Midterm Flashcards
Theories
What is the simple view of reading?
word recognition processes x language comprehension processes
Theories
What research supports the simple view?
-reading comp can be predicted by decoding and lang comprehension
-relationship between the two is multiplicative
Theories
What are the limitations of the simple view?
-not a model
-very broad
-doesn’t say how decoding and lang comp are measured
Theories
What is the reading rope?
Lang comprehension
-background knowledge
-vocab
-lang structure
-verbal reasoning
-literacy knowledge
PLUS
Word Recognition
-phonological awareness
-decoding
-sight recognition
EQUALS
skilled reading!!!!
expansion of the simple view
Print Awareness
When should print awareness be discussed?
End of Kindergarden
Print Awareness
What are the three important aspects?
- Function of print
- conventions of print
- Book conventions
Print Awareness
What are some of the functions of print?
-purpose
-coorespondence to langauge
-enviornmental literacy
Print Awarenes
What is enviornmental literacy?
having print “around”
Print Awareness
What are the aspects of conventions of print?
-words made of letters
-left-> right, top-> bottom
-sentance conventions
Print Awareness
What are the aspects of book conventions?
-title page
-front and back cover
-right way up
-spine
Letter Knowledge
Aspects of Letter Knowledge
-letter name
-letter shape
-letter formation
-letter sounds
Letter Knowledge
How to teach letters
-mix up teaching similar letters back to back
-teacher uppercase first
-consistent movement of pencil
-posture
-paper position
-pencil grip
-use arrows
Phonemic Awareness
Levels of phonemic awareness
-word
-syllable
-intrasyllable
-phoneme
Phonemic Awareness
Phonemes
-split between consonant and vowels
-distict units of sound
Phonological Awareness
Blending
taking smaller parts of a word and blending to make the whole word
Phonological Awareness
Segmentation
breaking bigger parts into smaller words
Phonological Awareness
Deletion
Taking away a sound and asking what word is less
Phonological Awareness
Consonant Blends
two consonants appearing together that retain their sounds
Phonological Awareness
Consonant Diagraphs
two consonants that make a single sound
Phonological Awareness
Rime
the part of the syllable that contains the vowel and everything after
Phonological Awareness
Onset
the part of the syllable that comes before the vowel
Phonological Awareness
Definiton of Phonological Awareness
the ability to recognize and manipulate the sounds of spoken words
Phonological Awareness
Graphemes
the smallest meaningful part of a word in written language
Morphemes
Smallest meaningful chunks of a word
syllables include only _______
one vowel sound
Common syllabic principles
vc/cv
v/cv
vc/c
vcccv
c+le
Free morphemes
Can stand alone as a word and have meaning
Bound morphemes
need to be attached to another morpheme to have meaning
usually prefixes and suffixes
Ex. -ing
Principles of Phonemic Instruction
-explicit and systematic
-proceed from segmenting words to segmenting phonemes
-isolate intial phonemes
-blend words that have continuos phonemes
-1-2 skills at a time
How much time spent on phonological awareness?
10-15 mins a day in pre-k through kindergarden
What is the alphabetic principle?
the concept that letters map to spoken sounds
Analytic approach to phonics
breaking down familiar words to teach them new ones
synthetic approach to phonics
letter sounds taught and then taught to be blended to create new words
Analogy approach to teaching phonics
phonograms are taught in familiar words and are applied to new words
Embedded aproach to teaching phonics
phonics is taught as needed in “authentic” reading
Most common scope and sequence
-higher utility first
-simple-> complex
-short vowels early
-easy to pronounce letters first
-seperate letters like b and d
Decodable Texts
-texts that contain easily decodable words
-boring
-purposefully limited
-good for students to see easily decodable words in text
Sight words
-words that kids automatically recognize when they see
-usually contain an irregular pattern
Transcription Skills
-handwriting is important for fluency
-drives home the relationship between letter and sound knowledge
-typing starts grade 5 at the latest
-handwriting instruction begins in K
-solidifies grapheme/phoneme pairs
spelling instruction
sounding out words helps phoneme to grapheme relationship
10-15 mins spelling instruction daily
quiz at the end of the week
High frequency words
words that appear often in written texts
permenantly irregular words
- words that contain an unconventional sound/spelling unique to a few words
ex. said
Temporarily irregular words
words that contain an unconventional sound/spelling for early readers, but is learned over time
ex. could, irregular from the perspective of early decoding
Closed syllable
ends in VC and has a short vowel sound
Open syllable
ends in a vowel and has a long vowel sound
What is syllabication?
The process of dividing words into syllables
What is flexible syllabication?
Teach kids to say words aloud, notice the chunks, write them down and use that as the basis for pattern awareness
3 positive characteristics of oral reading fluency?
-speed
-accuracy
-prosody
What does ORF CBM stand for?
Oral reading fluency curriculum based measurements
Formula for words correct per minute
words read - number of errors = WCPM
When to use ORF?
fall screening in 2-5
spring and winter progress monitoring 1-5
indirect approach (reading fluency)
DEAR time
No research to support this
direct approach (reading fluency)
-assisted reading (echo reading, choral reading, partner reading, paired reading, buddy reading, etc)
-repeated oral reading
reading accuracy % formula
accuracy % = words read - number of errors/ words read * 100
receptive vocab
listening vocab and reading vocab
productive vocab
speaking and writing vocab
tier 1 words
everyday speech
tier 2 words
high frequency with multiple meanings, very helpful for reading comprehension
best to teach to students
tier 3 words
specialized low frequency words, discipline specific
specific word instruction
tier 1 words are rarely explicitly taught, only with ELLs
tier 2 are most commonly explicitly taught
tier 3 words are only explicitly taught when they come up in a context
