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Teaching Reading > Terminology/Teaching Reading > Flashcards

Terminology/Teaching Reading Flashcards

1
Q

What is the smallest single identifiable sound? Hint: ‘sh’ represents one sound ‘sp’ represents two sounds

A

phonemes

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2
Q

What is the part of the syllable that precedes the vowel of the syllable? Hint: “pill” is /p/

A

onsets

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3
Q

To draw individual sounds together to pronounce a word is ____? Hint: s-n-a-p form snap

A

blend

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4
Q

What is the part of a syllable that consists of its vowel and any consonant sounds after it?

A

rimes

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5
Q

What is the ability to think about his or her own thinking?

A

metacognition

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6
Q

A child who can read almost every word is called ______?

A

highly skilled reader

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7
Q

These words cannot be sounded out to regular pronunciation rules: “do”, “said”, “was”, “of” are called?

A

irregular words

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8
Q

When ‘e’ is added to a word, the initial vowel has a long sound and this is what kind of word? Ex: “can” short sound, “cane” long sound

A

CVC word (consonant-vowel-consonant)

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9
Q

This type of reader understands that written language conveys messages.

A

emergent reader

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10
Q

What is used to assess students work as a whole not just portions of the assignments (assess overall structure and quality)?

A

holistic scoring rubric

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11
Q

What is used to assess the students performance and the teacher is able to suggest specific educational solutions?

A

analytic scoring rubric

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12
Q

What type of test requires all test takers to answer the same questions and are scored to compare the relative performance of individual students or groups of students?

A

standardized test

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13
Q

Students used these skills to learn to think critically by cross checking facts even from reliable sources…

A

web research skills

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14
Q

The ability to break words down into individual sounds which is essential in developing writing skills..(example: breaks the word “run” into its component sounds /r/ /u/ /n/ )

A

phoneme segmentation

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15
Q

The ability to identify a word when hearing parts of the word (phonemes or syllables) in isolation.

A

phoneme blending

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16
Q

The ability to recognize the same sound in different words.

A

phoneme identity

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17
Q

The recognition of individual sounds within a word such as the first sound in “cap” is /k/.

A

phoneme isolation

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18
Q

Recognition of the word that remains when a phoneme is removed from a word. (ex: “cluck” without the /k/ is “luck” )

A

phoneme deletion

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19
Q

Assessment that is given in which data is computed and summarized and scored with percentiles, stanines or standard scores

A

formal assessment

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20
Q

Assessment that is not data driven but rather content and performance driven scores such as 10 correct out of 15, percent of words read correctly and most rubric scores are given.

A

informal assessment

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21
Q

Stages of writing are…

A

Drafting,prewriting,revising,editing and publishing

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22
Q

This determines how well a student performs against another student..

A

norm-referenced test

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23
Q

Accurate information and cohesiveness of ideas in which students will not benefit from text inaccurate or biased info).

A

quality informational text

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24
Q

What is the best way to improve a student’s reading fluency?

A

provide students many opportunities to reread the same passage..repetition helps improve recognition and recall sight words

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25
Q

What is used to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning? (have low or no point value) ex: draw a concept map in class to represent their understanding of a topic

A

formative assessment

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26
Q

What is used to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark at a high point value? ex: midterm, final project, paper, etc..

A

summative assessment

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27
Q

Students recognize a word in a set of three or four words that has the “odd” sound is called what? ex: which word does not belong: net, nap, rug? “rug” doesn’t belong b/c it doesn’t begin with /n/

A

phoneme categorization

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28
Q

What is it called when students make a new word by adding a phoneme to an existing word? ex: what word do you make if you add /s/ to the beginning of “nail”…“snail”

A

phoneme addition

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29
Q

What is it called when a student substitutes one phoneme for another to make a new word? ex: In the word “run”, change /n/ to /g/ what is the new word? “Rug”

A

phoneme substitution

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30
Q

What is the ability to notice, think about and work with the individual sounds or phonemes in spoken words?

A

phonemic awareness

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31
Q

Speech that starts at or near the position for one vowel and moves to or toward the position of another is called? ex: ‘oy’ in “toy” or ‘ou’ in “out”

A

diphthong

32
Q

What do you call the attachment to the end or beginning of base or root word that describes prefixes and suffixes?

A

affix

33
Q

What do you call two letters that make one sound? ex: ‘sh’, ‘ch’, ‘th’, ‘ph’

A

digraph

34
Q

A word that means print and sound and refers to letter-sound correspondence.

A

graphophonic cues

35
Q

Speech sound that refers to letters of the alphabet that represent those sounds that are not vowels: Z, B, T, G and H

A

consonant

36
Q

What are the following letters called: a,e,i,o,u and sometimes w and y

A

vowel

37
Q

An informal diagnostic procedure that requires students to provide appropriate words to complete sentences in a systematic fashion from a passage they have just read.

A

cloze technique

38
Q

A point scale that 9 is the highest and 5 being average. These are useful when comparing among subtests. (scores 1,2,3 are below average, 6,7,8 are above average)

A

stanine scores

39
Q

An appropriate use of phrasing and expression, while reading, to convey meaning.

A

prosody

40
Q

Relationship between sounds and the letters which represent those sounds, also known as letter-sound correspondence.

A

grapheme-phoneme correspondence (GPC)

41
Q

What is it called when you split up a word into its individual phonemes in order to spell it? ex: “cat” has three phonemes /c/,/a/,/t/

A

segment

42
Q

Device that is used for memorizing and recalling something. ex: snake shaped like the letter ‘s’

A

mnemonic

43
Q

Two letters that are split making one sound. ex: ‘a-e’ as in “make”

A

split digraph

44
Q

Two or three letters making two or three sounds. ex: the first three letters of “straight” are a consonant ______

A

cluster

45
Q

Combination of vowels that combine to make a single vowel sound. ex: “oa” in “boat”, “ai” in “rain”, “ee” in “feet”

A

vowel digraph

46
Q

The coding, scoring and analyzing a students oral reading behavior. This is usually performed while a child is reading from a benchmark book and taken at the earlier stages of reading.

A

running record

47
Q

Written record kept in a positive tone of a child’s progress based on milestones particular to that child’s social, emotional, physical, aesthetic and cognitive development. ex: teacher observes and then records a child’s actions and work throughout the day while activities are occurring which is informal.

A

anecdotal records

48
Q

Assessment that tells us how well a student performs against an objective or standard based on an established cut score.

A

criterion-referenced test

49
Q

The use of prefixes, suffixes and root words to understand meaning of an unknown word. ex: “abnormal” has a prefix and root word

A

structural analysis

50
Q

Direct instruction sequence of supports: setting a purpose for learning, telling students what to do, showing them how to do it and guiding their hands on application of the new learning.

A

explicit teaching

51
Q

Multisensory approach to building a students reading-fluency skills and provides a model (teacher) of accurate and fluent reading.

A

neurological impress

52
Q

Summarizing the central thought of the text is the…

A

main idea of the text

53
Q

Allows teachers to tailor instruction to address students’ changing needs.

A

flexible grouping in the classroom

54
Q

An alternative to traditional tests that measures student achievement over time.

A

student portfolio/developmental portfolio

55
Q

Enables students to record their responses to text as they read, gives students opportunity to express their thoughts and become actively involved with material they read.

A

double entry journal strategy

56
Q

When a syllable ends in a vowel, the vowel is long, as in ______.

a. ) tackle
b. ) idle
c. )tennis

A

idle

57
Q

When a syllable ends in a consonant, the vowel is short, as in ______.

a. ) tackle
b. )tennis
c. ) idle

A

tackle

58
Q

Divide a word between two like consonants, as in ______.

a. )music
b. )tennis
c. )tackle

A

tennis

59
Q

When a consonant lies between two vowels, divide the word after the first vowel, as in _____.

a. )music
b. )tackle
c. )tennis

A

music

60
Q

What is the process called where young children infer the underlying rules of language to which they are exposed and begin to acquire the ability to communicate through testing what they have learned.

A

language acquisition

61
Q

Readers identify and/or recall relevant information explicitly stated in the reading selection by
A. identifying the order of events or a specific event from a sequence of events.
B. identifying a statement or sentence that best indicates the main idea of the selection.
C. identifying directly-stated facts (e.g., actions or events; names of characters, places or things in the selection; special circumstances relevant to the story).
D. identifying details such as key words, phrases or sentences that explicitly state important characteristics, circumstances, or similarities and differences in characters, times or places.
E. identifying directly-stated opinions.

A

literal level of comprehension

62
Q

Readers use information explicitly stated in the passage to determine what is not stated. Readers derive meaning by
A. identifying implicit relationships (relationships not directly stated) such as cause and effect, sequence-time relationships, comparisons, classifications and generalizations.
B. predicting probable future outcomes or actions.
C. inferring an author’s unstated meaning by drawing conclusions based on specific facts, events, images, patterns or symbols found in selected readings.
D. inferring the main idea of a selection when it is not
explicitly stated.
E. identifying unstated reasons for actions or beliefs based
on explicitly stated information.

A

inferential level of comprehension

63
Q

readers use evidence from the text to reach conclusions and make generalizations about the text and its wider implications by
A. drawing conclusions about the author’s motivation or purpose for writing a passage or story based on evidence in the selection.
B. drawing a conclusion that is validated by the
evidence in the selection.
C. determining whether the information used by the author to support a conclusion is accurate and/or credible.
D. differentiating between conclusions that are based on fact and those that are based on opinions.
E. drawing parallels between the selection and issues and situations relevant to the text.
F. drawing conclusions about the characteristics, values, and habits of human beings.

A

evaluative level of comprehension

64
Q

The study of human sounds

A

phonetics

65
Q

Classification of sounds within the system of particular language or languages.

A

phonology

66
Q

This type of approach is for the school to intervene, or step in, and start helping before anyone falls really far behind.

A

Response to intervention

67
Q

Words that appear most often in printed materials are called _____? (ex: “and”, “the” and “I”

A

high frequency words

68
Q

A group/pair of words that are spelled the same way but have different meanings.

A

homograph

69
Q

Process by which meaning is derived from speech, symbols, signs and text

A

semantics

70
Q

Sequence in which words are put together to form sentences.

A

syntax

71
Q

Using relationships between spelling and pronunciation to figure out unfamiliar words is called?

A

word analysis

72
Q

Words from which many are formed (migrate, migration, migratory)

A

base words

73
Q

Words from other languages that are the origin of many English words

A

word roots

74
Q

A comparison using “like” or “as”

A

simile

75
Q

Comparison between two unlike things NOT using “like” or “as”

A

metaphor

76
Q

Allows students to develop word identification, comprehension and fluency skills

A

choral repeated reading

Teaching Reading (3 decks)

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