Reading Pedagogy Flashcards
an assessment that guides the pace and content of instruction
Ongoing Assessment
a student’s ability to self-govern or self-motivate
Autonomy
additional focus on a specific skill in an effort to improve it
Instructional Interventions
a student’s desire to perform
Competence
books or other pieces of literature that are revisited throughout the school year for different purposes in literacy instruction
Mentor Text
grouping students based on their learning needs or interests
Flexible Grouping
questions that ask students the types of books they enjoy reading
Interest Survey
teaching that offers multiple options for learning the material based on different student needs and learning styles
Differentiated Instruction
how much content is presented and how fast the content is presented
Differentiation - Pacing
A label applied to individuals who have great difficulty concentrating on what they are doing AND are extremely active, impulsive, distractible, and excitable
Attention Deficit Hyperactivity Disorder (ADHD)
reading done by students with teacher support
Guided Reading
The study of forms of words, including affixes, roots, stems, and parts of speech.
Morphology
a method of teaching that involves gradually removing aids when teaching new concepts
Scaffolding
the specific skill or knowledge that the student is expected to master in a lesson
Learning Objectives
a traditional educational approach, which focuses on strengthening a student’s weak areas
Deficit-Based Approach
a strategy applied to assist a struggling reader
Reading Intervention
Spelling patterns of language
Orthography
Rules that govern the construction of words in order to make phrases, clauses, and sentences.
Syntax
a process to monitor and measure student progress in the general education curriculum after instructional intervention is provided
Response to Intervention (RtI)
how difficult the vocabulary, sentence structure and organization is to understand within a text
Differentiation - Complexity
A student’s connection to others
Relatedness
students draw their motivation from the learning process itself
Intrinsically Motivated
A disorder manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity
Dyslexia
a comprehension strategy in which students retell or tell differently what they have read or listened to
Retell
the understanding and ability to hear individual words, syllables, and sounds in spoken language apart from print
Phonological Awareness
an educational approach, which builds learning around a student’s strengths and existing knowledge, rather than focusing on what they lack
Asset / Strength-Based Approach
an educational approach, which builds learning around a student’s strengths and existing knowledge, rather than focusing on what they lack
Extrinsic / External Motivation
language-based disorder, in which one struggles with the mechanics of writing resulting in impaired or illegible handwriting
Dysgraphia
Assessment of learning. Given at specific points in time in order to determine what students know and don’t know.
Summative Assessments
A reading level in which a student can read and comprehend independently.
Independent Reading Level
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
Individualized Education Program (IEP)
A reading assessment administered as a student reads aloud and a teacher listens
Running Record
a type of assessment used to track student progress throughout instruction
Ongoing Curriculum Based Assessment
instructional model based on the belief that students need to learn phonics and phonemic concepts in order to decode words
Code-Based Instruction
an incorrect guess of a word when reading
Miscue
More flexible than formal assessments and can be adjusted to fit the situation and particular needs of the student being tested
Informal Assessments
the accommodations provided to a student who has an impairment that significantly impacts their life
504 Plan
A reading level that is difficult for the student and would require extensive teacher support for student comprehension
Frustrational Reading Level
when the reader repeats a word orStakeholders group of words in the text
Miscue - Repetition
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
Entry-Level Assessment
includes administrators, colleagues, community members, school board members, family members, and students who receive information on assessment data and growth
Stakeholders
when the reader skips over a word or group of words in the text
Miscue - Omission
tools used to evaluate student growth and determine whether educational goals are being met
when the reader skips over a word or group of words in the text
a usually post-instruction assessment with the purpose of assessing student knowledge, retention, and application.
Formal Assessments
when the reader recognizes and corrects an error
Miscue - Self-Correction
The ability of a test or question to measure what it purports to measure
Validity
assessment used to “diagnose” a specific difficulty a student is having
Diagnostic Assessment
an assessment that tests the learning outcomes described in the learning objectives
Congruent Assessment
when the reader replaces the word in the text with a different word
Miscue - Substitution
A multi-step reading assessment used to gauge a student’s oral and silent reading abilities
Informal Reading Inventory
when the reader stops briefly either before or in the middle of a word
Miscue - Pause
leveled to where the content was taught when considering depth and difficulty
Appropriate Level
does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms
Clarity of Language
Reliable exams produce the same scores when given in the same conditions
Reliability
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.
Formative Assessments
A reading level that is challenging for the student but manageable with teacher support.
Instructional Reading Level
when the reader adds a word or group of words to the text
Miscue - Insertion
instructional model based on the belief that readers need context to decode words
Meaning-Based Instruction
readers recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words
Early Fluent / Fluent / Proficient Reader
a list of words taken out of context and written or printed consecutively
Word Lists
the process by which individuals learn a language
Language Acquisition
the ability to express meaning through language
Expressive Language
Using the relationship between symbols (letters and words) and sounds of a language to read and write
Phonics / Graphophonemic Principle
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
Partial Alphabetic Stage
Students spell the way they hear the word pronounced
Phonetic Spelling
students who let their minds wander elsewhere
Passive Participants
the sounds of human speech
Phonetics
the ability to understand meaning from language
Receptive Language
the systematic organization of sounds in languages
Phonology
A combination of sounds that has meaning in speech or writing and cannot be divided into smaller grammatical parts.
Morpheme
a stage of word recognition in which students use their full working knowledge of letter-sound correspondence to decode unfamiliar words letter-by-letter
Full Alphabetic Stage
Students use some conventional spelling but still misspell many irregular words.
Transitional Spelling
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
Decoding
the final stage of word recognition in which a person decodes fluently and knows many strategies to identify new words
Automatic Stage
when children understand that written language has meaning and gives messages
Emergent Reader
Students use scribble shapes and sometimes letter-like shapes for spelling words but are unable to make the forms
Precommunicative Spelling
Early readers begin understanding that reading from the printed page needs to make sense – both from the pictures and from the print
Early Reader
Book published in digital format, also known as an E-book
Electronic Book
Students have some letter awareness, but are unable to use all letters in the word.
Semiphonetic Spelling
The study of language in use, not in its structure; or the appropriate use of language.
Pragmatics
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
Pre-Alphabetic Stage
a stage of word recognition in which students read by using memorized letter chunks, affixes, and syllables to read words
Consolidated Alphabetic Stage
Child’s attempt to spell based on best judgement
Invented Spelling
The study of word or symbol meaning.
Semantics
students who pay attention with their whole bodies
Active Participants
When children know and use most basic spelling rules and spell most words correctly.
Conventional Spelling
