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2 - NATIONAL SERVICE TRAINING PROGRAM > LESSON 4 - READING > Flashcards

LESSON 4 - READING Flashcards

1
Q

is defined as a cognitive process that involves decoding symbols to arrive at meaning.

A

READING

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2
Q
  • Reading is an ______ process of constructing meanings of words.
A

active

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3
Q
  • Reading with a _____ helps the reader to direct information towards a goal and focuses their attention.
A

purpose

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4
Q
  • Reading is a ____ that involves recognizing words, leading to the development of comprehension.
A

process

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5
Q

The reading process involves three stages.

A

o Pre-Reading
o During Reading
o After Reading

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6
Q

allows the reader to activate background knowledge, preview the text, and develop a purpose for reading.

A

PRE-READING STAGE

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7
Q

Pre-Reading Stage

A strategy for students to utilize during this stage is to look at the _______ and list all the information that comes to mind about the title.

A

title of the selection

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8
Q

when the reader makes predictions as they read and then confirms or revises the predictions.

A

DURING READING

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9
Q

a double-entry journal enables the reader to write the text from the reading on one side and their personal reaction on the other side.

A

DURING READING

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10
Q

(Google)

to answer questions in writing–either comprehension questions at the end of a chapter or questions handed out by the teacher. Answering such questions is good because they directly relate to the concepts in the reading and require students to put their understanding into words.

A

After Reading

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11
Q
  • the science of speech sounds including especially the history and theory of sound changes in a language or in two or more related languages
A

PHONOLOGY

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12
Q
  • the system of contrastive relationships among the speech sounds that constitute the fundamental components of a language.
A

PHONOLOGY

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13
Q

the ability to be aware of, identify and manipulate phonological units (phonemes) in elements of spoken language such as syllables and words.

A

PHONOLOGICAL AWARENESS

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14
Q
  • Phonological awareness comes from the analysis of the following language elements:
A

o Phonemes
o Dialects and Accents
o Phonotactics

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15
Q

the smallest unit of meaningful sound.

A

PHONEMES

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16
Q
  • Phonemes are the ________ and form the building blocks of speech sounds.
A

basic phonological units

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17
Q
  • Phonemes are _______ represented by a single written symbol.
A

single sounds

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18
Q

People can pronounce sounds in different ways. This can depend on multiple factors, for example:

A

o Social class
o Ethnic group
o Speech or voice disorders
o Education
o Geographical area

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19
Q

variations of the same language spoken by people in particular areas or social groups.

A

 DIALECTS

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20
Q

Dialects differ in _______, _____, and _____. It is important to remember that whilst these factors impact speech, people can have different dialects and speak the same language.

A

pronunciation, grammatical patterns, and vocabulary.

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21
Q

have developed because of regional phonological differences. Sometimes these are based on the pronunciation of words by non-native speakers.

A

 ACCENTS

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22
Q
  • Within phonotactics, we can look at _____
A

syllables.

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23
Q

a phonological unit that involves one or more phonemes.

_____can show us how phonemes appear in particular sequences.

A

Syllables

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24
Q

STAGES OF READING DEVELOPMENT

A
  1. Emergent pre-reader
  2. Novice reader
  3. Decoding reader
  4. Fluent, comprehending reader
  5. Expert reader
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25
Q
  • Typically, between 6 months to 6 years old
A

EMERGENT PRE-READER

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26
Q

when children show an interest in reading and voluntarily pick up a book. They need exposure to quality and entertaining literature. Our job is to encourage this interest and develop it into a love of books and reading.

A

EMERGENT PRE-READER

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27
Q
  • During the _____ of the reading development process children sample and learn from a full range of multiple sounds, words, concepts, images, stories, exposure to print, literacy materials, and just plain talk during the first five years of life.
A

initial phase

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28
Q
  • By the end of this stage, the child “pretends” to read, can - over time - retell a story when looking at pages of book previously read to him/her, can names letters of alphabet; can recognizes some signs; can prints own name; and plays with books, pencils and paper.
A

EMERGENT PRE-READER

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29
Q

EMERGENT PRE-READER

The child acquires skills by being _____ read to by an adult (or older child) who responds to the child’s questions and who warmly appreciates the child’s interest in books and reading.

A

dialogically

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30
Q

The child understand thousands of words they hear by age 6 but can read few if any of them.

A

EMERGENT PRE-READER

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31
Q

o understanding print has meaning

A

EMERGENT PRE-READER

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32
Q

o familiar with handling books

A

EMERGENT PRE-READER

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33
Q

o commenting on illustrations, with guidance

A

EMERGENT PRE-READER

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34
Q

o starting to recognize letter names and sounds

A

EMERGENT PRE-READER

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35
Q

o having a good grasp of oral language

A

EMERGENT PRE-READER

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36
Q

o relating a story to their own experiences

A

EMERGENT PRE-READER

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37
Q

o pretending to read a story

A

EMERGENT PRE-READER

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38
Q

o starting to rhyme

A

EMERGENT PRE-READER

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39
Q
  • Read aloud dynamic and exciting books.
  • Read nursery rhymes and poetry with repetitive text.
A

EMERGENT PRE-READER

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40
Q
  • Go on a picture walk before reading to understand the structure of the story.
  • Model how to predict by offering your own suggestions.
A

EMERGENT PRE-READER

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41
Q
  • Ask questions about the story and model how to answer them.
  • Encourage children to make connections to the story. Remind them of related events that have happened to them.
  • Point out important events in illustrations and make connections back to the text.
A

EMERGENT PRE-READER

42
Q
  • Typically, between 6 to 7 years old
A

NOVICE READER/EARLY READERS

43
Q

children become more involved in the reading process. Their self-confidence grows as they feel like a ‘reader’.

A

NOVICE READER/EARLY READERS

44
Q

the child is learning the relationships between letters and sounds and between printed and spoken words.

A

NOVICE READER/EARLY READERS

45
Q

The child starts to read simple text containing high frequency words and phonically regular words and uses emerging skills and insights to “sound out” new one-syllable words.

There is direct instruction in letter-sound relations (phonics).

A

NOVICE READER/EARLY READERS

46
Q

The child is being read to on a level above what a child can read independently to develop more advanced language patterns, vocabulary, and concepts.

A

NOVICE READER/EARLY READERS

47
Q

In late _____, most children can understand up to 4000 or more words when heard but can read about 600.

A

Stage 2

NOVICE READER/EARLY READERS

48
Q

o starting to memorize the story

A

NOVICE READER/EARLY READERS

49
Q

o taking risks

A

NOVICE READER/EARLY READERS

50
Q

o beginning to memorize common sight words

A

NOVICE READER/EARLY READERS

51
Q

o making connections between sounds and print

A

NOVICE READER/EARLY READERS

52
Q

o using the illustrations to tell the story

A

NOVICE READER/EARLY READERS

53
Q

o starting to read for meaning

A

NOVICE READER/EARLY READERS

54
Q

o starting to predict unknown words using visual cues

A

NOVICE READER/EARLY READERS

55
Q

o using rhyming knowledge to add, change and delete phonemes or individual sounds to make new words

A

NOVICE READER/EARLY READERS

56
Q

o combining strategies in their attempts to read unknown text

A

NOVICE READER/EARLY READERS

57
Q
  • Continue to read-aloud stories to children
A

NOVICE READER/EARLY READERS

58
Q
  • Model how to question, predict and comprehend
A

NOVICE READER/EARLY READERS

59
Q
  • Introduce new vocabulary in context
A

NOVICE READER/EARLY READERS

60
Q
  • Focus on letters in their own name and other meaningful words
A

NOVICE READER/EARLY READERS

61
Q
  • Read the environment when shopping. Point out signs and labels
A

NOVICE READER/EARLY READERS

62
Q
  • Typically, between 7 – 9 years old
A

DECODING READER/PROGRESSIVE READER

63
Q
  • Children are becoming more fluent as they enter _____.

They are using various reading strategies in combination, including to self-correct and read for meaning.

A

Stage 3

DECODING READER/PROGRESSIVE READER

64
Q

the child is reading simple, familiar stories and selections with increasing fluency.

This is done by consolidating the basic decoding elements, sight vocabulary, and meaning in the reading of familiar stories and selections.

A

DECODING READER/PROGRESSIVE READER

65
Q

There is direct instruction in advanced decoding skills as well as wide reading of familiar, interesting materials.

The child is still being read to at levels above their own independent reading level to develop language, vocabulary and concepts.

A

DECODING READER/PROGRESSIVE READER

66
Q

In late ______, about 3000 words can be read and understood and about 9000 are known when heard.

Listening is still more effective than reading.

A

Stage 3

DECODING READER/PROGRESSIVE READER

67
Q

o understand text has meaning

A

DECODING READER/PROGRESSIVE READER

68
Q

o use illustrations as part of self-monitoring

A

DECODING READER/PROGRESSIVE READER

69
Q

o understand how to tell a story

A

DECODING READER/PROGRESSIVE READER

70
Q

o independently use comprehension and prediction strategies

A

DECODING READER/PROGRESSIVE READER

71
Q

o use multiple strategies to increase their reading fluency

A

DECODING READER/PROGRESSIVE READER

72
Q

o make educated guesses when predicting and adapting their predictions as needed.

A

DECODING READER/PROGRESSIVE READER

73
Q
  • Ask questions while a child is using strategies to read unknown words. Below is an example of questions to ask when a child substitutes a word.
A

DECODING READER/PROGRESSIVE READER

74
Q
  • Typically 9 – 15years old
A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

75
Q

Children are reading more fluently and accurately. They may still need help with more difficult texts.

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

76
Q

reading is used to acquire new ideas to gain new knowledge, to experience new feelings, to acquire new attitudes, and to explore issues from multiple perspectives.

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

77
Q

Reading includes the study of textbooks, reference works, trade books, newspapers, and magazines that contain new ideas and values, new vocabulary, and syntax.

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

78
Q

o recognizing an increasing number of words

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

79
Q

o using multiple reading strategies and have increased comprehension

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

80
Q

o reading with improved fluency and speed

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

81
Q

o using illustrations and text to self-monitor and self-correct

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

82
Q

o reading unknown words using knowledge of phonemes and digraph

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

83
Q

o understanding how to read with expression using punctuation marks

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

84
Q

o choosing books to learn about subjects of interest

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

85
Q

o reading books as part of a series

A

FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS

86
Q
  • Typically, 16 years old and older
A

APPLYING / INDEPENDENT READERS / EXPERT READERS

87
Q
  • Children are consistent and independent in their reading
A

APPLYING / INDEPENDENT READERS / EXPERT READERS

88
Q

They read longer and complex texts and choose relevant books for an intended purpose.

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

89
Q

the learner is reading widely from a broad range of complex materials, both expository and narrative, with a variety of viewpoints.

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

90
Q

Learners are reading widely across the disciplines, include the physical, biological and social sciences as well as the humanities, politics and current affairs.

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

91
Q

Reading comprehension is better than listening comprehension of materials of difficult content and readability.

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

92
Q

Learners are regularly asked to plan writing and synthesize information into cohesive, coherent texts.

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

93
Q

o confident and independent readers

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

94
Q

o self-monitoring on a regular basis

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

95
Q

o reading different for purposes, including expanding their own interests

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

96
Q

o reading longer texts, extracting the information they need

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

97
Q

o aware what they read can influence their opinions

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

98
Q

o reading text from different points of view

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

99
Q

o learning to read between the lines and analyzing what they have read

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

100
Q

o expanding their comprehension and vocabulary as they read more complex texts

A

APPLYING / INDEPENDENT READERS / EXPERT READERS

101
Q

any distinct speech sound or gesture, regardless of whether the exact sound is critical to the meanings of words.

A

 Phone

102
Q

is a speech sound in a given language that, if swapped with another phoneme, could change one word to another.

A

Phoneme

2 - NATIONAL SERVICE TRAINING PROGRAM (5 decks)

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