| A | B |
|---|
| basic level | the ability to read and comprehend grade level materials |
| National Reading Panel NRP | the national review of reading research by eperts to determine the essential components of effective reading instruction |
| grapheme | letter (written) representing a single speech sound SEE FOX PHONICE Exercises |
| alphabetic principle | the understanding that there are systematic and predictable relationships between written letters and spoken sounds |
| code emphasis instruction | phonics based instruction |
| meaning emphasis | instruction does not emphasize the letter sound correspondences |
| at risk | children who are a greater danger of school failure and or special ed placement |
| explicit instruction | clear direct teaching |
| systematic instruction | carefully selected skills that are organized sequentially |
| who is Chall? | he classified reading in 1967 as code empahsis or meaning emphasis |
| code emphasis reading | programst instruct reading using the predictable letter sound correspondences and read words composed of those corresondences |
| meaning emphasis reading | focuses on the reading of words that occur frequently in spoken lang regardless of letter sound |
| code emphasis focuses on.... | code fcouss on oral reading and meaning emphasis focues on silent reading |
| sounding out words is which one | code emphasis |
| whole word reading | meaning emphasis |
| focuses on accuracy of sentence reading | code emphasis |
| guessing at unfamiliar words or skipping unfamiliar words to maintain a flow of reading | meaning emphasis |
| Whole language reading is a type of meaning emphasis, but they differ how? | 1. words are not selected 2. authentic literature is used 3. children not taught reading skills first but get meaning and then use meaning to decode unfamiliar words |
| Whare the whole language premises? there are 5 | reading is acquired naturally, learning to read and spell is like learning to talk; good readers can recognize words on basis of a few sound-symbol correspondences, don't need to know inner details like vowels, child doesn't know a word they guess it and try to sound it out after guessing doesn't work |
| NATIONAL READING PANEL NRP ---five essential componenst of a reading program | phoneme awareness, phonological awareness, fluency, vocab comprehension, passage comprehension |
| NRP ---phonics instruction is most beneficial to children when taught explicit and systematic | xxxx |
| THREE TYPES of programs that do NOT teach phonics explicitly | lit based program, basal reading program, sight word program |
| lit based program | emphasis reading and writing activities...phonics instruction is embedded in these activities |
| basal ready program | focus on whole word or meaning based activities |
| sight word ready program | begin by teaching children a sight-word reading vocab from 50-100 words ...after they learn these then they get instruction on alphabetic principle |
| Ehri | he in 2005 introduced 5 phase model |
| pre alphabetic | no understanding of relationship between letters-sounds...children correctly identify words based on appearance rather than decoding skills |
| partial alphabetic | students are beginning to understand the relationship between letters and sounds |
| full alphabetic | know and uses the most common letter sound associations |
| consolidated alphabetic | uses alphabetic principle to decode larger words that include common letter-sound associations |
| automatic phase | recognizes whole words quickly by sight by associating letters with their sounds |
| Rationale for explicit instruction | 1. instruction is systematic and efficient/2. introduction of each new letter-sound correspondence results in student reading many new words/3. text is controlled and the student experiences more reading/4. the correcition process is CLEAR, SIMPLE and IMMEDIATE |
| 7 parts of phonemic awareness | blending, segmenting, phonics, alphabetic principle, fluency, phonemes, graphemes |
| Who is at risk ? | prevention is better than remediation and special ed reading difficulties |
| Will a child catch up by the end of first grade ? | Fewer than 1 out of 8 who is failing to read at the end of first grade will actually catch up to grade level |
| What percent of students who read below grade level in grade 3 will still be poor readers at the end of high school? | 75% |
| phonemic awareness | aiblity to hear and manipulate the smalles unit of sound in spoken language |
| segmenting | breaking apart words into individual phonemes pan /p/ /a/ /n/ |
| blending | ability to say a wpoken word when its individual phones are said slowly /p/ /a/ /n/ = pan |
| graphemes | written letters |
| phonemes | speech sounds |
| reading fluency | ability to read text accurately quickly and with expression |
| what is the ultimate goal of reading instruction? | reading comprehension |
| vocabulary | can be learned indirectly and very important in reading achievement |
| explicit instruction | clear outcomes, clear purpose, clear directions and instructions, consistent corrective feedback on student success, identification of carefully selected and useful set of skills, organize skills into a logical sequence of instruction |
| benchmark assessments | identifies students at risk for future reading failure, efficient and valid, avoiding false positives and false negatives |
| what is curriculum observation used for? | progress monitoring |
| diagnostic assessment | (after progress monitoring and universal screening they are at risk ) 1. plan instruction reflect individual needs, determine elgibility for special services |
| how many exposures to a word does a student at risk need before it is in long term memory | 50-100 |
| how does student behavior improve? | when they actively participate |
| effectives signals... | get students to answer one time so students who are struggling simply repeat the first responder |
| parts of effective signals | 1. focus students' attn. then ask ?, 2. provide thinking time |
| teacher talk | talk is related to taks, uses clear language that all students will understand and students on taks behavior will increase |
| perky pace | start lesson with a brief advance organizeer, minimize transition time between activities, and use animated teaching styles |
| my turn model | teacher demonstrates the new skill |
| together lead | teacher practices skill with students |
| your turn test | students do it by themselves and teacher monitors |
| students at risk need more time to practice and learn new skills | repeat lessons until mastery, don't waste time reteaching errors that students have learned |
| student motivational systems | success increases motivation, most effective classroom, teacher class game to increase motivation |
| NO CHILD LEFT bEHIND 2001 | children will be reading at grade level by 2013-14 |
| risk factors..children at risk | poverty, parents who don't read to them, children who have parents with disabilities, mild disabilities and children with English as a second langauge |
| 6 principles of early reading instruction | 1. begin teaching phoemic awareness directly in Kindergarten 2. teacher letter-phoneme relationship directly 3. teach frequent higly regular letter-sound relationships systematically 4 show children how to sound out words 5. give children connected decodable tex to practice letter phoneme relationships 6. use interesting stories |
| when should you start to teach reading? | early because once behind usually do not catch up, reading skills don't develop naturally, 74 percent in grade 9 still poor readers, special ed doesn't guarantee success and need 4 times the effort with a 4th grader than a kindergartener learning to read |
| DIBELS ---dynamic indicators of basic early literature skills | fluency based assessment, cbm characteristics, predictive future behavior, empiracally valid measure and allows data based instructional decisions |
| advantages of fluency | fluent skills more likely to be remembered, helps students learn more sophisticated skills, and perform cognitve strategies for comprehension |
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