5468 final
Self-correction ratio
(Number of errors + self corrects) / self corrects = 1:_
Comprehending narrative text
*making inferences *answering questions *generating questions *summarizing *recognizing story structure *using graphic and semantic organizers *accessing prior knowledge *using mental imagery(visualizing)
Comprehension Strategies
*making inferences *answering questions *generating questions *summarizing *recognizing story structure *using graphic and semantic organizers *accessing prior knowledge *using mental imagery(visualizing)
Readability formulas
-flecsh-kincaid -dale-chall -fry -lexile
Reading instruction for english learners
-learn like anyone else with gradual release responsibility, scaffolding, modeling, direct explanation, guided practice independent practice, zone of proximal development, etc. -however they need additional support like necessary background knowledge, visuals, hands-on activities, additional time, clear instructions, respect for home cultures, self worth attitude and motivation
Comprehending informational text
1. Determimimg importance 2. Summarizing
The "matthew effect" in reading is illustrated by which of the following sentences
The more you know, the easier it is for you to learn more
To build students vocabularies requires many different components and experiences because
Word learning is a product of direct and indirect instruction
Schema
a concept or framework that organizes and interprets information and uses to make sense of the world
Standardized tests
administered and scored according to specific and uniform procedures; used to determine a student's performance level relative to that of others of similar age and grade
uncommon, unreliable, and uncomfortable are words that share a(n)
affix
Reader response theory
an approach to understanding literature that focuses on the role of the reader in interpreting a story rather than just relying upon the author's version
Children are more motivated to read when they
are allowed to choose what they read as often as possible
The construction integration model of reading and schema theory
both emphasize the importance of prior knowledge
Dyslexia
impairment of the ability to read
Fluency includes prosody, which is
intonation, stress, and phrasing
Informational text is likely more difficult for elementary students because
it requires more prior knowledge and employs more text structures.
Phonemic awareness refers to
knowledge that spoken words are composed of somewhat separable sounds
The gradual release of responsibility moves from
modeling and explanation/INSTRUCTION to practice and application
The smallest unit of meaning is
morpheme
English learners english speaking peers
provide students with a model of proficient English
phonological awareness
the ability to reflect on and manipulate the sound structure of spoken language
Qualitative factors affecting text complexity
1. Goals of Instruction: teachers should select text by first considering their instructional goals. Remember, reading is not a subject matter it is a tool; 2. Prior Knowledge: every reader brings to a text a body of knowledge with which he makes sense of that text; 3. Vocabulary; 4. Figurative Language: Similes, metaphors, and idioms add interest and delight, causing the reader to savor the language in the text as well as the ideas. These writerly techniques, along with dialogue, dialects, and colloquial expressions also make a text more difficult to read.
Vocabulary Instruction
1. Vocab should be taught directly, even though most vocab is taught indirectly 2. Reading aloud to students 3. Repeated exposure to new vocabulary 4.New words are learned more effectively in rich context(books) 5.Restructuring vocab means to rewrite a definition and providing sample sentences 6. Active engagement with vocab improves learning not passive
Reading on the internet
1. set a purpose (easy to get distracted online) 2. search for information, engage in new learning, browse
Reading recovery
A program in which specially trained teachers provide one-to-one tutoring to first-graders who are not reading adequately.
Fluency
Ability to read text quickly, accurately, and with proper expression. Fluency provides a bridge between word recognition and comprehension. -accuracy -rate -expression(prosody)
Formative Assessment is
An aid to teachers in guiding instruction
All of the following are comprehension strategies used by mature readers except
Answering teacher generated questions
Cognitive constructivist view of reading
Emphasizes that reading is a process in which the reader actively searches for meaning in what she reads.
English learners whose first language is spanish are likely to have difficulty with phonics because
English has sounds that Spanish does not
Summative Assessment
Data from (usually) externally mandated tests to assess the outcomes of your instruction
Formative Assessment
Data you collect from daily work in the classroom to monitor learning and guide your instruction
The biggest obstacle when learning new information on the internet is
Establishing the trustworthiness of the information
Matthew effect
From the idea that the "rich get richer and the poor get poorer," the reading notion is based on the idea that children who come to school already with a deficit need intervention, and those that come with a "wealth" of experiences keep thriving.
Gradual Release of Responsibility
I do (focus lesson), we do (guided instruction), you do (collaborative), and you do (independent)
Motivation for reading
In order for substantive learning to occur, students must have positive attitudes about themselves as learners, about their ability to succeed in school, and about the instructional goals they, their teachers, and their schools set (p. 58).
Fluency Instruction
Monitored oral reading with teacher: model, practice, feedback
norm-referenced tests
Measure an individual's standing relative to others
Which factor is the strongest predictor of children's success in reading?
Phoneme segmentation ability
The cognitive constructivist view of reading support that
Reading is an active process
The recommended approach for students who are making good progress in fluency and whose rates are near or above the norm for their grade level is
Silent reading of a wide variety of materials
Social constructivist view of teaching and learning
Students learn from social interaction: -zone of proximal development -gradual release of responsibility -scaffolding
The following are all effective pre-reading activities except
Summarizing
Teaching for transfer
The use of knowledge or skills in one context and applied to another context
promoting phonological awareness
Using books with rhyme, songs, and nursery rhymes helps children develop, they also learn to recognize and predict sound patterns
Zone of Proximal Development (ZPD)
Vygotsky's concept of the difference between what a child can do alone and what that child can do with the help of a teacher. Optimal learning
Comprehension instruction
direct explanation, modeling, guided practice, independent practice
To keep students motivated to read, a teacher must
ensure that students are successful
Modeling and encouraging adept diction and the use of word play such as rhymes and puns are ways of
fostering word consciousness
Reading intervention for english learners should
have a strong emphasis on vocabulary
Metacognition
refers to awareness of one's own knowledge—what one does and doesn't know—and one's ability to understand, control, and manipulate one's cognitive processes
Repeated oral readings are most effective when texts are
slightly challenging
Scaffolding
structure provided within ZPD by a guide that enables child; refers to a process in which teachers model or demonstrate how to solve a problem, and then step back, offering support as needed
Construction integration process
the process begins with construction, in which the reader comprehends sentences and then links ideas from one sentence to another. Integration is the process of using prior knowledge to expand and interpret the meaning the author has put on the pages. Metacognition is the third phase that the reader confirms this makes sense
How does a teacher know if classroom assessment results are trustworthy?
the teacher gathers several data points from a variety of assessments
Accuracy rate
used to determine whether the text is easy enough or too frustrating for the reader
Text coherence is most important when the reader's prior knowledge of the topic is
weak compared to the demands of the text