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MTEL Foundations Of Reading > Vocab > Flashcards

Vocab Flashcards

1
Q

Levels of reading fluency

A

Frustration (text is hard, lower than 90% accuracy in decoding words)

Instructional (text is challenging, 90% accuracy)

Independent (text is relatively easy, 95% accuracy)

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2
Q

Morphology

A

Study of word structure

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3
Q

Morpheme

A

Smallest unit of a language

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4
Q

Semantics

A

Word meaning

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5
Q

Semantic feature analysis

A

A strategy to help students learn words by comparing the similarities and differences between words

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6
Q

Wright group LEAD21 identifies the following 4 levels in student performance

A
  1. Intensive (needing the most help)
  2. Strategic (needing extra support)
  3. Benchmark (meeting requirements)
  4. Advanced (surpassing requirements)
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7
Q

Dyslexic readers uses this side of the brain vs. Normal readers use this side:

A

Dyslexic: both left and right
Normal: left

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8
Q

Consonant digraph

A

Groups of 2 or 3 consonants that spell out one sound (ch, th)

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9
Q

Consonant blend

A

Groups of 2 or 3 consonants that spell out a sound in which the consonants maintain their original sounds (cl, st)

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10
Q

Vowel diphthong

A

When two vowels come together and form a new sound (loud, coin)

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11
Q

Open syllable

A

Syllable that end with a vowel (hi,see, sea)

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12
Q

Closed syllable

A

Syllable that end with a consonant

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13
Q

Schwa

A

Unstressed central vowel in a word (the “e” in moment)

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14
Q

Grapheme

A

Written representations of sounds

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15
Q

Phonics

A

Method of teaching people to read by correlating letters to sounds or groups of sounds

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16
Q

Phonogram

A

a phonogram is a letter or combination of letters that represent a sound

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17
Q

Homophones

A

Words that have the same pronunciation but have different meaning s

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18
Q

Analytic instruction

A

A method of teaching phonics in which the phonemes in each word are not taught in isolation, but with words that share similar phonemes

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19
Q

Synthetic instruction

A

A method of teaching reading in which the letter sounds are first taught in isolation, then students are taught how to blend them together to form words.

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20
Q

Strategic instruction

A

A method of instruction in which students learn how to solve a reading problem by eliminating possible incorrect responses

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21
Q

Sight words

A

Frequent words that have unusual spelling. Children are encouraged to memorize as a whole by sight.

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22
Q

Morphemic analysis

A

Strategy to find out the meaning of words by examining the word’s components (suffix, prefix, roots)

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23
Q

Prosody

A

Pattern of rhythm and sound in reading

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24
Q

Three tiers of words

A
  1. Tier 1: Common words (frequently used words that do not need to be taught beyond the primary grades)
  2. Tier 2: mature words used in high frequency across a number of contexts and may have multiple meanings
  3. Tier 3: academic words
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25
Q

Analogizing

A

Teaching students to recognize the patterns of letters in words that share similar sounds

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26
Q

6 types of syllables

A
  1. Open syllable
  2. Closed syllable
  3. Vowel-consonant-e syllable: can make a word have a long tail
  4. Vowel team syllable: like a vowel diphthong
  5. Consonant + l + e: like puzzle, handle, middle
  6. R-controlled syllable: contains a vowel followed by “r”, which changes the pronunciation of the syllable
27
Q

Phonological awareness

A

Recognizing the sound structures of the spoken language, not just its meaning

28
Q

Phonemic awareness

A

Being able to manipulate phonemes, and segment words and syllables into phonemes.

29
Q

Alphabetic principle

A

Concept that printed language has letters that corresponds to sounds in the spoken language. Often referred to as decoding

30
Q

Orthographic awareness

A

Knowing the rules in the spelling and grammar of the written language

31
Q

Comprehensive monitoring strategy

A

Full repertoire of techniques that will help students to retain the information they have read

32
Q

Conditions required for a student to learn how to read

A
  1. Phonological awareness
  2. Phonemic awareness
  3. The alphabetic principle
  4. Orthographic awareness
  5. Comprehensive monitoring strategies
33
Q

Syllable

A

Unit of pronunciation that has only one vowel phoneme

34
Q

The ability to segment

A

To be able to break up letters in words into their particular sounds

35
Q

Onset

A

Initial consonant/consonant clusters of most words

36
Q

Rime

A

Part of the word that makes up the vowel and the end consonants

37
Q

Reading fluency tests the student’s ability to:

A

Read smoothly and accurately

38
Q

Research based reading instruction includes the following:

A
  1. Phonemic awareness
  2. Fluency
  3. Vocab
  4. Phonics
  5. Reading comprehension
39
Q

General sequence for teaching phonics

A
  1. Single consonants and vowels
  2. Consonant digraphs
  3. Long vowels with silent e (e.g. Mace)
  4. Long vowels at the end of words
  5. Y as a vowel
  6. R-controlled vowels
  7. Silent consonants
  8. Vowel digraphs
  9. Variant vowel digraphs or diphthongs
40
Q

Authentic assessment

A

Using actual literacy tasks to assess a student’s performance, as opposed to more traditional forms of assessment

41
Q

Balanced reading

A

A reading program that includes phonemic awareness, decoding, fluency, calling on prior knowledge, vocabulary building, comprehension, and motivation

42
Q

Expository writing

A

Precise, factual, informational writing style

43
Q

Paired reading

A

Partners reading aloud to each other to develop fluency, practice reading, communicate information, or model oral reading techniques

44
Q

Word families

A

Groups of words having similar roots or stems

45
Q

Reading comprehension strategies: directed reading

A

A method of teaching reading that asks the student to make predictions continuously

46
Q

Reading comprehension strategies: reciprocal teaching

A

Instructional strategy in which students become the teacher in small group sessions after the teacher models summarizing, question posing, clarifying, and predicting

47
Q

Reading comprehension strategies: transactional strategy instruction

A

Instructional strategy in which the teacher teaches students how to use comprehension strategies to problem solve during reading

48
Q

Reading comprehension strategies: Multipass learning strategy (3 steps)

A
  1. Survey pass (making predictions and an outline from a quick survey of chapter titles)
  2. Size up / textual cues pass (using textual cues such as illustrations to further students’ understanding of the text)
  3. Sort out pass (try to answer each posed chapter question)
49
Q

Structural analysis

A

The process of recognizing the morphemic structure of words. Typically introduced to students in the early elementary grades as a strategy for identifying words with inflections. (Pretest, retest, tested, testing)

50
Q

Norm referenced survey test

A

Test designed specifically for the purpose of comparing students’ performance to each other.

51
Q

Reading miscue inventory

A

Assessment that helps a teacher understand the strategies a student employs to understand text

52
Q

Diagnostic portfolio

A

Individually administered test that contains a comprehensive assortment of reading assessment designed for diagnostic purposes

53
Q

Standardized informal reading inventory

A

A test used to establish a student’s independent, instructional, and frustration reading levels

54
Q

Trade books

A

Books marketed to a general audience, children’s trade books cover a variety of topics and include both nonfiction and fiction.

55
Q

Asking students to listen to a word and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who:
A. Have a relatively low level of phonological awareness
B. Are beginning to develop systematic phonics skills
C. Have a relatively high level of phonemic awareness
D. Are beginning to master the alphabetic principle

A

C.

Explanation. Phoneme segmentation task is a relatively high-level phonemic awareness skill.

56
Q

A beginning level English language learner can consistently blend individual phonemes to make simple english words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first grade teacher to consider when addressing the needs of this student?

A. Are the target words in the student’s oral vocabulary in English?

B. Does the student’s primary language have consonant blends?

C. Can the student distinguish between short and long vowel sounds in English?

D. Do the target words have cognates in the student’s primary language?

A

B. Does the student’s primary language have consonant blends?

57
Q

cognate

A

words that have the same linguistic derivation as another

58
Q

A kindergarten teacher wants to promote students’ understanding of the alphabetic principle. Which of the following would be the most effective first step in a sequence of instruction designed to achieve this goal?

A. Talk with students about selected consonants using a series of posters that each feature one consonant and contain pictures of items whose initial phoneme demonstrate that consonant’s sound.

B. Have students trace both lowercase and uppercase letters of the alphabet and then practice reproducing the letters on their own.

C. Talk with students about the title, beginning, middle, and end of a story and point to these parts while reading the story aloud from a big book.

D. Put labels on several familiar objects in the classroom and regularly read the labels aloud to the students.

A

A. Understanding the alphabetic principle entails the recognition that letters and letter patterns used in writing an alphabetic language correspond to the sounds in the spoken words of the language.

The activity described in A would promote understanding of the relationship between letters and the initial sounds in familiar words. Focusing on the initial phoneme in these words reflects an understanding that segmenting an initial consonant is a relatively easy phonemic awareness skill that beginning readers have likely mastered.

59
Q

A second-grade teacher regularly reviews
spelling patterns previously taught. The
teacher also provides students with multiple opportunities to read and write connected text that features words containing the target spelling patterns and to engage in word sorts focused on previously taught spelling patterns. These types of activities are likely to promote students’ reading proficiency primarily by developing their:

A. knowledge of grade-level vocabulary.

B. reading fluency with respect to
accuracy.

C. awareness of different types of
morphemes.

D. word recognition with respect to sight
words.

A

B. Reading fluency with respect to accuracy. The teacher uses both reading and writing activities to reinforce previously taught spelling patterns. Encoding and Decoding are reciprocal processes, and spelling knowledge can contribute to word reading accuracy.

60
Q

Which of the following strategies would be
most effective in promoting second graders’ decoding of multi syllable words?

A. giving students opportunities to read
literature that offers repeated exposure to predictable text

B. prompting students to sound out the individual phonemes that compose multi syllable words

C. encouraging students to compare the parts of new multi syllable words with
known single-syllable words

D. reinforcing students’ recognition of high-frequency multi syllable words
using drills and flashcards

A

C. By the second grade, students have typically learned to read a wide variety of syllable patterns in single-syllable words. Since most of the syllables in multisyllable words follow the same patterns as those in single-syllable words, the primary challenge for students just learning to decode multisyllable words is learning to recognize the words as a series of discrete syllables. This recognition allows students to apply their prior knowledge of syllable patterns to decoding longer words. The strategy described in C is effective because it
focuses students’ attention on recognizing the component syllables in these words.

61
Q

“My family went to the circus last
weekend. I liked the clowns the best.
They were very funny.”

A student makes several miscues when
reading these sentences aloud. Which of the following miscues represents an error in decoding consonant blends?

A. omitting circus
B. pronouncing clowns as clones
C. saying bet for best
D. shortening funny to fun

A

C. Saying bet for best

A consonant blend is a sequence of two or more consonants in a word, each of which
represents a separate phoneme. For example, the sequence of consonants at the end of the word best represents the sequence of phonemes /s/ and /t/. A student who says bet for best is omitting the letter s, an error in decoding the consonant blend at the end of the word.

62
Q

Which of the following principles is best
illustrated by the words watched, wanted,
and warned?

A. Spelling is often the best predictor of
the pronunciation of a suffix.
B. Open syllables are usually pronounced
with a long vowel sound.
C. The spelling of a suffix is often more
reliable than its pronunciation.
D. The second letter of a consonant blend
is usually pronounced as the onset of
the following syllable.

A

C. The words listed all contain the regular past-tense inflection –ed. The ending is spelled the same way in all three cases, but the ending is pronounced differently in each word. In the word watched, the –ed ending is pronounced [t]. In the word wanted, the –ed ending is pronounced [ĕd]. In the word warned, the –ed ending is pronounced [d].

63
Q

A second-grade student demonstrates
automaticity decoding grade-level regular
and irregular words. However, the student
frequently experiences poor text
comprehension. Which of the following is
the first step the teacher should take in order to promote this student’s reading
proficiency?

A. evaluating the student's ability to
apply grade-level phonics skills
B. determining the rate of the student's
phonological processing
C. evaluating the degree to which the
student uses syntactic clues
D. determining the extent of the student's
vocabulary knowledge
A

D. For a student to comprehend a text during reading, the student must be able to decode each word and then connect the decoded word to a word in his or her oral vocabulary. Research has shown that if
a reader does not understand the meaning of at least 90 percent of the words in a text, comprehension breaks down. Therefore, a student who has automaticity decoding grade-level words but a very limited oral vocabulary may be able to apply accurate decoding skills when reading an extended text but still not be able to make sense of
the text.

64
Q

A third-grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:
A. possess a self-awareness that allows
them to use metacognitive skills
efficiently.

B. have already developed the base of
background knowledge typically
covered by textbooks.

C. have well-developed skills for
decoding any level of text word
by word.

D. are able to focus their full attention
and cognitive resources on the
meaning of a text.

A

D. Research has shown that fluent readers have higher levels of comprehension than readers who lack fluency. By the third grade, fluent readers have developed automaticity in decoding, which allows them to focus on the meaning of what they are reading rather than on expending all their effort and energy on decoding each individual word letter by letter.

MTEL Foundations Of Reading (1 decks)

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