| A | B |
|---|
| Home Language Survey | a registration form on which parents enrolling their children in school indicate what language is primarily spoken at home |
| Inferential Comprehension | Understanding parts of the written text without it being stated explicitly such as determining cause and effect, drawing conclusions, and making predictions. |
| Literal Comprehension | Understanding of the facts in the written text such as stated main idea or specific details. |
| Evaluative Comprehension | The ability to analyze text by questioning whether it is fact or opinion, determining if there is faulty reasoning, and explaining how the characters are developed. |
| Accuracy (when reading) | the reader’s ability to correctly pronounce words |
| Prosody | the reader's ability to convey expression, including using correct emphasis, punctuation, and tone, while reading aloud |
| Speed (when reading) | the pace at which the reader reads the text |
| Words per Minute (WPM) | the number of words a student reads correctly in a 60-second time span |
| Timed Reading | A strategy in which a teacher listens to a student read a passage from a grade level novel for a set period of time |
| Reading Fluency | The ability to read with appropriate speed, accuracy, and prosody |
| Schema (when reading) | Background knowledge a reader brings to a text. |
| Adequate Yearly Progress (AYP) | measure of school's performance based on established state-level standards for their students. |
| No Child Left Behind (NCLB) | a 2002 federal law that focused on holding schools accountable for student learning and achievement and was initially developed to assist disadvantaged students |
| Clarity of Language | does not contain ambiguous pronouns, words at too high a vocabulary level, or slang terms |
| Appropriate Level | leveled to where the content was taught when considering depth and difficulty |
| Reliability | Reliable exams produce the same scores when given in the same conditions (same individuals on different occasions or with different sets of equivalent items) |
| Validity | The ability of a test or question to measure what it purports to measure |
| Congruent Assessment | an assessment that tests the learning outcomes described in the learning objectives |
| Absence of Bias | Material based on common situations that all students will have encountered and that will not trigger an emotional response. |
