Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Reading Research to Classroom Practice > Deck 1 > Flashcards

Deck 1 Flashcards

1
Q

Three Key Principals of Reading Instruction

A

E - Explicit
M - Multi-Sensory
S - Systematic (reduces the cognitive load for students)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the Big Five?

A
  1. Phonemic Awareness
  2. Phonics
  3. Fluency
  4. Vocabulary
  5. Comprehension
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Dyslexia?

A
  • Is a language-based reading disability
  • Is synonymous with specific learning disability
  • Is NOT seeing words or letters backwards

Definition: A specific learning disability that is neurologically-based and
characterized by difficulties with decoding and encoding that are the result of a
deficit in the phonological component of language and is often unexpected in
relation to other cognitive abilities and effective classroom instruction, secondary
consequences may include problems in comprehension.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

3 Weaknesses in Children with Reading Disabilities

A
  1. phonological awareness (most common)
  2. word retrieval
  3. working memory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is a consonant?

A

A closed sound (formed by obstructing the flow of air out of your mouth fully or
partially).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is a Vowel?

A

An open sound; nucleus of every syllable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are the short vowels?

A

/ă/ apple / ĭ/ itch /ŭ/ up

/ĕ/ egg /ŏ/ octopus /oo/ book /aw/ bought

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the long vowels?

A

/ā/ ape / ī/ ice /ū/ cube

/ē/ eat /ō/ oak /oo/ moon

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is a Syllable?

A

A pronounceable group of letters containing a vowel.

cel  e  brate dis  rup  tive un  hap  py par tic u lar

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is a Digraph?

A

Two consonants that when combined make one new speech sound.

/ch/ /sh/ /wh/ /th/ /ph/ /ck/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is a Blend?

A

Two or more consonants that when combined make a certain sound, however, each consonant retains its original sound. Also called consonant cluster:
/br/ /cl/ /st/ /pr/ /spr/

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is a Diphthong?

A

Two vowels, when combined make a certain sound and not necessarily the sound of either vowel alone. Vowels that glide from one to another.
/oi/ as in boy and boil & /ou/ as in shout and cow

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Voiced and Unvoiced Consonant Pairs

A

• Two sounds with the same manner and placement of production
• The voiced sound is produced using the vocal cords; the unvoiced is produced without the use of the vocal cords
p/b s/z/ f/v t/d ch/j k/g

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are Phonemes?

A

Smallest unit of sound which changes one word to another.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the definition of Phonics?

A

A reading method that stresses letter/sound relationships between reading
and spelling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What is Phonology?

A

The rule system by which phoneme sounds are sequenced and uttered to make words. For examples, English words do not end in v. /sw/ is an acceptable consonant blend, but /gf/ and /sj/ are not.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is Phonetics?

A

The study of linguistic speech sounds, how they are produced and perceived. For example, to make the sound /f/ you must use your lower lip and upper teeth. There are 40-44 speech that can be spelled over 250 ways.

18
Q

What is Morphology?

A

The study of meaningful units of language (morphemes) and how they are combined in words.

19
Q

What are morphemes?

A

A single unit of meaning. This includes prefixes, suffixes, and roots/bases. For example : er = “one who” as in “teacher” is “one who teaches”

20
Q

Root vs. Base

A

A base can stand alone as a word itself, whereas a root cannot.

21
Q

What is Syntax?

A

The rule system governing sentence formation. For example, adjectives have a specific order in English: quantity or number, quality or opinion, size, age, shape, color, proper adjective, noun.

22
Q

What is Semantics?

A

The study of words and phrase meaning, including idioms, figurative language, antonyms and synonyms.

23
Q

What is Orthography?

A

Spelling or writing systems connected to oral language. The letters give you information, for example pear has a different meaning than pair.

24
Q

What is Schwa?

A
  • reduced or condensed vowel sound; often in the unaccented syllable
  • Most commonly heard vowel sound in spoken English
  • source of many spelling difficulties
    Banana Closet Again Celebrate
25
Q

Evolution of English

A

Anglo Saxon : Short, common, everyday words
Latin: Technical words in literature & textbooks.
Affixes added to roots
Greek: Specialized words in science; combining
forms compounded

26
Q

What are two types of assessments?

A
  1. Formative- to inform instruction and planning (Ticket out the door)
  2. Summative- to measure learning outcomes (EOG s)
27
Q

What is progress monitoring?

A

Determines if a student needs more or less intensive interventions. Is the intervention working? if not, what needs to change?

28
Q

What is a comprehensive assessment system?

A

Include: Screening, Diagnostic, Progress Monitoring & Summative Assessments.
Definitions
Examples and purpose of each

29
Q

What is Orthographic Mapping?

A

 Orthographic Mapping refers to the process readers use to store written words for immediate and effortless retrieval. It is the means by which readers turn unfamiliar written words into familiar and instantly recognizable sight words, with no sounding out or guessing

30
Q

What is Grapho-Phonemic Awareness?

A

The understanding that written words are composed of patterns of letters that represent the sounds of spoken words

31
Q

What is sound phonemic awareness?

A

Awareness that words are made up of separate sounds and the ability to separate sounds, identify them, and manipulate them.

This includes identifying, segmenting, blending, and manipulation activities.

32
Q

What is Syllable Awareness?

A

This is the ability to recognize syllables within words.
This can be taught with clapping, counting chin drops, or working with compound words.
This skill also includes breaking a word into onset and rime. For example: str-eet, pillar,
pl-ump, n-otice, s-ight, tr-ee

33
Q

What is Word Awareness?

A

Most basic phonological awareness skill- the knowledge that sentences consist of words and that these words can be manipulated
This is easy to develop and remediate with things like pointing when you read to build one-to-one correspondence; rhyming also builds this.

34
Q

What is phonological awareness?

A

Awareness that continuous streams of sound are made up of individual sounds at three levels: the word, syllable, and sound levels, even if they are co-articulated.
A precursor to phonics which is built through oral language activities (like rhyming) and reading and can be practiced in the dark
Identification-isolation of a sound
Segmentation- identify and break apart
  blending-put together sounds
Manipulation- changing a sound, removing etc. requires the other three skills and is most difficult.

35
Q

What is Phonological Awareness?

A

• Awareness that continuous streams of sound are made up of individual sounds at
three levels: the word, syllable, and sound levels, even if they are co-articulated.

• A precursor to phonics which is built through oral language activities (like rhyming)
and reading and can be practiced in the dark
• Identification-isolation of a sound
• Segmentation- identify and break apart
• lending-put together sounds
• Manipulation- changing a sound, removing etc. requires the other three skills and is
most difficult.

36
Q

What is Word Awareness?

A

• Most basic phonological awareness skill- the knowledge that sentences consist of
words and that these words can be manipulated.
• This is easy to develop and remediate with things like pointing when you read to build
one-to-one correspondence; rhyming also builds this.

37
Q

What is Syllable Awareness?

A

• This is the ability to recognize syllables within words.
• This can be taught with clapping, counting chin drops, or working with compound
words.

• This skill also includes breaking a word into onset and rime. For example: str-eet, p-
illar, pl-ump, n-otice, s-ight, tr-ee

38
Q

What are the six syllable types?

A

• hat syllable type does:
C- L- O- V- E- R stand for=
• definitions of each syllable type
• Ability to identify number of syllables
in a word
• understanding of marking up of syllables
• Provide an example of each syllable type
• Steps to explicit instruction on syllable types
• The why behind teaching syllable types

39
Q

What does CLOVER stand for?

A 
Closed
Consonant le 
Open
Vowel Team
Vowel Consonant e
R Controlled
40
Q

What is Fluency?

A

• Fluency is the ability to use punctuation and other cues to read smoothly and easily,
with proper speed, accuracy and phrasing. efinitions / Examples /

nowledge of:

• Accuracy
• Automaticity
• Prosody
• difference between frustrational, Instructional, and Independent reading levels
• Ability to answer: hat is reading fluency= ow does fluency impact reading
• what information can the Hasbrouck M Tindal norm chart provide other than
fluency rates why do we look at the 5Oth percentile

41
Q

What is Vocabulary?

A
  • Understanding of how a child acquires vocabulary
  • PreK oral language / Interactions with peers/ parents

•
-2: Mostly oral / exposure to read alouds and printed text
• 3rd grade and on: Exposure to words in print/ reading
• difference with Shallow deep word knowledge
• understanding of Tier 1, Tier 2 and Tier 3 Vocabulary
• lexicon: our memory of word meaning; The part of long term memory devoted to
word knowledge
• Components of 4 part vocabulary lesson/program

42
Q

What is Comprehension?

A

• Gough M Tunmer: The Simple View of reading supports that reading comprehension

is a product of word recognition and language comprehension
• Surface code: Explicitly stated in text: ho, hat, hen, here
• Text base: Individual ideas, including inferences, from the text
• Mental Model/ Situation Model: mental representation that is created from
information in the real, or an imagined, world H i.e. a gist representation of what the
comprehender has read (or heard, or seen.
Provide Explicit Comprehension Instruction / se of outlines

Reading Research to Classroom Practice (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions