Brainscape's Knowledge GenomeTM

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


See full index

Reading Endorsement > Foundations of Literacy > Flashcards

Foundations of Literacy Flashcards

1
Q
  1. Introduction
A

Ellen Stone 801-556-6401
Glassette 661-9595
Canvas https://canyons.instructure.com/courses/832925
Monday Night class is at Silver Mesa Elementary
Missing one class is okay. Won’t loose grade

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q
  1. Assignments
A
  1. Atendance and Participation 25 poitns
  2. Written Response in class 25 points
  3. Week Class Discussion online 25 PTS.
  4. Issues and Perspective 125 PTS
    b. history 145pts.
    c. Research to practice 100pts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q
  1. 1st Class 1
A

Historical perspectives on reading.
Reading levels 8th grade
Data Dashboard 45% 8th graders below basic
It is never too late to learn.
You have to go back to where the problem is.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q
  1. 1st class reading
A

Reading is not natural
Differences between a cell phone conversation.
Reading Speaking is Natural
Language is hardwired into the brain.
All babies babble the same language.
Human Brains are not evolved to accept language.
14% of Adult population are below now 29%
13% are proficient in college level classes.
Oral language is a foundation skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q
  1. 1st week Vocabulary
A 
Speech sounds phonology
Vocabulary Semantics
Sentence Structure Syntax
Paragraphs and discource structure
Overall context for use 
Discource longer segments
Pragmatics use in social context
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q
  1. Zone of proximal
A

Zone or proximal development
Written and spoken language are different.
Teach Directly and systematically.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q
  1. Types of writing systems
A 
Logographic symbols direct meaning
Syllabic Vowels
Alphabetic using alphabet
Transparent: clear phonic system
English is a deep language.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q
  1. What the brain does when it reads
A

Eye movements
4 parts processing model
Reiner and Polatzic

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q
  1. Vocabulary for reading
A

Fixation stopping to process text
Saccades eye jumps ahead
Foveal View what your eye sees.

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

Background

A

Fixations last 1/4 second 5-7 characters

Vocabulary is huge in the background of students and learning.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q
  1. What do proficient readers do as they read?
A 
Scan print effortlessly
Extract meaning
Make connections
Sounds syllables
Adapts when something is not clear
Schema or mental model
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q
  1. Two domains and five essential components
A

Printed Word recognition Language Comprehension
Phoneme awareness smallest unit of sound
Phonics
Fluency
Vocabulary
Reading Comprehension
Now writting oral language and listenning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q
  1. Areas of the brain
A

Speech sound awareness
Language Comprehension Context
Sound Symbol Angular gyrus
Letter and letter patter recognition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q
  1. Four part processing
A

Phonological processor Listening Speaking
Orthographic read write phonics is bridge
Meaning Processor
Context Processor

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

Beginners use more brain power to decode. As fluency increases it passes these areas more.
Longitudinal studies back up the percent of effort shows.
Cognitive space is limited.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q
  1. Stages of Reading Devlopement Chall
A 
Chall Theory
Prereading
Initial Early later phonetic
Confirmation and fluency
Reading to learn
Multiple points of view
Construction reconstruction
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q
  1. Ehri’s Phases of word-reading development
A

Incidental
Letter Phoneme
Sight word phoneme phoneme
Fluency 120 CWPM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q
  1. Scarborough’s Rope Model
A 
Background Knowledge
Vocabulary
Language Structure
Verbal Reasoning
Literacy Knowledge
Phonological Awareness
Decoding
Sight Recognition
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q
  1. 2nd Week Review
A

Phonemic Awareness issues and Perspectives.
You are presenting next week 12 to 15 minutes.
meaning
Review the big points from last week.
Discussion adopting a new reading programs. Reading Street in elementary.
Fidelity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q
  1. What we have learned.
A

Spending 5 minutes a day on phonemic awareness. National reading panel.
Scientifically based programs replicatable, implement, control group, broadly applied.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q
  1. Group presentation
A

Going through the big five per the put reading first.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q
  1. Phonemic Awareness
A

Phonemic awareness is
• the ability to hear, identify, and manipulate individual sounds—phonemes— in spoken words.
Phonemic awareness is important because
• it improves children’s word reading and reading comprehension.
• it helps children learn to spell.
Phonemic awareness can be developed through a number of activities, including asking children to
• identify phonemes,
• categorize phonemes,
• blend phonemes to form words,
• segment words into phonemes,
• delete or add phonemes to form new words, and
• substitute phenomes to make new words.
Phonemic awareness instruction is most effective
• when children are taught to manipulate phonemes by using the letters of
the alphabet.
• when instruction focuses on only one or two rather than several types of
phoneme manipulation.

23
Q
  1. Phonics
A

Phonics instruction
• helps children learn the relationships between the letters of written language and the sounds of spoken language.
Phonics instruction is important because
• it leads to an understanding of the alphabetic principle—the systematic and predictable relationships between written letters and spoken sounds.
Programs of phonics instruction are effective when they are
• systematic—the plan of instruction includes a carefully selected set of
letter-sound relationships that are organized into a logical sequence.
• explicit—the programs provide teachers with precise directions for the
teaching of these relationships.
Effective phonics programs provide
• ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.
Systematic and explicit phonics instruction
• significantly improves children’s word recognition, spelling, and reading comprehension.
• is most effective when it begins in kindergarten or first grade.

24
Q
  1. Fluency
A

Fluency is
• the ability to read a text accurately and quickly.
Fluency is important because
• it frees students to understand what they read.
Reading fluency can be developed
• by modeling fluent reading by having students engage in repeated oral reading.
Monitoring student progress in reading fluency
• is useful in evaluating instruction, and setting instructional goals can be motivating to students.

25
Q
  1. Vocabulary
A

Vocabulary refers to
• the words we must know to communicate effectively.
• oral vocabulary refers to words that we use in speaking or recognize in
listening.
• reading vocabulary refers to words we recognize or use in print.
Vocabulary is important because
• beginning readers use their oral vocabulary to make sense of the words they see in print.
• readers must know what most of the words mean before they can understand what they are reading.
Vocabulary can be developed
• indirectly, when students engage daily in oral language, listen to adults
read to them, and read extensively on their own.
• directly, when students are explicitly taught both individual words and
word-learning strategies.

26
Q
  1. Comprehension
A 
Text comprehension is important because
• comprehension is the reason for reading.
Text comprehension is
• purposeful.
• active.
Text comprehension can be developed
• by teaching comprehension strategies.
Text comprehension strategies can be taught
• through explicit instruction.
• through cooperative learning.
• by helping readers use strategies flexibly and in combination.

27
Q
  1. Scientifically sound programs are
A

Replicable
Large groups
Peer reviewed

28
Q
  1. What do you use to make choices in your classroom.
A

It was bought for me.

My mentors gave it to me.

29
Q
  1. Quantitative versus Quantitative
A

Quantity vs. Quality Quality is more anecdotal but we need to look anecdotally at data driven results.
Quantity is related to data and scientific. Focusing on one piece.

30
Q
  1. National Reading Panel Effect Size
A

100,000 studies

Effect Size The Highest is Class expectation

31
Q
  1. RTI
A

Response to intervention inverse pyramid

32
Q
  1. Big Ideas
A

Research Poor readers we know how to teach most students. 90% reading book washington

33
Q
  1. 90%
A

The 90% Reading Goal Kenniwick

34
Q
  1. 9-24-13 Canvas weekly
A

Fluency levels do not indicate disabilities in PA.

35
Q
  1. Phonemic awareness Ben Simmons
A 
Phonemic Assessment Music Assessment is also a means of.  There are 75 phonemes in the definition of phoneme. The alphabetic principal.  Letters represent sound.  Regular ways the letters represent sound.  It makes it possible to sound out words.  
Assessment Sound Categorization test.
Auditory Analysis test Compound without word.
Phonemic reversal
Elision Segmenting Blending words
Pitch production and phonemic awareness.
Scatter plot graph.
Pitch perception test.
36
Q
  1. Phonemic Awareness Dodds
A

Intervention classes in the school. Treatment group and a non treatment group.
Reading process.
ELL

37
Q
  1. Section 1. Phon words
A

th voiced voiceless voice vibration

38
Q
  1. Janet Allen
A

Researcher presenter the gross of the grossest.

39
Q
  1. 3rd grade
A

Give a mouse a cookie.

40
Q
  1. Retrieval Problems solution
A

write down cues
Use visual prompts graphic organizers
Choice questison
prime with first sounds

41
Q
  1. Phonemic Awareness
A

Students are Mastering the phonics but they are having trouble with Phonemic Awareness.

42
Q
  1. Decoding How to Dn Olds
A

Decoding Broader decoding can be taught to middle school students. How do we teach it? Explicitely. Word parts. Rewards based.

43
Q
  1. Teaching Decoding
A

Most strategies revolve around teaching vowels consonants syllabification.

44
Q
  1. Jeane Chall
A

Scripted Phonics program. 1967 Jeanne Chall
Learning to read the great debate. A lot of research that was completed was “narrative” research.
Resisting reading mandates: how to triumph with truth.

45
Q
  1. What are the best predictors of later Reading achievement?
A

3rd Grade Vocabulary letter-naming speed nonsense word reading speech sound blending segmentation

46
Q
  1. Alphabetic principal
A

letters represent sound

47
Q
  1. Phonics
A

Sound symbol mapping phoneme and grapheme. Skill that is needed in this world.
Phonics is not a complete program. You have to develop the four processors.

48
Q
  1. Hourglass
A 
The hourglass progression of phonics instruction
sentences)
(words)
*syllables
*onset-rime
*phonemes
1:1
Phonological Awareness
Orthography
Instructional 
Progression
Teach letter names
digraphs
trigraphs
vowel teams
blends
word families
inflections
syllable types
morphemes
roots/affixes
word origin
49
Q
  1. Advanced phonics
A

Advanced phonics: Language of origin, grapheme, phoneme grapheme position, letter order, meaning morphology.

50
Q
  1. Syllable Types
A

Closed, Consonant, Open, Vowel Combination, Silend E, R controlled

51
Q
  1. Morphology
A

Meaningful part of the word:

52
Q
  1. Bob
A

Good for learning to read.

53
Q
  1. Screening
A

Dynamic indicators of Basic early Literacy Skills
Nonsense word fluency
Aimsweb

Reading Endorsement (9 decks)

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