Reading Pedagogy

Question 1

asset-based approach

Answer 1

focus on what students CAN do to help them learn and build knowledge

Question 2

deficit-based approach

Answer 2

focusing on what students CANT do or what skills they lack

Question 3

dyslexia

Answer 3

overall difficulty decoding (reading) including:
- with phonological awareness
- decoding unfamiliar words
- slow and inaccurate prosody
- spelling
- reading fluency

Question 4

dysgraphia

Answer 4

difficulty with writing
- poor pencil grip
- excessive erasing
- use short familiar words too much

Question 5

response to intervention

Answer 5

monitors and measures student progress

Tier 1: differentiation in the classroom

Tier 2: small group several times a week in the classroom, CT class

Tier 3: individualized instruction (1 to 1), SS class

Question 6

code based instruction

Answer 6

learn phonics to read
- concepts about print
- hear and work out spoken words
- alphabet knowledge
- word reading

Question 7

meaning-based instruction

Answer 7

use language and context to read
-concepts about the world
- vocabulary
- strategies for unlocking new words
- oral language skills

Question 8

expressive language

Answer 8

writing, speaking, representing
(creating)

Question 9

receptive language

Answer 9

listening, reading, viewing
(comprehension)

Question 10

Stages of Literacy Skill Development

Answer 10

1. emergent readers
2. early readers
3. early fluent

Question 11

emergent readers

Answer 11

understand written language has meaning, recognize words in their environment
ex: M sign = McDonalds

Question 12

early readers

Answer 12

reading needs to make sense
- identify most letters and sounds

Question 13

early fluent

Answer 13

read many words by applying phonics and word analysis skills to decode

Question 14

Stages of Word Recognition

Answer 14

1. pre-alphabetic
2. partial alphabetic
3. full alphabetic
4. consolidated
5. automatic

Question 15

pre-alphabetic stage

Answer 15

DO NOT have knowledge of the alphabetic principle
- read words based on memorization or recognition
ex: read Target when they see logo and pass by it
need direct instruction on phonemic and print awareness

Question 16

partial alphabetic stage

Answer 16

have SOME knowledge of the alphabetic principle
- use their knowledge + context clues to help them read
need repetitive text and rhyming practice

Question 17

full alphabetic stage

Answer 17

FULL working knowledge
use letter-sound correspondence to read, increased sight words, will sound out words
need simple books with simple syllable patterns

Question 18

consolidated alphabetic stage

Answer 18

read by using morphology, syllables, and word chunks
- will break up syllables to read word
need to read multisyllabic word books

Question 19

automatic stage

Answer 19

effortlessly decode words to read, have improved comprehension

Question 20

Spelling stages

Answer 20

1. pre-communicative spelling
2. semiphonetic spelling
3. phonetic spelling
4. transitional spelling
5. conventional spelling

Question 21

pre-communicative spelling

Answer 21

use random letters to represent a phrase

Question 22

semiphonetic spelling

Answer 22

will use their knowledge of letters to try to write words

Question 23

phonetic spelling

Answer 23

will use letter/s to represent each SOUND of a word to write

Question 24

transitional spelling

Answer 24

will use letter-sound correspondence to spell words, few misspellings

Question 25

conventional spelling

Answer 25

uses spelling rules and morphology to spell words