Glossary Flashcards
(219 cards)
1
Q
ABC Books
A
Books organised by the 26 letters of the English language
2
Q
Academic Language
A
Words used in schools, which can be technical or nontechnical
3
Q
Accuracy
A
The ability to produce words correctly
4
Q
Advanced Learners
A
Children performing at (or with the potential to perform at) a high level of achievement - at least one grade above their actual grade
5
Q
Affix
A
Prefix and suffix, a morpheme that is not a word alone
6
Q
Alphabetic Principle
A
Speech sounds are represented by letters
7
Q
Analytic Phonics
A
Whole to part phonics instruction
8
Q
Antonym Contextual Clue
A
Using the opposite word as a clue for the meaning of the target word e.g. I can’t make it complex, I need to keep it simple
9
Q
Antonyms
A
Two words with opposite meanings
10
Q
Auditorily Similar Letters
A
Letters that sound alike e.g. p and d
11
Q
Author Studies
A
Instructional format focused on an author
12
Q
Automaticity
A
Reader reading automatically, with swift and accurate word identification, no pauses (goal of reading)
13
Q
Automaticity Theory
A
Reading requires:
1. decode words
2. understand the meaning
If a reader is preoccupied with decoding words, they won’t get the meaning
14
Q
Background Knowledge
A
All a person knows about a topic. In nonfiction, limited background knowledge affects comprehension
15
Q
Balanced Instructional Program in Reading
A
A reading program:
- Set of instructional materials (including assessments)
- Reading skills and strategies students are expected to master
- Instructional strategies to teach those skills/strategies
Two definitions of Balanced Instructional Program
- Mixture of direct instruction with actual opportunities to read
- A program that emphasises different skills/strats depending on grade level
16
Q
Basal Reading Programs
A
Commercially produced package to teach children how to read, based on graduated set of reading texts - primary resource to teach reading in the US
17
Q
Blends
A
Two or three letter combinations of consonants pronounced rapidly e.g. the bl in blend
18
Q
Book Club
A
Children read the same book at the same pace to discuss, participate in related activities
19
Q
Book-Handling Skills
A
Concepts About Print: how to hold a book, turn pages, where the story starts
20
Q
Bound Morpheme
A
A prefix or suffix that exists only as part of a word e.g. pre in pretest
21
Q
Cause and Effect
A
Phenomenon results from phenomenon, most common expository text structure in elementary science / social studies
22
Q
Character
A
The ‘who’ of a story
23
Q
Closed Syllable
A
Syllable that ends in a consonant e.g. bag
24
Q
Close Reading
A
In-Depth Reading
25
Cognates
Two words from different languages with similar spelling and meanings e.g. artist/artista
26
Comparison/Contrast
Similarities and differences between two things, common structure used in elementary science / social studies
27
Complex Sentence
An independent clause and a dependent clause linked by a subordinator or relative pronoun
28
Compound Sentence
Two independent clauses, with two sets of subjects and verbs, joined by coordinators
29
Comprehension
Understanding the text
1. Literal Comprehension
2. Inferential Comprehension
3. Evaluative Comprehension
30
Comprehensive Reading Program
All grade standards are covered, with no one area emphasised
31
Concepts About Print
1. Awareness of the relationship between spoken and written English (print carries meaning)
2. Letter, word and sentence representation
3. Directionality of print (English left to right) and the ability to track print
4. Book handling skills
These are key in kindergarten
32
Concepts About Print Test
Widely used test developed by New Zealand educator Marie Clay
33
Concrete Examples
Realia, using real things as examples
34
Consonants
Speech sounds that occur when the airflow is obstructed in some way by our mouth, teeth or lips
35
Contemporary Realistic Fiction
Genre of literature devoid of fantasy that take place in the time the author wrote the story (no elves, no Victorians)
36
Content-Area Literacy
Reading and writing while learning a content-area -- connected to expository texts e.g. social studies, science, mathematics, health and the study of the arts
37
Context Clues
Words and phrases surrounding a target word that the reader can use to understand the word. Also called contextual clues.
Part of contextual analysis
38
Contextual Analysis
```
Strategy used to identify a word or its meaning using context clues:
1. definition
2. synonym
3. antonym
4. example
Upper elementary and middle school
```
39
Conventional Stage of Spelling Development
5th and final stage of spelling development. Almost all words spelled correctly, only those with irregular spelling or difficult words from content areas misspelled
40
Coordinators
Words that join independent clauses to form compound sentences e.g. for, and, nor, but, or, yet, so (FANBOYS)
41
Data Retrieval Chart
A chart prepared by the teacher and completed by the student after reading an expository text
42
Decodable Text
Texts that use many single syllable words with regular spellings e.g. Dan has a red fan. Preprimer, primer and first grade texts rely on this, very important for beginning reading instruction
43
Definition Contextual Clue
The author provides the meaning for the target word in the sentence e.g. they were heretics, believing what was forbidden by God
44
Dependent Clause
A phrase with a subject and a verb, but it is not a complete thought e.g. unless Matt helps
45
Description
Expository text structure in which the author lists features or characteristics of something to express what it is like
46
Differentiated Instruction
Teaching in a way that recognises the individual differences in learners and:
1. making adjustments
or
2. designing unique lessons for individuals or groups
47
Digraphs
Two-letter combinations with one sound e.g. ph in phone or oa in boat. Can be difficult for young learners, digraphs follow sound-symbol relationship instruction
48
Diphthongs
Glided sounds made by vowel combinations. When pronouncing them, the tongue starts in one position and rapidly shifts to another e.g. oi, oy, ou. Can be difficult for young learners, diphthongs follow sound-symbol relationship instruction
49
Direct, Explicit Instruction
Teacher directed and have a clearly stated objective (reading skill or strat)
50
Directionality and Tracking of Print
Concepts About Print: text goes left to right, top to bottom
51
Domain-Specific Academic Language
Technical Academic Language
52
English Learners
EL - has a native language other than English and does not have the same proficiency in English as others in their grade level
53
Entry-Level Assessments
Pre-Assessment for reading
54
Environmental Print
Printed text people encounter in the wild e.g. signs, candy wrappers etc. Can be used in beginning instruction
55
Etymology
Origin and development of words, upper elementary examines a lot of Greek and Latin roots
56
Evaluative Comprehension
The ability of the reader to make judgments about what has been read. Evaluative questions have answers that are not in the text, the reader makes the call e.g. was what the character did right or wrong?
57
Example Contextual Clue
The author gives samples of a group to explain a target word e.g. Mammals, such as dogs, cats, cows and humans.
58
Expository Text
A text that provides information rather than tell a story, also called information-based texts or nonfiction
59
Figurative Language
Words or phrases used in a nonliteral way e.g. hyperbole, metaphor, personification or simile
60
Fluency
Reading with appropriate accuracy, rate and prosody
61
Folktales
Traditional Literature
62
Foreshadowing
The author hints about what's coming
63
Free Morpheme
A morpheme that is a word e.g. test, hate, I, this
64
Frustration Reading Level
Learner cannot read or understand the text even with assistance. The reader cannot achieve 90% accuracy or answer 60% of the comprehension questions
65
General Academic Language
Nontechnical Academic Language
66
Genre
Category of literature e.g. traditional literature, modern fantasy, high fantasy, science fiction, contemporary realistic fiction, historical fiction, biography, information books and poetry
67
Graded Reading Passages
Set of texts 50-100 words from preprimer to 8th grade, used to determine:
1. Student's instructional, independent and frustration reading levels
2. Areas of reading strength and need
68
Graphic Features
Nonprose items usually in expository texts e.g. charts, maps, diagrams and illustrations. Can be used for comprehension
69
Grapheme
The smallest written unit in a language (in English 26 letters of the alphabet)
70
Graphic Organiser
Structured overview - a chart or diagram prepared by the teacher and presented to students before they read the text. It summarises the main points
71
Graphophonemic Error
Sound-symbol error made when reader reads aloud e.g. reading father rather than feather. The reader isn't using the meaning of the text to make a guess at an unknown word, instead using sound-symbol relationship to make a guess
72
Guided Practice
Students work on their own under the close supervision of the teacher. Also called: structured practice
73
High Fantasy
Elves and shit: They play with the laws of nature and it's set wholly or partly in a fantasy world, struggle between good and evil or hero on a quest (e.g. Harry Potter)
74
High-Frequency Words
Words that appear most often in English e.g. Fry's New Instant Word List, 300 most common words (the is #1)
75
Historical Fiction
Genre: stories set in the past
76
Homographs
Two words with the same spelling but different pronunciation e.g. cool wind, wind the clock
77
Homophones
Two words with the same pronunciation but different spellings e.g. Sunday and sundae
78
Hyperbole
Figurative language: an exaggerated comparison
79
Idiom
A phrase with a meaning different from the literal meaning e.g. raining cats and dogs. These are very difficult for nonnative speakers
80
I + I Strategy
i - interest: books the student would be interested in
+
i - independent: books of this type in the student's independent reading level
81
Imagery
Words that appeal to the five senses e.g. a dark forest: rotting, silent, dark
82
Independent Clauses
Simple Sentences
83
Independent Reading Level
What a reader can read without assistance. Must be able to reach 95% accuracy and answer 90% of the comprehension questions
84
In-Depth Reading
Close reading: slowing down to focus/reread a portion of text, either to gather evidence or because the text is complex
85
Individualized Education Program (IEP)
Required by federal law IDEA (Individuals with Disabilities Education Act), stating the objectives for a learner and the interventions should receive to be successful in school
86
Inferential Comprehension
Ability of the reader to interpret the text to find answers not explicitly stated (read between the lines), including the main idea (if not said), comparisons and predictions
87
Informal Reading Inventory (IRI)
Reading assessments administered individually using graded reading passages of 50-100 words, which typically identify:
1. frustration, instruction and independent reading levels
2. areas of reading strength and need
3. level of interest in reading / preferences
88
Instructional Conversations
Format for discussion among students who have all read the same text, used to develop comprehension skills (especially ELs)
89
Instructional Reading Level
What a reader can read with assistance, 90% accuracy and 60% of comprehension questions
90
Interest Inventory
Student survey on reading behaviour, including attitude to reading and interests, used to help select books they are motivated to read
91
Irony
Stylistic device, in which what the character says or does is incongruous with the reality of the situation. Dramatic irony: when the reader knows something the character does not e.g. No one is more trustworthy than Judas!
92
Irregular Spelling
Words that don't follow the usual sound-symbol relationships, also called phonetically irregular words e.g. love. Must be taught as sight words
93
Kinesthetic Methods
Tactile and Kinesthetic Methods
94
KWL Chart
K: Know
W: Wonder
L: Learned
Helps to activate the background knowledge of a topic and review afterwards (L), aiding in comprehension
95
Language Experience Approach (LEA)
Student dictates to teacher a recollection of personal experience, teacher writes it down verbatim - used with beginning readers and ELs`
96
L-Controlled Vowels
Vowels that are neither long or short e.g. a in chalk, i in milk and u in bull
97
Letter Formation
Write the letter legibly
98
Letter Naming
Correctly say the letter name when pointed out
99
Letter Recognition
Correctly point to the letter when the teacher says the name
100
Literacy Coach
Reading Coach
101
Literal Comprehension
Reader understands the surface meaning of the text. Reader can find the answers in the text, sometimes called 'text dependent questions' e.g. sequence of events or recall details
102
Literary
Related to literature
103
Literary Elements
Components of a story: character, plot, setting, mood, theme, style. Can be used to create templates for instructional purposes
104
Literature Circle
Book club, but the students chose the text
105
Literature Journals
Document maintained by the student showing what they have read, also called reading logs
106
Matthew Effect
The rich grow richer and the poor, poorer - achievement gap always widens with time. Reading is a chore for struggling readers, they lack practice and don't improve
107
Meaning Vocabulary
Words students understand when reading (understanding is many layered, continuous across all grades)
108
Metaphor
Figurative language: implied comparison, no use of 'like' 'as' or 'than' e.g. the road is a river of moonlight
109
Miscue Analysis
Teacher examines errors to find areas of strength and need e.g. Fred struggles with CVCe words
110
Modern Fantasy
Genre: laws of nature bent, set when the author wrote it
111
Monitoring of Progress Assessments
Progress monitoring assessments: Assessment across a series of lessons to determine who is making expected progress towards a reading standard, skill or strat
112
Mood
Literary element: how does the author want you to feel (happy, sad, scared etc)
113
Morpheme
Smallest unit of meaning, some words and all affixes
114
Morphemic Analysis
Structural Analysis
115
Morphology
Study of word formation, defining and categorising morphemes
116
Multisensory Techniques
Approach to writing, spelling and phonics that use visual, auditory, kinesthetic, tactile or imagery tools - helps struggling students
117
Narrative Texts
Text that tells a story, fiction or nonfiction (e.g. biography)
118
Nontechnical Academic Language
Words/phrases that appear in several disciplines e.g. theory, hypothesis, analysis, synthesis. Sometimes called general academic language
119
Onsets and Rimes
Occur in a single syllable.
Onset: initial consonant or blend
Rime: Vowel sound and any consonants that follow
e.g. kickball: k-ick | b-all
120
Open Syllable
A syllable that ends in a vowel e.g. resign re- or the word be
121
Organizational/Explanatory Features
Standard sections of expository texts including: table of contents, index, glossary. They help the reader understand the text
122
Orthographic Knowledge
Orthography = spelling, what a person knows about spelling
123
Part-to-Whole Phonics Instruction
Synthetic Phonics: present the graphemes that represent target sound, then present words with the target sounds. Then words are placed in a sentence
124
Percentile Scores
Converting a raw score to a percentage, then comparing the result to other students who have taken the same test (norming group). A score of 90% means the student has scored higher than 90% of the norming group
125
Personification
Human attributes to non-human things e.g. the wind laughed
126
Phoneme
The smallest units of sound in speech
127
Phonemic Awareness
Able to distinguish different phonemes in a spoken word, an important part of reading instruction
128
Phonetically Irregular Word
Pronunciation does not match sound-symbol generalisations e.g. of, the. Must be taught as sight words
129
Phonetic Spelling
1. Invented spellings by new writers representing an evolving knowledge of sound-symbol relationships (e.g. fone, elefant)
2. Phonetic Alphabet, used in dictionaries
130
Phonetic Stage of Spelling Development
Stage 3: Invented spellings by new writers representing an evolving knowledge of sound-symbol relationships (e.g. fone, elefant)
131
Phonics
Making the correct association between sounds and letters e.g. /k/ in car and /s/ in civil
132
Phonograms
Rimes with the same orthography e.g. cat, rat, sat -at
133
Phonological Awareness
Knowledge that oral English is composed of smaller units
1. Phonemic Awareness
2. Word Awareness
3. Syllabic Awareness
134
Picture Walk
Prereading Activity - look at the text's illustrations to teach vocabulary or activate background knowledge
135
Pitch
Highness or Lowness of the pronunciation of a sound
136
Plot
Literary element: Sequence of events in a story, usually chronological (though may have flashbacks or forwards)
137
Precommunicative Stage of Spelling Development
Stage 1: Writing shows no understanding that letters represent sounds
138
Prefix
Affix before the root, like non- in nonsense
139
PreP
The Prereading Plan - used to activate a student's background knowledge (and demonstrates a stunning lack of LGBTQIA+ background knowledge for whoever coined it)
1. Associations: what do you think of when I say dicks?
2. Reflections on the associations: What made you think of lube?
3. Organising associations: Do any of you have new or different thoughts about dicks?
140
Preprimer and Primer
Reading levels in Kindergarten, the easiest to read, with few words and short sentences. Afterwards, the grade is the level (1, 2, 3 etc)
141
Problem and Solution
Expository text structure e.g. repeated flooding stopped by constructing dikes
142
Progress-Monitoring Assessments
Monitoring of Progress Assessments
143
Prosody
Element of Fluency: reading with appropriate expression, emphasis, variation in pitch and pauses
144
Question-Answer Relationship (QAR)
1. Right There
2. Think and Search
3. Author and You
4. On My Own
QAR is used in comprehension lessons based on the Question Classification / Answer Verification process
145
Question Classification / Answer Verification
Comprehension building strategy used to help students answer varying types of comprehension questions (esp. inference and evaluation). Students classify the question before answering, then verify the answer
146
Rate
Element of fluency: the speed someone reads. Can't be too fast or slow
147
R-Controlled Vowels
Vowel sounds that aren't long or short e.g. a in car, i in girl, o in for, u in hurt. Hard for learners to pronounce
148
Readability
Reading Level
149
Reading Coach
A teacher with advanced training in reading instruction who supports the classroom teacher. They hold (in CA) Reading and Literacy Instructional Leadership Specialist Credential or the Reading and Literary Added Authorization
150
Reading Level
Preprimer - 12th grade, assigned by formula usually examining word size and length of sentences
151
Reciprocal Teaching
Gradual Release of Responsibility model: strategies for predicting, generating questions, clarifying and summarising
The lesson focuses on one strategy, teacher models how to use it, uses it collaboratively with students, students have guided practice, then use it independently
152
Reference Texts
Encyclopedias, almanacs, thesauruses, atlases and dictionaries (mostly found online these days)
153
Reliability
The degree to which an assessment yields consistent results
154
Root Words
Words that can have prefix or suffix added to them e.g. like: unlike, likely. unlikely
155
Scaffold
Assistance or guidance, usually temporary, given by a teacher to help a student complete a task
156
Scanning
Rapid reading to find specific information. Reader looks for key words to lead to the information they want
157
Science Fiction
Genre: type of fantasy with some form of new or futuristic technology
158
Section 504 Plan
An IEP for a child with a disability, but no one which requires an IEP. 504 Plans have a broader definition of disability and also include interventions
159
Semantic Error
A category of oral reading error in which the student substitutes a synonym for the target word e.g. saying 'dad' instead of 'father'. Shows they understand the meaning, but aren't applying phonics
160
Semantic Maps
A diagram that shows relationships among words, with the conceptual word in the centre and satellite bubbles e.g. mammals in centre; dog, cat, human in the bubbles
161
Semiphonetic Stage of Spelling Development
2nd Stage: An attempt is made to use letters to represent sounds, but they are shit at it (wrong letters for sounds, or missing letters) e.g. baa for banana
162
Sequence
Expository text structure: author lists items in numerical or chronological order
163
Setting
The time and place of a story. Can be a backdrop (not important to the story) or integral (could not have taken place in another time or place)
164
Shared Book Experience
Teacher reads a big ass book to the students. This can: increase interest in books, develop concepts about print, or teach word identification
165
Sight Vocabulary
All the words a student can pronounce correctly
166
Sight Words
Words taught as a complete unit, to be memorised 'on sight'. These include:
i. High frequency words e.g. the, as, of
ii. Irregular spellings e.g. dove, great
iii. Words that interest students (dinosaur, Burger King)
iv. Words from content-area lessons like science (butterfly, insect)
167
Simile
Figurative language: stated comparison of two things, linked with words like, as or than
168
Simple Sentence
One subject and one verb e.g. Fred eats all the spaghetti. Can also be an independent clause
169
Skill
Something a reader does automatically without thinking e.g. decoding boat, the reader knows 'oa' is a long 'o' sound
170
Skimming
Fast reading, to review or preview
171
Sound Blending
Phonemic Awareness Task: When a student blends the separate sounds of a single syllable into the correct pronunciation e.g. /b/ /a/ /t/ into bat
172
Sound Deletion
Phonemic Awareness Task: Recognising that by removing a sound from a word, a new word is created e.g. taking /b/ from block becomes lock
173
Sound Identity
Phonemic Awareness Task: Student identifies the sound shared by a set of words with no other shared sounds e.g. lake, light, low -- /l/
174
Sound Isolation
Phonemic Awareness Task: Student is given a word and identifies the sound in the beginning, middle or end e.g. what's the first sound in cake? /k/
175
Sound Segmentation
Phonemic Awareness Task: Student identifies in order each sound in a word with two or more sounds e.g. cap /k/ /a/ /p/
176
Sound Substitution
Phonemic Awareness Task: Changing a word by substituting one of the sounds e.g. cat change the /k/ to a /b/
177
Specific Academic Language
Technical Academic Language
178
Standardized Test
Testing format does not vary (except for learning disability), and the test is administered strictly according to the test manual
179
Story Grammar Outline
Outline of a story based on its literary elements, used to build literal comprehension
180
Story Map
Visual representation of the plot of a story, used to develop literal comprehension
181
Strategy (Comprehension)
Used by readers to aid comprehension of a text: visualising, paraphrasing, clarifying, predicting, generating questions, summarising and adjusting reading rate
182
Strategy (Reading)
Metacognitive Strategies e.g. reference text strategy of skimming or scanning, study strategy of outlining and note taking
183
Structural Analysis
Morphemic Analysis: identifying and recognising words by analysing the prefix, suffix, and root of words. Important in upper elementary
184
Structured Overview
Graphic Organiser
185
Struggling Readers
Someone having difficulty in learning to read, scoring one grade level below their actual grade level on a standardised test
186
Study Guide
Document prepared by a teacher that helps a student comprehend an expository text including a simple list of questions, chart based on text structure, or Three Level Study Guide (literal, inferential and evaluative)
187
Style
Literary element: How a story is written or illustrated.
Writing: use of words or phrases, sentence structure, literary devices (e.g. simile or metaphor)
Illustration: artistic elements of line, colour, texture and shape
188
Subordinators
Links independent and dependent clauses in a complex sentence e.g. although, after, before, because, how, if, once, since, so that, until, unless, when
189
Suffix
An affix at the end of the root e.g. 'ly' in likely
190
Summative Assessment
Assessment at the end of a unit, used to determine whether a student has mastered a reading standard and categorise student performance e.g. exceed, meet or fail
191
Sustained Silent Reading (SSR)
Drop Everything And Read (DEAR): A time during the school day when everyone in a classroom (students and teacher) get to read silently
192
Syllabic Analysis
Identifying and recognising words by analysing syllables, helps students identify multisyllabic words
193
Syllable
Word or part of a word that is pronounced with a single, uninterrupted voice. All syllables have vowels and a single vowel can be syllable (but a single consonant cannot). There are 2,800 syllables in English
194
Symbol
Stylistic device: a person, object, situation or action represents two levels of meaning, one literal and one figurative, which represents a wider meaning e.g. a cross is a method of Roman execution which symbolises atonement
195
Synonym Contextual Clue
The author provides another word with a similar meaning to help the reader understand the target word e.g. it's simplicity itself, an easy undertaking for anyone
196
Synonyms
Two words with similar or same meaning e.g. big and huge
197
Syntactic Error
Reading error: Student has substituted the same part of speech as the target word e.g. instead of reading 'through' they read 'into'. The student understands the meaning of the text but hasn't applied phonics knowledge
198
Syntax
Order of words in a sentence, in English: article, adjective, noun
199
Synthetic Phonics
Part-to-Whole Phonics Instruction
200
Tactile and Kinesthetic Methods
Tactile: touch e.g. using modelling clay to form letters
Kinesthetic: Physical motion e.g. writing in the air with exaggerated gestures
Very helpful to young struggling readers
201
Technical Academic Language
Specific academic language, domain-specific academic language: words or phrases used by a specific discipline e.g. political science: constitutional monarchy, federal republic
202
Test in Context
Assessment in a normal, natural setting e.g. asking a student to write about trick or treating the day after Halloween, then assessing the spelling
203
Test in Isolation
Assessment outside of a normal, natural setting e.g. a traditional spelling test
204
Text
Any printed material with letters or words, from print on a T-shirt to the collective works of Shakespeare
205
Text-Dependent Questions
Literal Comprehension
206
Text Structures
Standard formats of expository texts
1. Cause and effect
2. Problem and solution
3. Comparison/ contrast
4. Sequence
5. Description
207
Theme
Literary element: message of the story, usually a comment on the human condition. Can be stated, but is usually implied e.g. Charlotte's Web - true friendship means sacrifice
208
Think-Alouds
Student orally describe their thought process
209
Traditional Literature
Genre: folktales, origins in oral traditions that have survived to the modern day. Includes: cumulative tales, pourquoi tales, trickster tales, fairy tales, tall tales, fables, and myths
210
Transitional Stage of Spelling Development
4th Stage: student knows most of the sound-symbol relationships and understands common spelling patterns, but mistakes occur with sounds that are represented by several different letter combinations or in words that have many letters e.g. nayborhood instead of neighbourhood
211
Typographical Features
Variations in the standard appearance of print, mainly in expository texts, such as italics, boldface, underlining, and colour coding. Students who understand these features have better comprehension
212
Validity
The degree to which an assessment accurately measures what it claims
213
Visually Similar Letters
Two letters that look alike e.g. b and d
214
Vocabulary
A set of words (duh)
1. Sight Vocabulary - words students can pronounce correctly
2. Meaning Vocabulary - words students understand when reading
215
Vowels
Sounds you can sing and sustain - sound when the air leaving your lungs is vibrated by your voice box and there is clear passage from your voice box to your mouth.
a, e, i, o, u in case you forgot
216
Whole-to-Part Phonics Instruction
Analytic Phonics: teacher presents a sentence, then a word in the sentence, then a target sound-symbol relationship in the target word
217
Word Identification
The ability to accurately read aloud words, does not necessarily mean that the student understands the word e.g. you, when you read French
218
Word Recognition
The ability to connect the word to its meaning e.g. you, when you read Chinese
219
Word Recognition Lists
Assessment Resource: graduated list of words (usually 10) that student is asked to read aloud. Lists starts at preprimer and goes to grade 8. This provides a quick estimate of a student's frustration, instructional and independent levels, which can be adjusted based on their performance in graded reading packages
