LESSON 4 - READING Flashcards
1
Q
is defined as a cognitive process that involves decoding symbols to arrive at meaning.
A
READING
2
Q
- Reading is an ______ process of constructing meanings of words.
A
active
3
Q
- Reading with a _____ helps the reader to direct information towards a goal and focuses their attention.
A
purpose
4
Q
- Reading is a ____ that involves recognizing words, leading to the development of comprehension.
A
process
5
Q
The reading process involves three stages.
A
o Pre-Reading
o During Reading
o After Reading
6
Q
allows the reader to activate background knowledge, preview the text, and develop a purpose for reading.
A
PRE-READING STAGE
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
8
Q
when the reader makes predictions as they read and then confirms or revises the predictions.
A
DURING READING
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
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
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
12
Q
- the system of contrastive relationships among the speech sounds that constitute the fundamental components of a language.
A
PHONOLOGY
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
14
Q
- Phonological awareness comes from the analysis of the following language elements:
A
o Phonemes
o Dialects and Accents
o Phonotactics
15
Q
the smallest unit of meaningful sound.
A
PHONEMES
16
Q
- Phonemes are the ________ and form the building blocks of speech sounds.
A
basic phonological units
17
Q
- Phonemes are _______ represented by a single written symbol.
A
single sounds
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
19
Q
variations of the same language spoken by people in particular areas or social groups.
A
DIALECTS
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.
21
Q
have developed because of regional phonological differences. Sometimes these are based on the pronunciation of words by non-native speakers.
A
ACCENTS
22
Q
- Within phonotactics, we can look at _____
A
syllables.
23
Q
a phonological unit that involves one or more phonemes.
_____can show us how phonemes appear in particular sequences.
A
Syllables
24
Q
STAGES OF READING DEVELOPMENT
A
- Emergent pre-reader
- Novice reader
- Decoding reader
- Fluent, comprehending reader
- Expert reader
25
* Typically, between 6 months to 6 years old
EMERGENT PRE-READER
26
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.
EMERGENT PRE-READER
27
* 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.
initial phase
28
* 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.
EMERGENT PRE-READER
29
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.
dialogically
30
The child understand thousands of words they hear by age 6 but can read few if any of them.
EMERGENT PRE-READER
31
o understanding print has meaning
EMERGENT PRE-READER
32
o familiar with handling books
EMERGENT PRE-READER
33
o commenting on illustrations, with guidance
EMERGENT PRE-READER
34
o starting to recognize letter names and sounds
EMERGENT PRE-READER
35
o having a good grasp of oral language
EMERGENT PRE-READER
36
o relating a story to their own experiences
EMERGENT PRE-READER
37
o pretending to read a story
EMERGENT PRE-READER
38
o starting to rhyme
EMERGENT PRE-READER
39
- Read aloud dynamic and exciting books.
- Read nursery rhymes and poetry with repetitive text.
EMERGENT PRE-READER
40
- Go on a picture walk before reading to understand the structure of the story.
- Model how to predict by offering your own suggestions.
EMERGENT PRE-READER
41
- 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.
EMERGENT PRE-READER
42
* Typically, between 6 to 7 years old
NOVICE READER/EARLY READERS
43
children become more involved in the reading process. Their self-confidence grows as they feel like a ‘reader’.
NOVICE READER/EARLY READERS
44
the child is learning the relationships between letters and sounds and between printed and spoken words.
NOVICE READER/EARLY READERS
45
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).
NOVICE READER/EARLY READERS
46
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.
NOVICE READER/EARLY READERS
47
In late _____, most children can understand up to 4000 or more words when heard but can read about 600.
Stage 2
NOVICE READER/EARLY READERS
48
o starting to memorize the story
NOVICE READER/EARLY READERS
49
o taking risks
NOVICE READER/EARLY READERS
50
o beginning to memorize common sight words
NOVICE READER/EARLY READERS
51
o making connections between sounds and print
NOVICE READER/EARLY READERS
52
o using the illustrations to tell the story
NOVICE READER/EARLY READERS
53
o starting to read for meaning
NOVICE READER/EARLY READERS
54
o starting to predict unknown words using visual cues
NOVICE READER/EARLY READERS
55
o using rhyming knowledge to add, change and delete phonemes or individual sounds to make new words
NOVICE READER/EARLY READERS
56
o combining strategies in their attempts to read unknown text
NOVICE READER/EARLY READERS
57
- Continue to read-aloud stories to children
NOVICE READER/EARLY READERS
58
- Model how to question, predict and comprehend
NOVICE READER/EARLY READERS
59
- Introduce new vocabulary in context
NOVICE READER/EARLY READERS
60
- Focus on letters in their own name and other meaningful words
NOVICE READER/EARLY READERS
61
- Read the environment when shopping. Point out signs and labels
NOVICE READER/EARLY READERS
62
* Typically, between 7 – 9 years old
DECODING READER/PROGRESSIVE READER
63
* Children are becoming more fluent as they enter _____.
They are using various reading strategies in combination, including to self-correct and read for meaning.
Stage 3
DECODING READER/PROGRESSIVE READER
64
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.
DECODING READER/PROGRESSIVE READER
65
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.
DECODING READER/PROGRESSIVE READER
66
In late ______, about 3000 words can be read and understood and about 9000 are known when heard.
Listening is still more effective than reading.
Stage 3
DECODING READER/PROGRESSIVE READER
67
o understand text has meaning
DECODING READER/PROGRESSIVE READER
68
o use illustrations as part of self-monitoring
DECODING READER/PROGRESSIVE READER
69
o understand how to tell a story
DECODING READER/PROGRESSIVE READER
70
o independently use comprehension and prediction strategies
DECODING READER/PROGRESSIVE READER
71
o use multiple strategies to increase their reading fluency
DECODING READER/PROGRESSIVE READER
72
o make educated guesses when predicting and adapting their predictions as needed.
DECODING READER/PROGRESSIVE READER
73
- 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.
DECODING READER/PROGRESSIVE READER
74
* Typically 9 – 15years old
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
75
Children are reading more fluently and accurately. They may still need help with more difficult texts.
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
76
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.
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
77
Reading includes the study of textbooks, reference works, trade books, newspapers, and magazines that contain new ideas and values, new vocabulary, and syntax.
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
78
o recognizing an increasing number of words
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
79
o using multiple reading strategies and have increased comprehension
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
80
o reading with improved fluency and speed
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
81
o using illustrations and text to self-monitor and self-correct
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
82
o reading unknown words using knowledge of phonemes and digraph
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
83
o understanding how to read with expression using punctuation marks
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
84
o choosing books to learn about subjects of interest
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
85
o reading books as part of a series
FLUENT, COMPREHENDING READER / EXPLORATION / TRANSITIONAL READERS
86
* Typically, 16 years old and older
APPLYING / INDEPENDENT READERS / EXPERT READERS
87
* Children are consistent and independent in their reading
APPLYING / INDEPENDENT READERS / EXPERT READERS
88
They read longer and complex texts and choose relevant books for an intended purpose.
APPLYING / INDEPENDENT READERS / EXPERT READERS
89
the learner is reading widely from a broad range of complex materials, both expository and narrative, with a variety of viewpoints.
APPLYING / INDEPENDENT READERS / EXPERT READERS
90
Learners are reading widely across the disciplines, include the physical, biological and social sciences as well as the humanities, politics and current affairs.
APPLYING / INDEPENDENT READERS / EXPERT READERS
91
Reading comprehension is better than listening comprehension of materials of difficult content and readability.
APPLYING / INDEPENDENT READERS / EXPERT READERS
92
Learners are regularly asked to plan writing and synthesize information into cohesive, coherent texts.
APPLYING / INDEPENDENT READERS / EXPERT READERS
93
o confident and independent readers
APPLYING / INDEPENDENT READERS / EXPERT READERS
94
o self-monitoring on a regular basis
APPLYING / INDEPENDENT READERS / EXPERT READERS
95
o reading different for purposes, including expanding their own interests
APPLYING / INDEPENDENT READERS / EXPERT READERS
96
o reading longer texts, extracting the information they need
APPLYING / INDEPENDENT READERS / EXPERT READERS
97
o aware what they read can influence their opinions
APPLYING / INDEPENDENT READERS / EXPERT READERS
98
o reading text from different points of view
APPLYING / INDEPENDENT READERS / EXPERT READERS
99
o learning to read between the lines and analyzing what they have read
APPLYING / INDEPENDENT READERS / EXPERT READERS
100
o expanding their comprehension and vocabulary as they read more complex texts
APPLYING / INDEPENDENT READERS / EXPERT READERS
101
any distinct speech sound or gesture, regardless of whether the exact sound is critical to the meanings of words.
Phone
102
is a speech sound in a given language that, if swapped with another phoneme, could change one word to another.
Phoneme
