The Science of Teaching Reading

Question 1

FOUR REGIONS OF THE BRAIN THAT RELATE TO READING. NAME THEM.

Answer 1

EYES-VISUAL CORTEX
HEARING- PHONOLOGICAL CORTEX
Memory-SEMANTIC CORTEX
Popo of grammer-Syntactic Cortex

Question 2

Convergent Thinking

Answer 2

There is only one correct answer.

Question 3

Divergent Thinking

Answer 3

Creative answers
Team effort in coming up with answers.

Question 4

Objective:
The Four Point Processing Model -
is a simplified model that illustrates how the brain reads or recognizes words.
For word recognition.
phonological processor,
orthographic processor,
semantic processor,
and syntactic processor.

Answer 4

Help with Word Recognition

Question 5

Using the visual system to form, store, and recall words, such as writing a word out in the air in front of you.

Answer 5

Orthographic Processor
is the ability to recognize words, spell words, and put letters in proper sequence for words.

Question 6

Ortho

Answer 6

Straight and in proper order.

Question 7

Ortho

Answer 7

Straight and in proper order.

Question 8

The Four processors activated in the Reading Brain

Answer 8

With this process a person:

looks at a letter (orthographic processor)
goes to a sound (phonological processor)
uses their knowledge of letter sounds to sound the word out (phonics)
then asks what that word means (meaning processor)
then asks what it means in the context that we are reading or hearing it (context processor)

Question 9

Recognizes, stores and recalls the letters and combinations of letters that we use to recognize written language
Stores print information for retrieval to efficiently recognize and recall words for reading and spelling

Answer 9

Orthographic Processor: letter recognition

Question 10

Detects, recalls, and understands (phonemes) that make up spoken words

Controls the production of sounds and words in spoken language

Answer 10

Phonological processor: sound recognition

Question 11

Interprets word meanings

Organizes words into meaning networks by

spelling patterns

categories and concepts

word relationships

word meanings and associated meanings

meaningful parts of words (morphemes) and roots

Answer 11

Meaning Processor

Question 12

Provides support to the meaning processor by interpreting words based on:

language of a sentence

experience or circumstances

knowledge of a concept

(Example - knowing the multiple meanings of words.)

Answer 12

Context Processor

Question 13

It is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and languagecomprehension.

Answer 13

Simple View of Reading
Hint: Decoding (D) x Language Comprehension (LC) =Reading Comprehension(RC)

Question 14

Encoding is essentially a writing process, whereas decoding is a reading process.

Answer 14

ENCODING VS. Decoding

Question 15

Encoding breaks a spoken word down into parts that are written or spelled out.

Answer 15

Encoding, what does it do?

Question 16

Decoding, what does it do with a word?

Answer 16

Decoding breaks a written word into parts that are verbally spoken.

Question 17

Dysgraphia

Answer 17

a neurological condition and learning difference that makes it difficult for someone to communicate clearly and correctly through written language.It can affect the physical act of writing, as well as the ability to translate thoughts into written words.

Symptoms of dysgraphia include:

Handwriting:Poorly formed, illegible, or inconsistent letters, awkward grip, difficulty staying within margins, or writing that takes a long time to complete

Spelling:Odd spelling or incorrect word production

Syntax:Syntaxis errors or difficulty constructing grammatically correct sentences

Organization:Difficulty organizing thoughts in writing or written expression

Fluency:Limited written fluency

Word choice:Limitations in the variety or appropriateness of word choice

Punctuation and capitalization:Difficulty using writing conventions like capitalization and punctuation

Dysgraphia can be managed with interventions that help people learn new writing strategies.

Symptoms of dysgraphia include:

Handwriting:Poorly formed, illegible, or inconsistent letters, awkward grip, difficulty staying within margins, or writing that takes a long time to complete

Spelling:Odd spelling or incorrect word production

Syntax:Syntaxis errors or difficulty constructing grammatically correct sentences

Organization:Difficulty organizing thoughts in writing or written expression

Fluency:Limited written fluency

Word choice:Limitations in the variety or appropriateness of word choice

Punctuation and capitalization:Difficulty using writing conventions like capitalization and punctuation

Dysgraphia can be managed with interventions that help people learn new writing strategies.

Question 18

A cognitive process that involves decoding symbols to arrive at meaning.

Answer 18

Reading

Question 19

The reading process involves three stages.

Answer 19

Prereading-activate background knowledge
Second Stage During Reading-The reader makes predictions as they read.
Third Stage Final- Allows the reader to retell the story and discuss the elements of the story.

Question 20

Skills that more directly relate to comprehending text.

Answer 20

Meaning Based Literacy
Reading Instruction

Question 21

Fluency Stage

Answer 21

Independent Level:Relatively easy for the student to read (at least 95% word accuracy).

Instructional Level:Challenging but manageable for the reader with the help of a teacher (90% to 94% word accuracy).

Frustrational Level:Difficult text for the student to readeven with the help of a teacher (less than 90% word accuracy).

Question 22

Ways of teaching reading:
Semantic Cues

Answer 22

The study of the meaning of words.
Meaningful associations that aid in retrieval of information from memory.Sppech, Signs, Symbols, and visual aids
deal with the knowledge of the world, culture, and general topics.

Question 23

These cues come from using the words surrounding text to figure out possible meaning

Answer 23

Context Cues

Question 24

Assisting with reading
Semantic cue:

Answer 24

The meaning of individual word.

Question 25

Syntactic Cues

Answer 25

They are derived from standard word order and sentence composition

Question 26

Letter-sound knowledge isknowledge of the letters or groups of letters which represent the individual speech sounds in language.

Answer 26

Graphemes

Question 27

Four Levels of Reading Comprehension with definitions

Answer 27

Literal
This level corresponds to reading the lines of text and is the first level to develop. It involves understanding information that is directly stated in the text about what happened. Strong literal comprehension is a foundation for building higher levels of comprehension.
Inferential
This level involves reading between the lines, drawing conclusions, and determining what the text means.
Evaluative
This level involves reading behind the lines to understand the meaning of the entire text, its message, and how it relates to the reader’s own experiences and opinions.

Question 28

the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

“the alliteration of “sweet birds sang””Alliteration

Answer 28

DEFINE Alliteration