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Science to Teach Reading > Reading Pedagogy > Flashcards

Reading Pedagogy Flashcards

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1
Q

an assessment that guides the pace and content of instruction

A

Ongoing Assessment

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2
Q

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

A

Autonomy

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3
Q

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

A

Instructional Interventions

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4
Q

a student’s desire to perform

A

Competence

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5
Q

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

A

Mentor Text

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6
Q

grouping students based on their learning needs or interests

A

Flexible Grouping

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7
Q

questions that ask students the types of books they enjoy reading

A

Interest Survey

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8
Q

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

A

Differentiated Instruction

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9
Q

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

A

Differentiation - Pacing

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10
Q

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

A

Attention Deficit Hyperactivity Disorder (ADHD)

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11
Q

reading done by students with teacher support

A

Guided Reading

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12
Q

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

A

Morphology

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13
Q

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

A

Scaffolding

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14
Q

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

A

Learning Objectives

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15
Q

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

A

Deficit-Based Approach

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16
Q

a strategy applied to assist a struggling reader

A

Reading Intervention

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17
Q

Spelling patterns of language

A

Orthography

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18
Q

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

A

Syntax

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19
Q

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

A

Response to Intervention (RtI)

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20
Q

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

A

Differentiation - Complexity

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21
Q

A student’s connection to others

A

Relatedness

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22
Q

students draw their motivation from the learning process itself

A

Intrinsically Motivated

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23
Q

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

A

Dyslexia

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24
Q

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

A

Retell

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25
Q

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

A

Phonological Awareness

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26
Q

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

A

Asset / Strength-Based Approach

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27
Q

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

A

Extrinsic / External Motivation

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28
Q

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

A

Dysgraphia

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29
Q

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

A

Summative Assessments

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30
Q

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

A

Independent Reading Level

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31
Q

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

A

Individualized Education Program (IEP)

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32
Q

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

A

Running Record

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33
Q

a type of assessment used to track student progress throughout instruction

A

Ongoing Curriculum Based Assessment

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34
Q

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

A

Code-Based Instruction

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35
Q

an incorrect guess of a word when reading

A

Miscue

36
Q

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

A

Informal Assessments

37
Q

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

A

504 Plan

38
Q

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

A

Frustrational Reading Level

39
Q

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

A

Miscue - Repetition

40
Q

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

A

Entry-Level Assessment

41
Q

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

A

Stakeholders

42
Q

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

A

Miscue - Omission

43
Q

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

A

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

44
Q

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

A

Formal Assessments

45
Q

when the reader recognizes and corrects an error

A

Miscue - Self-Correction

46
Q

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

A

Validity

47
Q

assessment used to “diagnose” a specific difficulty a student is having

A

Diagnostic Assessment

48
Q

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

A

Congruent Assessment

49
Q

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

A

Miscue - Substitution

50
Q

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

A

Informal Reading Inventory

51
Q

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

A

Miscue - Pause

52
Q

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

A

Appropriate Level

53
Q

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

A

Clarity of Language

54
Q

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

A

Reliability

55
Q

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.

A

Formative Assessments

56
Q

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

A

Instructional Reading Level

57
Q

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

A

Miscue - Insertion

58
Q

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

A

Meaning-Based Instruction

59
Q

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

A

Early Fluent / Fluent / Proficient Reader

60
Q

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

A

Word Lists

61
Q

the process by which individuals learn a language

A

Language Acquisition

62
Q

the ability to express meaning through language

A

Expressive Language

63
Q

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

A

Phonics / Graphophonemic Principle

64
Q

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

A

Partial Alphabetic Stage

65
Q

Students spell the way they hear the word pronounced

A

Phonetic Spelling

66
Q

students who let their minds wander elsewhere

A

Passive Participants

67
Q

the sounds of human speech

A

Phonetics

68
Q

the ability to understand meaning from language

A

Receptive Language

69
Q

the systematic organization of sounds in languages

A

Phonology

70
Q

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

A

Morpheme

71
Q

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

A

Full Alphabetic Stage

72
Q

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

A

Transitional Spelling

73
Q

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

A

Decoding

74
Q

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

A

Automatic Stage

75
Q

when children understand that written language has meaning and gives messages

A

Emergent Reader

76
Q

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

A

Precommunicative Spelling

77
Q

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

A

Early Reader

78
Q

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

A

Electronic Book

79
Q

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

A

Semiphonetic Spelling

80
Q

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

A

Pragmatics

81
Q

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

A

Pre-Alphabetic Stage

82
Q

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

A

Consolidated Alphabetic Stage

83
Q

Child’s attempt to spell based on best judgement

A

Invented Spelling

84
Q

The study of word or symbol meaning.

A

Semantics

85
Q

students who pay attention with their whole bodies

A

Active Participants

86
Q

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

A

Conventional Spelling

Science to Teach Reading (4 decks)

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