Section 0010: Prepare an organized, developed analysis on a topic related to foundations of reading development, development of reading comprehension, reading assessment and instruction

Self-monitoring

Show evidence of meta-cognition, make the invisible visible by articulating their strategies, describe areas where their comprehension broke down and how they applied fix-up strategies

Use of context clues as analysis of word structure (open response)

does the reader use context clues too identify an unfamiliar word (self-corrections) Strength: SC errors based on syntax/semantics Weakness: routinely make miscues that don't make sense and don't go back to SC

Inferential comprehension

if the reader can use clues from the passage to read between the lines, they are using this skill; why, what, how

Literal comprehension

if the student can repeat back the plot stated directly and explicitly in the text they are using this skill; complete, thorough, and accurate

Word Identification Strategies

-Use of phonics -Analysis of word structure -Use of context clues -Identification of sight words

Engagement of schema

Activating background knowledge, connections to better understand what they're reading, etc

Identification of sight words as analysis of word structure

Does the reader show automaticity in reading high frequency words? Child shows a weakness here if they misread a number of common irregular words

Why is word identification so important?

In order for a child to read fluently and with comprehension, they need to be "freed" from the burden of decoding unknown words. If they struggle to identify words on the page, they cannot then simultaneously focus on the meaning of the text. Therefore, strong readers need to read with automaticity. Automaticity is required for fluent reading. Fluency is strongly related to comprehension.

Use of phonics as word identification strategy (open response)

look for use of phonics in single syllable words and in single syllables; knowledge of letter-sound correspondence, vowel digraphs, silent e, blends, etc.)

Analysis of word structure (open response)

look for whether or not the reader has strategies for decoding longer, multi-syllable words