Reading Pedagogy

Question 1

an assessment that guides the pace and content of instruction

Answer 1

Ongoing Assessment

Question 2

a student’s ability to self-govern or self-motivate

Answer 2

Autonomy

Question 3

additional focus on a specific skill in an effort to improve it

Answer 3

Instructional Interventions

Question 4

a student’s desire to perform

Answer 4

Competence

Question 5

books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction

Answer 5

Mentor Text

Question 6

grouping students based on their learning needs or interests

Answer 6

Flexible Grouping

Question 7

questions that ask students the types of books they enjoy reading

Answer 7

Interest Survey

Question 8

teaching that offers multiple options for learning the material based on different student needs and learning styles

Answer 8

Differentiated Instruction

Question 9

how much content is presented and how fast the content is presented

Answer 9

Differentiation - Pacing

Question 10

A label applied to individuals who have great difficulty concentrating on what they are doing AND are extremely active, impulsive, distractible, and excitable

Answer 10

Attention Deficit Hyperactivity Disorder (ADHD)

Question 11

reading done by students with teacher support

Answer 11

Guided Reading

Question 12

The study of forms of words, including affixes, roots, stems, and parts of speech.

Answer 12

Morphology

Question 13

a method of teaching that involves gradually removing aids when teaching new concepts

Answer 13

Scaffolding

Question 14

the specific skill or knowledge that the student is expected to master in a lesson

Answer 14

Learning Objectives

Question 15

a traditional educational approach, which focuses on strengthening a student’s weak areas

Answer 15

Deficit-Based Approach

Question 16

a strategy applied to assist a struggling reader

Answer 16

Reading Intervention

Question 17

Spelling patterns of language

Answer 17

Orthography

Question 18

Rules that govern the construction of words in order to make phrases, clauses, and sentences.

Answer 18

Syntax

Question 19

a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided

Answer 19

Response to Intervention (RtI)

Question 20

how difficult the vocabulary, sentence structure and organization is to understand within a text

Answer 20

Differentiation - Complexity

Question 21

A student’s connection to others

Answer 21

Relatedness

Question 22

students draw their motivation from the learning process itself

Answer 22

Intrinsically Motivated

Question 23

A disorder manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity

Answer 23

Dyslexia

Question 24

a comprehension strategy in which students retell or tell differently what they have read or listened to

Answer 24

Retell

Question 25

the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print

Answer 25

Phonological Awareness

Question 26

an educational approach, which builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack

Answer 26

Asset / Strength-Based Approach

Question 27

an educational approach, which builds learning around a student's strengths and existing knowledge, rather than focusing on what they lack

Answer 27

Extrinsic / External Motivation

Question 28

language-based disorder, in which one struggles with the mechanics of writing resulting in impaired or illegible handwriting

Answer 28

Dysgraphia

Question 29

Assessment of learning. Given at specific points in time in order to determine what students know and don't know.

Answer 29

Summative Assessments

Question 30

A reading level in which a student can read and comprehend independently.

Answer 30

Independent Reading Level

Question 31

a plan created by a committee of general and special educators, parents, specialists, and administrators to provide a free and appropriate public education (FAPE) that is tailored to their needs and goals

Answer 31

Individualized Education Program (IEP)

Question 32

A reading assessment administered as a student reads aloud and a teacher listens

Answer 32

Running Record

Question 33

a type of assessment used to track student progress throughout instruction

Answer 33

Ongoing Curriculum Based Assessment

Question 34

instructional model based on the belief that students need to learn phonics and phonemic concepts in order to decode words

Answer 34

Code-Based Instruction

Question 35

an incorrect guess of a word when reading

Answer 35

Miscue

Question 36

More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested

Answer 36

Informal Assessments

Question 37

the accommodations provided to a student who has an impairment that significantly impacts their life

Answer 37

504 Plan

Question 38

A reading level that is difficult for the student and would require extensive teacher support for student comprehension

Answer 38

Frustrational Reading Level

Question 39

when the reader repeats a word orStakeholders group of words in the text

Answer 39

Miscue - Repetition

Question 40

an assessment that occurs at the beginning of instruction, which is used to determine students' current skill levels and allows the teacher to adjust instruction accordingly

Answer 40

Entry-Level Assessment

Question 41

includes administrators, colleagues, community members, school board members, family members, and students who receive information on assessment data and growth

Answer 41

Stakeholders

Question 42

when the reader skips over a word or group of words in the text

Answer 42

Miscue - Omission

Question 43

tools used to evaluate student growth and determine whether educational goals are being met

Answer 43

when the reader skips over a word or group of words in the text

Question 44

a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application.

Answer 44

Formal Assessments

Question 45

when the reader recognizes and corrects an error

Answer 45

Miscue - Self-Correction

Question 46

The ability of a test or question to measure what it purports to measure

Answer 46

Validity

Question 47

assessment used to "diagnose" a specific difficulty a student is having

Answer 47

Diagnostic Assessment

Question 48

an assessment that tests the learning outcomes described in the learning objectives

Answer 48

Congruent Assessment

Question 49

when the reader replaces the word in the text with a different word

Answer 49

Miscue - Substitution

Question 50

A multi-step reading assessment used to gauge a student's oral and silent reading abilities

Answer 50

Informal Reading Inventory

Question 51

when the reader stops briefly either before or in the middle of a word

Answer 51

Miscue - Pause

Question 52

leveled to where the content was taught when considering depth and difficulty

Answer 52

Appropriate Level

Question 53

does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms

Answer 53

Clarity of Language

Question 54

Reliable exams produce the same scores when given in the same conditions

Answer 54

Reliability

Question 55

Assessment for learning. Usually mid-instruction assessment with the purpose of assessing student progress and informing the teacher so instruction can be altered as needed.

Answer 55

Formative Assessments

Question 56

A reading level that is challenging for the student but manageable with teacher support.

Answer 56

Instructional Reading Level

Question 57

when the reader adds a word or group of words to the text

Answer 57

Miscue - Insertion

Question 58

instructional model based on the belief that readers need context to decode words

Answer 58

Meaning-Based Instruction

Question 59

readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words

Answer 59

Early Fluent / Fluent / Proficient Reader

Question 60

a list of words taken out of context and written or printed consecutively

Answer 60

Word Lists

Question 61

the process by which individuals learn a language

Answer 61

Language Acquisition

Question 62

the ability to express meaning through language

Answer 62

Expressive Language

Question 63

Using the relationship between symbols (letters and words) and sounds of a language to read and write

Answer 63

Phonics / Graphophonemic Principle

Question 64

a stage of word recognition in which students combine their limited alphabetic knowledge with context clues to read a child sees a picture of a tr

Answer 64

Partial Alphabetic Stage

Question 65

Students spell the way they hear the word pronounced

Answer 65

Phonetic Spelling

Question 66

students who let their minds wander elsewhere

Answer 66

Passive Participants

Question 67

the sounds of human speech

Answer 67

Phonetics

Question 68

the ability to understand meaning from language

Answer 68

Receptive Language

Question 69

the systematic organization of sounds in languages

Answer 69

Phonology

Question 70

A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts.

Answer 70

Morpheme

Question 71

a stage of word recognition in which students use their full working knowledge of letter-sound correspondence to decode unfamiliar words letter-by-letter

Answer 71

Full Alphabetic Stage

Question 72

Students use some conventional spelling but still misspell many irregular words.

Answer 72

Transitional Spelling

Question 73

In reading out loud, being able to sound out words by breaking them into simple forms. In reading for comprehension, the understanding of how to read each letter or letter pattern in a word to determine the word’s meaning

Answer 73

Decoding

Question 74

the final stage of word recognition in which a person decodes fluently and knows many strategies to identify new words

Answer 74

Automatic Stage

Question 75

when children understand that written language has meaning and gives messages

Answer 75

Emergent Reader

Question 76

Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms

Answer 76

Precommunicative Spelling

Question 77

Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print

Answer 77

Early Reader

Question 78

Book published in digital format, also known as an E-book

Answer 78

Electronic Book

Question 79

Students have some letter awareness, but are unable to use all letters in the word.

Answer 79

Semiphonetic Spelling

Question 80

The study of language in use, not in its structure; or the appropriate use of language.

Answer 80

Pragmatics

Question 81

a stage of word recognition in which students have no working knowledge of the alphabetic system and "read" words based on memorizing what they look like

Answer 81

Pre-Alphabetic Stage

Question 82

a stage of word recognition in which students read by using memorized letter chunks, affixes, and syllables to read words

Answer 82

Consolidated Alphabetic Stage

Question 83

Child's attempt to spell based on best judgement

Answer 83

Invented Spelling

Question 84

The study of word or symbol meaning.

Answer 84

Semantics

Question 85

students who pay attention with their whole bodies

Answer 85

Active Participants

Question 86

When children know and use most basic spelling rules and spell most words correctly.

Answer 86

Conventional Spelling