement".
33. Meaning Vocabulary - ANSWER Words whose meanings children
understand and can use.
34. Metacognition - ANSWER Defined as "cognition about cognition",
or "knowing about knowing". It comes from the root word "meta",
meaning behind. It can take many forms; it includes knowledge about
when and how to use particular strategies for learning or for problem
solving.
35. Miscue - ANSWER An oral reading error made by a child in which
what the child perceives differs from the actual printed text.
36. Miscue Analysis - ANSWER The teacher keeps a detailed running
record of the errors or inaccurate attempts of a child reader during a
reading assessment. This helps the teacher know what help the child
needs to avoid such errors.
37. Monitoring Reading - ANSWER Various strategies that children
use to monitor their own reading. For example, are they maintaining
fluency by bringing prior knowledge to the story to make predictions,
using these predictions to do further checking, searching, and self
correcting as the story progresses, and using problem solving word
study skills to make links from known words to unknown words?
38. Morphemes - ANSWER The smallest units of meaning in words.
There are two types: free, which can stand alone, such as love, and
bound, which must be attached to another to carry meaning, such as
ed in loved.
39. Narrative Text - ANSWER One of the two basic text structures. It
tells or communicates a story. Includes novels, short stories, and plays
as well as some poems Needs to be taught differently than the
expository text because of its structure.
40. Norm-referenced test - ANSWER Provide information about how
the local test takers did compared to a representative sampling of
national test takers.
41. One-to-One Matching - ANSWER Matching one spoken word
with one written word.
42. Onset Rime-Blending - ANSWER Everything before the vowel
and RIME (the vowel and everything after it). For example, the word
"sleep" can be broken into /sl/ and /eep/. Word families are built using
rimes. The /eep/ word family would include jeep, keep, and weep.
43. Orthography - ANSWER A method of representing spoken
language through letters and diacritics.
44. The study of spelling and standard spelling patterns.
45. Morphology - ANSWER The study of word structure.
Encompasses the derivation of words, the use of inflections, and the
creation of compound words.
46. Partial-Alphabetic Stage - ANSWER Students recognize some
letters of the alphabet and can use them together with context to
remember words by sight.
47. Pearson, David - ANSWER Gradual Release of Responsibility.
This instructional model requires that the teacher, by design,
transitions from assuming "all the responsibility for performing a
task...to a situation in which the students assume all of the
responsibility."
48. Percentile - ANSWER If a child scores at the 56th percentile for
his/grade level, his/her score is equal to or above that of 56 percent of
the children taking that standardized test and below that of 46 percent
of the children on whose scores the test was normed.
49. Performance Assessment - ANSWER Having children do a task
that demonstrates their knowledge, skills, and competency. Having
children author their own alphabet book on a particular topic would
be a performance assessment for knowledge of the alphabet.
50. Phoneme - ANSWER The speech sound units that make a
difference in meaning. The word "rope" has three /r/, /o/, and /p/.
Change one, say /r/ to /n/, and you have a different word: nope.
51. Phonemic Awareness - ANSWER The ability to distinguish,
manipulate, and blend specific sounds or phonemes within an
individual word. It is oral. It is a specific type of phonological
awareness dealing only with phonemes in a spoken word
(Phonological Awareness is an umbrella and this is a spoke of that
umbrella). The findings of the National Reading Panel (2000) were
most instrumental in increasing emphasis on instruction in this area.
52. Phonics - ANSWER The study of relationships between phonemes
(speech sounds) and graphemes (letters) that represent the phonemes.
It is also decoding or the sounding out of unknown written words.
53. Phonics Approach - ANSWER The teacher asks the child to look at
the beginning letter of a word, then asks the child to connect the
beginning letter to the text and story and to think about what word
would make sense there
54. Phonological Awareness - ANSWER The ability to recognize that
spoken words are composed of a set of smaller units such as onsets,
rimes, syllables and sounds and how they can be blended together,
segmented, and switched/manipulated to form new combinations and
words. It is auditory and must be in place before the alphabetic
principle can be taught.
55. Phonological Awareness vs. Phonemic Awareness - ANSWER
Phonological Awareness - awareness that words are made up of small
sound units (phonemes) and can be segmented into larger sound
"chunks" known as syllables and each syllable begin with a sound
(onset) and ends with another sound (rime).
56. Phonemic Awareness - involves an understanding of the ways that
sounds function in words, but deals with only one aspect of sound:
the phoneme. It is the ability to recognize the most minute sound
units in words.
57. Phonological Cues - ANSWER Readers use their knowledge of
letter/sound and sound/letter relationships to predict and confirm
meaning.
58. Phonology - ANSWER The study of speech structure in language
that includes both the patterns of basic speech units (phonemes) and
the tacit rules of pronunciation.
59. Portfolios - ANSWER Collections of a child's work over time.
They include a cover letter, reflections from the child and teacher, and
other supportive documents including standards, performance-task
examples, prompts, and sometimes peer comments.
60. Pre-Alphabetic Stage - ANSWER Students read words by
memorizing their visual features or guessing words from their
context.
61. Pressley, Michael - ANSWER Comprehension Strategy
Instruction. A complex
62. instructional process for teaching students to use
63. multiple comprehension strategies flexibly and
64. interactively.
65. Primary Language (an ELL term) - ANSWER The language an
individual is the most fluent in and at ease with. This is usually, but
not always, the individual's first language.
66. Promote Word Study - ANSWER Children should be required to
go to the dictionary at least once or twice a day, collect and share
words of interest they find in their readings, and do vocabulary work
sheets from a basal reader or commercial vocabulary book.
67. Prompts - ANSWER When the teacher intervenes in the child's
independent reading to help with pronouncing or comprehending a
specific word. On a reading record, the teacher notes this assistance.
When the teacher wants to match a child with a particular book or
determine the child's stage/level of reading, the teacher does not use
______.
68. Prosody - ANSWER Reading expression, appropriate phrasing,
and good inflection are characteristics of
69. Question-Generating Strategy for an Expository Text - ANSWER
First the child previews the text by reading titles, subheadings,
looking at pictures or illustrations, and reading the first paragraph.
Next the child asks a "think" question, which he or she records. Then
the child reads to find information that might answer the "think"
question. The child may write down the information found or think
about another question that is answered by what is being read. The
child continues to read, using this strategy.
70. Reading for Information - ANSWER Reading with the purpose of
extracting facts and expert opinion from the text. Children should be
introduced to the following information reading resources: web
resources that are age and grade appropriate for children, the concept
of the table of contents, chapter headings, glossaries, pictures, maps,
charts, diagrams and text structures in an information text. They
should be taught to use notes, graphs, organizers, and mind maps to
share information extracted from a text.
71. Reciprocal Teaching - ANSWER Developed by Palinscar and
Brown. Metacognitive strategy package of Predicting, Clarifying,
Questioning, and Summarizing. Visualizing is sometimes taught as a
fifth strategy.
72. Recode - ANSWER To change information from one code into
another, as recoding writing into oral speech.
73. Recognition Vocabulary - ANSWER The group of words that
children are able to correctly pronounce, read orally, and understand
on sight.
74. Record of Reading Behavior (Running Record) - ANSWER An
objective observation during which the teacher records, using a
standard set of symbols, everything the child reader says as the child
reads a book selected by the teacher.
75. Records of Independent Reading and Writing - ANSWER These
can include the children's journals, notebooks or logs of books read
with the names of the authors, titles of the books, date completed, and
pieces related to books completed or in progress.
76. Reflection - ANSWER To analyze, discuss, and react to one's
learning on any grade or age level.
77. Reliability - ANSWER The degree to which an assessment
measures what it is supposed to measure over time.
78. Retelling - ANSWER Can be written or oral. Children are expected
and encouraged to tell as much of a story as they can remember. It is
far more extensive than just summarizing. Children should include
the beginning, middle, and end plot lines and should be able to tell
about the book's characters.
79. Rosenblatt, Louise - ANSWER Described the act of reading as a
dynamic "transaction" between the reader and the text. She argued
that the meaning of any text lay not in the work itself but in the
reader's interaction with it. Her work made her a well-known reader
response theorist (Transactional Theory or Approach).
80. Routman, Regie - ANSWER Researcher and author who shows
teachers how to teach consistent with findings in reading research yet
also with highly practical "scripted lessons" and teaching tips that
make the classroom come alive. She advcates for literature based
teaching and meaning centered approaches for learning. (Elementary
Level)
81. Rubric - ANSWER A set of guidelines or acceptable responses for
the completion of any task. Usually ranges from 0 to 4 with 4 being
the most detailed response and 0 indicating a response to the task that
lacked detail or was in other ways insufficient.
82. Scaffolding - ANSWER Refers to the teacher support necessary for
the child to accomplish a task or to achieve a goal that the child could
not accomplish on his/her own. Vygotsky termed this window of
opportunity the "zone of proximal development." Ultimately, as the
child becomes more proficient or capable, the scaffold it is
withdrawn. The goal is to help the child perform the reading task
independently and internalize the behavior.
83. Searching - ANSWER Children pause to search in the picture,
print, or their memory for known information. This can happen as the
child tackles an unknown word or after an error.
84. Second Language (ELL term) - ANSWER A language acquired or
learned simultaneously with or after a child's acquisition of a first
language.
85. Segmenting - ANSWER The process of hearing a spoken word and
identifying its separate phonemes or syllables.
86. Ability Grouping - ANSWER Grouping of children with similar
needs for instructional purposes. They do not remain constant
throughout the year but change as the children's needs within them
change.
87. Phoneme - ANSWER The smallest unit of speech that can be used
to make one word different from another word.
88. Independent Reading Level - ANSWER The level at which a
student can read a text on his/her own as indicated by a 95% accuracy
rate.
89. Grapheme - ANSWER Unit of writing that represents a single
phoneme-can be a letter or group of letters.
90. Morpheme - ANSWER Smallest meaningful unit in the grammar
of language (e.g., in, come, -ing, forming incoming ).
91. Instructional Level - ANSWER The level at which students can
read with the assistace of a teacher as indicated by an 85-95%
accuracy rate.
92. Action Research - ANSWER Teacher research that is carried out
by a teacher practitioner in the classroom to help a teacher evaluate
his/her performance in the classroom
93. Frustration Level - ANSWER The level at which students shouldn't
read and indicates an accuracy rate below 85%.
94. Adams, Marilyn Jager - ANSWER A theorist in early reading
(emergent reading) who has identified five tasks for phonemic
awareness: Task 1- Ability to hear rhymes and alliteration. Task 2-
Ability to do oddity tasks (recognize the member of a set that is
different.) Task 3 -The ability to orally blend words and split
syllables. Task 4 -The ability to orally segment word. Task 5- The
ability to do phonics manipulation tasks.
95. Allington, Richard - ANSWER Matching Text to Readers.
Research has included reading and learning disabilities, and effective
instruction in classroom settings.
96. Alliteration - ANSWER Occurs when words begin with the same
consonant sound, as in Peter Piper picked a peck of pickled peppers.
97. Alphabetic Principle - ANSWER The idea that written spellings
represent spoken words. Also known as graphophenemic awareness.
98. Anchor Book - ANSWER A balanced literacy term for a book that
is purposely read repeatedly and used as part of both the reading and
writing workshop. It is a good idea to use certain books that become
the children's familiar and cherished favorites for both reading and
inspiring children's writing.
99. Assonance - ANSWER Repetition of stressed vowel sounds within
words with different end consonants. "Fleet feet sweep by sleeping
geese".
100.
Atwell, Nancy - ANSWER Author of "In The Middle:
Writing, Reading and Learning With Adolescents". She believes that
students become better writers if they are given ownership of what
they are writing and long uninterrupted blocks of time to write.
Rejects lectures, assignments, tests and worksheets. Mini-lessons are
good to address topics as needed.
101.
Authentic Assessment - ANSWER Assessment activities that
reflect the actual workplace, family, community, and school
curriculum.
102.
Balanced Literacy Lesson Format - ANSWER A format for
the delivery of a literacy lesson, whether it is a reading or writing
workshop lesson. The format begins with a 10-15 minute mini-lesson
delivered by the teacher to the whole class. This mini-lesson is then
followed by a thirty-minute small-group lesson (the children break
into small groups to work). It concludes with a 10-minute share
session during which the whole class reconvenes to share what they
have done in the small groups. This format is often referred to as the
whole-small-whole group approach.
103.
Behaviorism - ANSWER Learning is the acquisition of new
behavior through conditioning. Three basic assumptions are held to
be true. First, learning is manifested by a change in behavior. Second,
the environment shapes behavior. And third, the principles of
contiguity (how close in time two events must be for a bond to be
formed) and reinforcement (any means of increasing the likelihood
that an event will be repeated) are central to explaining the learning
process.
104.
Benchmarks - ANSWER School, state, or nationally
mandated statements of expectations for student learning and
achievement in various content areas.
105.
BICS (Basic Interpersonal Communication Skills (An
ELL/Bilingual Education term) - ANSWER Learning second
language skills and becoming proficient in a second language through
face to face interaction-translation through speaking, listening, and
viewing.
106.
Big Books - ANSWER Best way to model directionality and
one to one word matching in primary grades.
107.
Blending - ANSWER The process of hearing separate
phonemes and being able to merge them together to read the word.
108.
Book Features - ANSWER Children need to be familiar with
the following: front and back cover; title and half-title page;
dedication page; table of contents; prologue and epilogue; and
foreword and after notes. For factual books, children need to be
familiar with labels, captions, glossary, index, headings and
subheadings of chapters, charts and diagrams, and sidebars.
109.
Bound Morpheme - ANSWER An inflectional ending that
can be added to a base word to change its case, gender, number, tense
or form. It cannot stand alone.
110.
Brown & Palinscar - ANSWER Reciprocal Teaching
researchers
111.
112.
Bruner, Jerome - ANSWER Scaffolding. Contructivism.
Calkins, Lucy - ANSWER Writing and Reading Workshops.
A "constructivist" who believes that children develop a passion for
reading when they are given freedom to choose books that are
meaningful to them. Her approach to literacy is that children work in
small groups and consult each other as much as possible. She
advocates that teachers routinely engage in conferences with each
individual child about his writing and reading. Took Graves' ideas on
writing and translated them to include reading.
113.
Chall, Jeanne - ANSWER The earliest reading researcher to
come to the conclusion that phonics and decoding should be
emphasized from the very beginning of reading instruction.
114.
Chard and Osborn - ANSWER Theorists who established
guidelines for children with reading disabilities showing that it is
essential for them to work intensely on the alphabetic
principle/graphophenemic awareness.
115.
Checklist - ANSWER An assessment form that lists targeted
learning and social behaviors as indicators of achievement,
knowledge, or skill. They can be professionally- or teacher-prepared.
116.
Cinquain - ANSWER A five-line poem that can be read and
then used as a model for writing. Generally, line 1 of this format is a
single word; line 2 has 2 words that describe the title of line 1; line 3
is comprised of 3 words that are movement words; line 4 has 4 words
that express feeling; and line 5 has a single word that is a synonym
for line 1's single word.
117.
Clay, Marie - ANSWER A key theorist whose work has
helped teacher's document children's oral reading progress throughout
the school year. New Zealand born researcher in the field of special
needs emergent literacy. Known for Running Records.
118.
Cognitivism - ANSWER The theory that humans generate
knowledge and meaning through sequential development of an
individual's cognitive abilities, such as the mental processes of
recognition, recollection, analysis, reflection, application, creation,
understanding, and evaluation. The learner requires assistance to
develop prior knowledge and integrate new knowledge. The learner
requires scaffolding to develop schema and adopt knowledge from
both people and the environment. The educators' role is pedagogical
in that the instructor must develop conceptual knowledge by
managing the content of learning activities. Grew out of Gestalt
psychology.
119.
Comprehension - ANSWER This occurs when the reader
correctly interprets the print on the page and constructs meaning from
it. It depends on activating prior knowledge, cultural and social
background of the reader, and the reader's ability to use
____________-monitoring strategies.
120.
Concepts About Print - ANSWER Include such things as the
following: book handling, looking at print, directionality, sequencing,
locating skills, punctuation, and concepts of letters and words.
121.
Consolidated-Alphabetic Stage - ANSWER Students
consolidate their knowledge of grapheme-phoneme blends into larger
units that recur in different words.
122.
Consonant Digraphs - ANSWER Two consecutive
consonants that represent one new speech sound. In the word "graph"
the ph, which sounds like /f/ is a _________.
123.
Constructivism - ANSWER Seeks to explain how knowledge
is constructed in the human being when information comes into
contact with existing knowledge that had been developed by
experiences. Discovery, hands-on, experiential, collaborative, project
based, and task-based learning are a number of applications that base
teaching and learning on this theory. Draws heavily on psychological
studies by Piaget and Bruner.
124.
Contexts - ANSWER Sentences deliberately prepared by the
teacher that include sufficient contextual clues for the children to
decipher meaning.
125.
Contextual Redefinition - ANSWER Using context to
determine word meaning.
126.
Cooper, J. David - ANSWER Theorist who believes that
there is a finite body of approved literature children should be taught
on various grade levels and has produced books about what everyone
needs to know to be literate on various grade levels. He and other
advocates of the Balanced Literacy Approach, feel that children
become literate, effective communicators and able to comprehend, by
learning phonics and other aspects of word identification through the
use of engaging reading texts. Engaging text, as defined by the
balanced literacy group, are those texts which contain highly
predictable elements of rhyme, sound patterns, and plot.
127.
Cooper, J. David - ANSWER Theorist who believes children
should not be "taught" vocabulary and structural analysis. Views
literacy as reading, writing, thinking, listening, viewing, and
discussing−children learn these abilities by engaging in authentic
explorations, readings, projects, and experiences.
128.
Cooperative Reading - ANSWER Children read with a
partner or buddy. It can be silent or oral reading.
129.
Core Curriculum Program - ANSWER Commercially
developed products meant to reach the majority of students and
provide them with the necessary skills to be successful readers
130.
Crisscrossers - ANSWER An ELL term for second-language
learners who have a positive attitude toward both first-language and
second-language learning. These second-language learners, children
from ELL backgrounds, are comfortable navigating back and forth
between the two languages as they learn.
131.
Criterion-referenced test - ANSWER Tests and assessments
designed to measure student performance against a fixed set of
predetermined criteria or learning standards. In elementary and
secondary education, used to evaluate whether students have learned
a specific body of knowledge or acquired a specific skill set.
132.
Cues - ANSWER As they self-monitor their reading
comprehensions, readers integrate various sources of information to
help them construct meaning from text and graphic illustrations.
133.
Cueing Systems - ANSWER Sources of information used by
readers to help them construct meaning. These include Syntactic and
Semantic.
134.
Decodeable Text - ANSWER A text that a child can read
aloud with correct pronunciations
135.
Decoding - ANSWER "Sounding out" a printed sequence of
letters based on knowledge of letter/sound correspondences.
136.
Differentiated Instruction - ANSWER The need for the
teacher, based on observation of individual student's work, progress,
test results, fluency, and other reading/literacy behaviors, to provide
modified instruction and alternative strategies or activities. These
activities are specifically developed by the teacher to address the
individual student's needs.
137.
Diphthongs - ANSWER Two vowels in one syllable where
the two sounds are heard. For instance, in the word house both the "o"
and the "u" are heard.
138.
Directionality - ANSWER Children use their fingers to
indicate left-to-right direction and return-sweep to the next line.
139.
Dolch, Edward William - ANSWER A major proponent of
the "whole-word" method of beginning reading instruction. Prepared
a sight word list in 1936 which was originally published in his book
Problems in Reading in 1948. Still in use today.
140.
Early Readers - ANSWER These readers recognize most
high-frequency words and many simple words. They use pictures to
confirm meaning. Using meaning, syntax, and phonics, they can
figure out most simple words. They use spelling patterns to figure out
new words. They are gaining control of reading strategies. They use
their own experiences and background knowledge to predict
meanings. They occasionally use story language in their writing. This
stage follows emergent reading.
141.
Ehri, Linnea - ANSWER A Professor of Educational
Psychology at the Graduate Center, City University of New York--has
developed a four phase model of how students learn to read words.
142.
Ehri's Four Phases - ANSWER 1. Pre-alphabetic; 2. Partial
Alphabetic; 3. Full-alphabetic; 4. Consolidated-alphabetic
143.
Emergent Readers - ANSWER The stage of reading in which
the reader understands that print contains a consistent message. The
reader can recognize some high frequency words, names, and simple
words in context. Pictures can be used to predict meaning. The reader
begins to attend to left to right directionality and features of print and
may identify some initial sounds and ending sounds in words.
144.
Encode - ANSWER To change a message into symbols. For
example, oral language into writing.
145.
English as a Second Language - ANSWER A way of teaching
English to speakers of other languages using English as the language
of instruction.
146.
Expository Text - ANSWER Non-fiction that provides
information and facts. This is what newspapers, science, mathematics,
and history texts use. Currently there is much focus, even in
elementary schools, on teaching children how to comprehend and
author _________ text. They must produce brochures, guides,
recipes, and procedural accounts on most elementary grade levels.
The teaching of reading of this type of text requires working with a
particular vocabulary and concept structure that is very different from
that of narrative text. Therefore, time must be taken to teach the
reading of this text and contrasting it with the reading of narrative
text.
147.
First Language - ANSWER An ELL term for the language
any child acquires in the first few years of life. It is through this
acquired language that the child develops phonological and phonemic
awareness.
148.
Flesch, Chall, Stahl, Adams, Johnson, and Bauman -
ANSWER Theorists who believe that a phonics-centered approach is
crucial for reading success.
149.
Flesch, Rudolf - ANSWER A key theorist who supports a
phonics centered approach before the use of engaging reading texts.
This is at the crux of the phonics versus whole language/balanaced
literacy/integrated language arts, teaching of reading controversy
(The Reading Wars).
150.
Fluent Readers - ANSWER These readers are able to identify
most words automatically. They can read chapter books with good
comprehension. They consistently monitor, crosscheck, and self
correct reading. They can offer their own interpretations of text based
on personal experiences and prior reading experiences. They are
capable of reading a variety of genres independently. Furthermore,
they can respond to texts or stories by sharing pertinent examples
from their lives. They can also readily make connections to other
books they have read. Finally, they are capable of beginning to create
spoken and written text in the style of a particular author.
151.
Formal Assessment - ANSWER A test or an observation of
performance done under controlled and regulated conditions.
152.
Fountas and Pinnell - ANSWER The Developing Readers
Assessment System for leveling books was developed by
_________________________________.
153.
Frye - ANSWER Theorist who developed a readability
formula and graph.
154.
Full-Alphabetic Stage - ANSWER These readers possess
extensive working knowledge of the graphophonemic system, and
they can use this knowledge to analyze fully the connections between
graphemes and phonemes in words. They can decode unfamiliar
words and store fully analyzed sight words in memory.
155.
Functional Reading - ANSWER The reading of instructions,
recipes, coupons, classified ads, notices, signs, and other documents
required to be read to function in society and correctly interpret them.
156.
Gentile, Lance - ANSWER Oral Language Acquisition
Inventory and Oracy Instructional Guide (Oracy = Oral Language +
Literacy).
157.
Grade Equivalent/Grade Score - ANSWER A score
transformed from a raw score on a standardized test into the
equivalent score earned by an average student in the norming group.
158.
Graphic Organizers - ANSWER These express relationships
among various ideas in visual form including sequence, timelines,
character traits, fact and opinion, main idea and details, and
differences and likenesses. They are particularly helpful for visual
learners.
159.
Graphophenemic Awareness - ANSWER Refers to alphabetic
principle. Involves ability to: • Match all consonant and short vowel
sounds. • Read one's own name. • Read one syllable words and high
frequency words. • Demonstrate ability to read and understand that as
letters in words change, so do the sounds. • Generate the sounds from
all letters including consonant blends and long vowel patterns. Blend
those different sounds into recognizable words. • Read common sight
words. • Read common word families.
160.
Graves, Donald - ANSWER Writing Workshop. Observed in
the 1970s that children were rarely taught how to write beyond
grammar and spelling. His idea was idea was to make them chidren
conscious of what successful adult writers do—draft ideas, revise,
edit, and publish. He sought to help them become more active in their
own education, and not incidentally, more self-aware; he advocated
that children write extensively about themselves and their
observations.
161.
Guided Reading - ANSWER One of the key modes of
instruction in the balanced-literacy theory approach. An interactive
discussion between the child and the teacher. This mode of reading
instruction is generally used when children need extra support in
constructing meaning because the text is complex or because their
current independent-reading capacities are still limited.
162.
High Frequency - ANSWER Frequently used words. These
words appear many more times than do other words in ordinary
reading material. Examples of such words are as, in, of, and the.
These words are also sometimes called service words and are part of
sight vocabulary words. A classic, best-known list of these was
generated by Dolch (1936).
163.
Holistic assessment - ANSWER Assessing performance
across multiple criteria as a whole.
164.
Independent Reading - ANSWER A set period of time within
the daily literacy block when children read books with 95%-100%
accuracy on their own. This reading of books by themselves that they
can understand without teacher support promotes lifelong literacy and
love of learning. This in turn enhances reading mileage, builds
fluency, and helps children orchestrate integrated cue strategies.
165.
Informal Assessment - ANSWER Observations of children
made under informal conditions. These can include kid-watching,
checklists, and individual child/teacher conversations.
166.
Informal Reading Inventory (IRI) - ANSWER A series of
reading excerpts that can be used to determine a child's reading
strengths and needs in comprehension and decoding. Many published
reading series have one to go with their series.
167.
Justified Print - ANSWER The variable positioning of print
on the page so that each line ends either a sentence or a phrase. Both
right and left margins form a straight line vertically.
168.
Kid Watching - ANSWER Term used by the balanced
literacy approach for the teacher's deliberate, detailed, and recorded
observations of individual student and class literacy behaviors, often
done during small-group work. The teacher then reconfigures lessons
on these observations to meet the students' individual and group
needs.
169.
Kinesthetic - ANSWER Learning is tactile as contrasted with
an activity where the learner sits still or attempts to sit still in one
place. Cutting and moving syllable or word strips or using sandpaper
letters.
170.
Language Experience - ANSWER Children giving dictation
to the teacher who writes their words on a chart or their drawings.
This shows children that words can be written down.
