Unit 3: Chp. 5, 7 Flashcards
Automaticity Theory:
Explains how the brain of a mature reader is able to shift attention effortlessly between decoding(sounding out words) and comprehending(thinking about the meaning of the author’s message in text).
Reading Fluency:
The ability to read grade-appropriate texts smoothly at a conversational reading rate/speed and to use appropriate expression or prosody in the voice.
Explicit Instruction:
Characterized by direct, unambiguous teaching that proceeds in small sequential steps, checking for understanding, supporting learning through instructional support and active student participation and response.
Round-Robin Reading:
A failed reading strategy not to be used, students in a reading group are asked to take turns reading parts of a reading selection usually one after the other.
Radio Reading:
A form of reading theater wherein each student is given a script to read aloud. Selections can be drawn from newspapers, magazines, or any print source that can be converted into a news story.
Construction-Integration Theory:
A theory that explains the complex two stage thinking processes ( construction -> integration) by which readers successfully comprehend a text.
Benchmark Standards:
The minimum expected performance outcomes for comprehension development at the end of the year for each grade level.
Metacognition:
A reader’s awareness of how well he or she is understanding the reading; and the ability to control his or her own thinking, including the use of comprehension to improve or repair failing comprehension when reading.
Story Grammar:
A rule system describing the necessary elements that make up a story and its expected sequence such as setting, characters, problem, goal, events and resolution.
Unaided Retell:
Retelling a story or expository text without pictures, graphic organizers, notes, outlines, or verbal prompts.
