Comprehension Flashcards
Five components of reading
fluency, vocabulary, phonological/phonemic awareness, and comprehension
Normed tests
standardized assessments intended to compare a student’s performance with the performance of others
schema
mental frameworks that humans use to organize and construct meaning
background knowledge
a reader’s understanding of the specific concepts, situations, and problems associated with the words encountered in the text
Word meaning charts
a chart used to display words and their meanings. Students can read and practice learning their meanings
Miscue analysis/ error analysis
an informal assessment of oral reading errors to determine how readers use and coordinate graphic-sound, syntactic, and semantic information
Think-aloud
a comprehension strategy in which students talk about their thoughts as they read aloud
KWL Charts
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
Story mapping
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.
Literal information [questions]
questions based on explicitly stated information in the text
inferential information [questions]
question in which the reader uses background knowledge and information from the text
Phonological Continuum
- Number of words in a sentence
- Rhyming
- Syllables
- Onset and rime
- Alliteration
- Phonemi
- Initial sound
- Ending sound
- Medial sound
- Blending
- Segmenting
- Deletion
- Substitution
Scarborough Graphic
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
Four-part processing model
comprehension
|
meaning
/. \
sound. print
Tolman Hourglass
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
Response to Intervention cycle
screening
analyze data
intervention (tailored to child’s weaknesses around every 4-6 weeks)
progress monitor
analyze
intervention
progress monitoring
Portfolio assessments
a compilation of an individual student’s work in reading and writing devised to reveal literacy progress and strengths and weaknesses
informal assessments
Measurement of reading that yields valuable information about student performance without comparisons to performance of a normative population
types of assessments
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
IRI: informal reading inventory
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.
Literacy circles
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.
Running Records
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
