Comprehension

Question 1

Five components of reading

Answer 1

fluency, vocabulary, phonological/phonemic awareness, and comprehension

Question 2

Normed tests

Answer 2

standardized assessments intended to compare a student’s performance with the performance of others

Question 3

schema

Answer 3

mental frameworks that humans use to organize and construct meaning

Question 4

background knowledge

Answer 4

a reader’s understanding of the specific concepts, situations, and problems associated with the words encountered in the text

Question 5

Word meaning charts

Answer 5

a chart used to display words and their meanings. Students can read and practice learning their meanings

Question 6

Miscue analysis/ error analysis

Answer 6

an informal assessment of oral reading errors to determine how readers use and coordinate graphic-sound, syntactic, and semantic information

Question 7

Think-aloud

Answer 7

a comprehension strategy in which students talk about their thoughts as they read aloud

Question 8

KWL Charts

Answer 8

What do you know? What do you want to learn? What did you learn? A three-step teaching model designed to guide and motivate children as they read to acquire information from expository texts

Question 9

Story mapping

Answer 9

an analysis of the story’s organizational elements; used to strengthen instructional decisions. Used to encourage digging deeper into the stories and structures. Graphic organizers can be used to further look at what they should think of when they read independently.

Question 10

Literal information [questions]

Answer 10

questions based on explicitly stated information in the text

Question 11

inferential information [questions]

Answer 11

question in which the reader uses background knowledge and information from the text

Question 12

Phonological Continuum

Answer 12

1. Number of words in a sentence
2. Rhyming
3. Syllables
4. Onset and rime
5. Alliteration
6. Phonemi
7. Initial sound
8. Ending sound
9. Medial sound
10. Blending
11. Segmenting
12. Deletion
13. Substitution

Question 13

Scarborough Graphic

Answer 13

LC x D = RC
Language Comprehension
- Background knowledge: facts, concepts
- Vocabulary: breadth, precision, links
- Language structures: syntax, semantics
-Verbal reasoning: inference, metaphor
-Literacy Knowledge: print concepts, genres
Word recognition (Decoding)
- Phonological Awareness: syllables, phonemes
-Decoding: alphabetic principles, letter-sound correspondences
Sight Recognition: of familiar words

Question 14

Four-part processing model

Answer 14

comprehension
|
meaning
/. \
sound. print

Question 15

Tolman Hourglass

Answer 15

phonemic awareness
early: rhyming, syllables, onset and rime, alliteration
Basic: blending, segmentation
advanced: deletion, substitution, reversal
1:1
graphemes, digraphs, trigraph, vowel teams, blends, word families, morphemes, syllables, etymology
orthography

Question 16

Response to Intervention cycle

Answer 16

screening
analyze data
intervention (tailored to child’s weaknesses around every 4-6 weeks)
progress monitor
analyze
intervention
progress monitoring

Question 17

Portfolio assessments

Answer 17

a compilation of an individual student’s work in reading and writing devised to reveal literacy progress and strengths and weaknesses

Question 18

informal assessments

Answer 18

Measurement of reading that yields valuable information about student performance without comparisons to performance of a normative population

Question 19

types of assessments

Answer 19

informal
-downloadable
-free
-get answers quick
-guardian permission is not needed
- ex: PAST, QPS
Formal
-expensive
-normed
-need parent permission
-given by reading specialist, Sped teacher or speech teacher
-for preparation for an IEP
-Child Study team (pre IEP)
-ex: Woodcock Johnson, Grey oral, grey silent

Question 20

IRI: informal reading inventory

Answer 20

The primary reason to do an informal reading inventory is to find where the student’s ability level isAn individually administered informal test, usually consisting of graded word lists, graded reading passages, and comprehension questions that assess how students orally and silently interact with print.

Question 21

Literacy circles

Answer 21

Discussions or study groups based on a collaborative strategy involving self-selection of books for reading; each group consists of students who independently selected the same book.

Question 22

Running Records

Answer 22

A method for marking miscues of beginning readers while they read. In-depth observation task that allows the teacher to determine: text difficulty, student placement in groups, directional reading, child’s ability to see text patterns, speed of responding, self-correction, type of cues used.*Early Emergent readers should be tested: every 2-4 wks
*Emergent: 4-6 wks
*Fluent: 8-10 wks