Term
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Definition
| automatic word recognition |
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Term
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Definition
| breaking the sentence apart to gain meaning |
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Term
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Definition
| the ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. When fluent readers read silently, they recognize words automatially. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they were speaking. |
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Term
| Fluency in relation to comprehension |
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Definition
| "it is best to think of fluency as necessary but insufficient element for children to comprehend what they read. To comprehend, children must be more than fluent. They must learn how to select and use a variety of cognitive strategies to help them understand text." |
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Term
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Definition
| through oral reading across different text types (narrative and expository) |
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Term
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Definition
| limited in ability to shift attention between parallel process of coding and comprehending. If decoding is automatic then comprehension increases (because less attention is needed to focus on decoding) |
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Term
| Characteristics of Reading Fluency |
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Definition
- accurate, effortless, and automatic word ID
- age/grade level appropriate speed/rate
- suitable volume, pitch, juncture, and stress in voice
- correct phraseing (scooping or chunking)
- fluent readers simultaneously comprehend what they read
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Term
| Characteristics of Less Fluent Readers |
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Definition
- struggle
- word by word
- focus on decoding
- comprehension suffers
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Term
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Definition
| Using vocal expression in reading |
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Term
| Prosody in relation to Fluency |
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Definition
- indicator of later comprehension
- repeated oral readings and wide silent reading increases reading comprehension
- have students read aloud and promote silent reading
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Term
| Measuring Reading Fluency |
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Definition
- accurate and effortless decoding
- reading rate or speed
- volume, stress, pitch, and juncture
- mature phrasing
- simultaneous comprehenison of text
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Term
| Characteristics of Effective Fluency Instruction |
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Definition
- Explicit (direct, tell kids what they will be learning)
- model reading fluency (have kids follow along as you read)
- Reading practice
- access to appropriately challenging reading materials-help increase reading fluency
- use of oral and silent reading (read widely when silent readin)
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Term
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Definition
- Repeated reading
- wide oral reading
- fluency oriented reading instruction (integrated lesson framework for providing differentiated instruction and practice in fluency)
- choral reading
- partner/paired readin
- scaffolded silent reading
- reader's theater
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Term
| How does Reader's theater promote fluency? |
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Definition
| It offers students a unique opportunity to participate in reading along with other, perhaps more skilled readers. Participating in the mainstream classroom with better readers helps students with reading problems by providing them with ready models of good reading and demonstrating how good readers, through practice, become even better readers. |
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Term
| What is reading comprehension? |
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Definition
| Comprehension is a complex process, often viewed as the essence of reading. Reading comprehension is intentional thinking during which meaning is constructed through interactions between text and reader. the content of meaning is influenced by the text and the reader's prior knowlege and experience that are brought to bear on it |
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Term
| How do children develop reading comprehension? |
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Definition
| It is a 2 stage process beginning with lower processes focused at the word level- such as word recogniton, fluency, and vocab. The 2nd stage of reading comprehension development focuses on higher-order thinking- relating prior knowledge to text content and consciously learning, selecting, and controlling the use of several cognative strategies for remembering and learning from text |
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Term
| Theories invovled in children developing reading comprehension? |
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Definition
| Schema theory (use information they already know) and Construction itegration theory (it is a complex thinking process to understand text) |
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Term
| What student assessment factors affect comprehension? |
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Definition
| Interest in the text and being able to pay attention |
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Term
| What are the effective ways to teach comprehension? |
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Definition
Asking engaging questions.
Content approaches-student attention on the content of the text through meaning-based questions about the text.
Dialogic reading-student attention on the text content (Who, where, when, what, why, and how) |
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Term
| What are text knowledge factors? |
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Definition
| time/order, cause/effect, problem/solution |
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Term
| How to help children understand challenging text? |
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Definition
Sentence structure-shorten sentence length, concept density (concepts presented within the sentences)
Coherence-how well words, concepts & sentences bond with one another
Organization-easy to comprehend patters: events in time sequence or problem-solution
Background knowledge-student prior knowledge (schema) |
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Term
| What are the parts of reading comprehension? |
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Definition
| The reader, the activity, the text, and the context |
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Term
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Definition
The one doing the comprehension.
Should have background knowledge about the theme or topic (schema)
Stimulating "before reading" dialogue can help students draw on relevant past experience to improve all levels of comprehension.
Opening the Relevant schema in a child's brain in prep for reading is vital for promoting reading comprehension.
2 levels of comprehension: literal (in text) and inferential. |
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Term
| The Activity (Think of as 'The Purpose') |
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Definition
Teacher driven with quesitoning: QAR strategy (connection between type of question asked and information sources available to answer it), questions at different levels, questioning the author, elaborative investigaiton, summarizing what was read
Metagonative questioning: one's awareness of one's comprehension (click or clunk;fix-up)
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Term
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Definition
Narrative: tells story
Expository: informational, more than one structure (compare/contrast lists, cause/effect, descriptions, enumeration). EX: newspaper, science text book, etc. |
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Term
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Definition
Actual setting where reading occurs (affects how well one comprehends while reading)
Social context-reading comprehension- could occur individually, alone, in a very limited social setting OR be a part of a vibrant social activity in which people read a text together and jointly construct meaning through discussion |
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Term
| Phases of Mental Processing |
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Definition
Construction phase: retrieve word meanings, examing surface and grammatical structure of print, analyze clauses into units, connectnig inferences and generalizaitons. ACTIVATE PRIOR KNOWLEDGE AND EXPERIENCE (schema)
Integration phase: ideas connected to what we know and new concepts that do not fit with meaning of text are deleted |
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Term
| Scaffolding Comprehension |
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Definition
"Fis between the reader and what the teacher does for/with the activity"
Teacher modeling, guided practice, student modeling |
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Term
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Definition
Vocabulary is the glue- Vocabulary=concept attainment; concept attainment=using vocab word while speaking
Vocab knowledge in reading-predictor of school success |
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Term
| How do students acquire vocab? |
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Definition
Conversations
Independent reading (major way readers increase vocab)
Meda
Reading comprehension and writing composition are dependent on word knowledge
(implicit) |
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Term
| Greater Use of Informational Text |
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Definition
Shifts from literary text to informational text and expository texts.
Provide focused instruction using leveled books for excellent opportunities to expose students to informaitonal texts as stressed by common core state standards .
CCSS defines informational text as a broad category of nonfiction resources. |
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Term
| 4 types of vocab (all the ays they can pick up and use new words) |
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Definition
Listening
Speaking
Writing
Reading |
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Term
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Definition
Unknown (never heard it)
Acquainted (aware of word)
Established (correct understanding) |
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Term
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Definition
tier 1 basic speaking vocab-no instruction needed
Tier 2 elaborated speaking vocab- sophisticated synonyms. Ex: cold, freezig, frigid
Tier 3 Academic knowledge domain vocab- word meanings from highly specialized domains. Ex: word meanings related to photosynthesis. |
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Term
| Teaching Vocab Directly/Explicitly |
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Definition
Taught words using strategies
Word conciousness (be aware that they don't know it and it will affect text understanding)
Flood vocab gaps to accelerate word learning (use fast mapping) |
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Term
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Definition
| intro, multiple encounters, muliple contexts (how you learn vocab using full word knowledge/establishd vocab). Ex: read about photosynthesis, diagram photosynthesis, act out photosynthesis |
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Term
| What are the most important words for students to know? |
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Definition
The core vocab-key words
Academic knowledge domain vocab-specialized concepts in core subject fields (such as a math term or science term) |
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Term
| Principles of effective vocab instruction |
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Definition
"Every day through multiple exposures over time"
Explicitly and incidentally
context of definition
depth and breadth of word knowledge
Multiple meaningful exposures for new learning |
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Term
| What is depth and breadth of word knowledge? |
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Definition
Association processing; you're associating it to something that you know. Ex: reading fluency is like reading smoothly.
Comprehension processing (classify, antonyms)
Generation processing- personal definition, connect to personal experiences |
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Term
| How to plan vocab instruction |
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Definition
text type
levels of word knowledge
List of 10 unknown and acquainted words by subject area (vocab word is a weighty concept the student needs to understand).
Select elaborated speaking vocab (narratives) or academic knowledge domain vocab (informal).
Book suggests 2 words a day BUT IT DEPENDS ON YOUR STUDENTS |
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Term
| Vocab Instruction Activities and tools |
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Definition
routine page, word banks word wall, word sorts, etc.
Frayer Model
Word Mapping |
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Term
| How can students learn words independently? |
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Definition
| Structural analysis and context clues |
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Term
| Motivational Vocab Instruction |
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Definition
Experiences with word
Activities
Creatve Activities |
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