Reading Process/Development

Question 1

Stage of Awareness and Exploration

Answer 1

• first stage in literacy development (babies/toddlers)
• read alouds promote early development
• learn language through associating objects with names (ie, what’s that? a chair)
• develop letter recognition and associated sounds (phonemes)

Question 2

Stage of Experimental Reading and Writing

Answer 2

• second stage in literacy development (preschool)
• learning “alphabet song”
• associate letters and sounds most significant to them (letters in name, parent’s name)
• begin to scribble, produce written letters, and write own names

Question 3

Stage of Early Reading and Writing

Answer 3

• third stage in literacy development (kindergarten/first grade)
• formal schooling
• begin phonics (recognizing speech sounds are associated with letters and combining two or more phonemes and letters to create words)
• children spell phonetically
• understanding printed words are separate by spaces, and understand sentences are made up of words

Question 4

Stage of Transitional Reading and Writing

Answer 4

• fourth stage of literacy development (second/third)
• read for meaning (recognize meaning of printed words and independently reads)
• gain understanding of written language and reading comprehension improves
• understand multiple ideas and get the “big picture”`

Question 5

Stage of Competent Reading and Writing

Answer 5

• fifth stage of literacy development (fourth and up)
• learn and comprehend new and unfamiliar words
• read longer stories
• understand themes

Question 6

Listening and Reading vs. Speaking and Writing

Answer 6

• L & R = involves receptive language (develops faster than expressive language - understand spoken language before being able to speak); requires decoding sounds and letters
• S & W = involves expressive language; requires encoding (depends on ability to read)
• *deficits in listening delays speech development
• *deficits in reading affects writing attempts

Question 7

Prosody

Answer 7

• not represented in writing
• a number of components (vocal intonation, pitch, tempo, loudness, rhythm, tone of voice, other vocal characteristics) that the speaker uses to indicate meaning

Question 8

Phonemic Awareness

Answer 8

• ability to hear, identify and manipulative individual speech sounds (phonemes)
• *in order to read, students develop this skill first (understand words are composed of individual phonemes)

Question 9

Phonemic Awareness Activities

Answer 9

1. identify (hearing sounds)
2. isolate (position sound is in)
3. oddity (which sound is different)
4. blend (put sounds together to read a word)
5. segment (break sounds apart)
6. add (add a sound to make a new word)
7. delete (delete a sound to make a new word)
8. substitue (change a sound with a new one to make a new word)

Question 10

Phonemes

Answer 10

*smallest unit of sound in a spoken word that affects its meaning1

Question 11

Alphabetic Principle

Answer 11

• concept that letters represent speech sounds, and their arrangement represents spoken words
• systematic predictable relationship of letters that helps students read new and unknown words (develops reading fluency)

Question 12

Alphabetic Principle Instruction

Answer 12

• Sequence of Acquisition - 1) letter names (signing alphabet song/alphabet rhymes)
  2) letter shapes ( 3d wood or plastic letters, lettered blocks, alphabetic books)
  3) letter sounds (letters they see to the speech sounds they hear and produce

*Instruction - teach letter/sound correspondence in isolation one pair at a time (teach directly and explicitly)

Question 13

Alphabetic Instruction (2)

Answer 13

• Letter-Sound relationship with the highest utility should be taught first (help children read words)
• -> A, S, M, T, P
• Continuous Consonants (/s/, /f/, /m/, /n/ /r/) are easiest to teach
• -> stopped consonants (/b/ /p/ /g/ /k/ /d/ /t/) are harder to teach

*Visually confusing letters/ auditorily confusing sounds should be taught separately

Question 14

Phonological Awareness

Answer 14

• an umbrella term (that includes phonemic awareness)

* ability to count syllables, identify rhyming words, sentences are made up of words, words have individual letters

Question 15

Learning to Read

Answer 15

1. Presence or absence of skills:
   * students need to have developed
   - -> letter recognition and ability to name them, print knowledge, and phonemic awareness
2. Aspects of social interaction:
   * communicating with young child influences how they listen/speak
   * helps them construct knowledge of meaning, reasons for communicating, vocabulary, syntax, sentence structure

Question 16

Social Learning Theory

Answer 16

• Albert Bandura - proposes we learn through observing actions of others and imitating them
• -> vicarious learning (connection between behavior and consequences

*reading aloud to children exposes them to new vocabulary, rules of sentence arrangement and grammatical patterns (modeling reading behaviors for children to imitate)

Question 17

Theory of Cognitive Development

Answer 17

• Jean Piaget - proposes children move through different stages of cognitive development, through which their understanding and reasoning abilities progress to enable higher levels of thinking
• ->construct own meaning from our reality (active learners)
• -> levels of thinking correspond to emerging skills they demonstrate

Question 18

Fluency

Answer 18

• ability to read printed text with speed, accuracy, and appropriate expression (automatically recognize words)
• ->use strategies to get meaning from the text

*able to form connections between concepts and their own prior knowledge

Question 19

Non-Fluent Readers

Answer 19

• read slowly and laboriously, and one word at a time
• ->choppy reading, and not smooth

*spend too much time/attention to decoding words and cannot gain meaning from the text

Question 20

Reading Fluency Levels

Answer 20

1. Frustration - text is hard for the student and reads lower than 90% accuracy in decoding words
2. Instructional Level - text is challenging but not frustrating, and reads 90% word accuracy
3. Independent - text is relatively easy and reads about 95% accuracy in recognizing/understanding words

• fluency instruction should utilize texts at a students independent reading level (so they can focus on practicing reading speed and expression)
• FLUENCY VARIES WITH THE TYPE OF TEXT/SUBJECT FAMILIARITY

Question 21

Repeated & Monitored Oral Reading

Answer 21

• reading and re-reading text passages aloud improves fluency (improves word recognition, speed and accuracy)
• also improves comprehension

Question 22

Silent, Independent Reading

Answer 22

• students need time to practice independent reading

* direct reading instruction is most predictive of reading achievement

Question 23

Orthography

Answer 23

• spelling
• ->instruction is word study (word work - hands on activities for exploring orthography - alphabetic, pattern, meaning)

1) Alphabetic - match letters and letter pairs with sounds to build words with them
2) Pattern - letter patterns in letter groupings (ie, CVCe - love, hate, more, move)
3) Semantic/Meaning - spelling reflects semantic relationships

*helps students understand and identify patterns for decoding new words/writing

Question 24

Morphology

Answer 24

• study of word structure as formed from the smallest units of meaning (changing morphemes can change the meaning of both a word and it’s sentence - ie, cat + s - cats [plural])
• letter groups (roots/prefixes/suffixes) are morphemes that change meaning to words

Question 25

Syntax

Answer 25

*group of principles that determines order of words in sentences and how they function to communicate meaning (word order)

Question 26

Semantics

Answer 26

• word meanings

- ->knowing word definitions and knowing words have multiple meanings improves reading comprehension and fluency

Question 27

Semantic Feature Analysis

Answer 27

*accesses students’ prior learning, teaches word meanings, enhances vocabulary and comprehension, helps mastering essential concepts, recognize connections, make predictions

–>FIND OUT STUDENTS KNOWLEDGE OF VOCABULARY