Download Glossary of Reading Instruction Terminology and more Exams Literature in PDF only on Docsity!
Qu
Pearson - Foundations of Reading with actual Questions &
Answers/ latest update 2025; (Graded A+)
Guided or Supported Reading ✔✔A method by which an experienced reader provides structure and purpose, and models strategies in order to move beginning readers towards independence. High Frequency Words ✔✔A small group of words (300-500) that account for a large percentage of words in print and can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. Homograph ✔✔Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in metal container or can as in able to). Immediate Intensive Intervention ✔✔Instruction that may include more time, more opportunities for student practice, more teacher feedback, smaller group size, and different materials. It is implemented as soon as assessment indicates that students are not making adequate progress in reading.
Independent Reading Level ✔✔The level at which a reader can read text with 95% accuracy (i.e., no more than one error per 20 words read). Independent reading level is relatively easy text for the reader. Independent-Instructional Reading Level Range ✔✔The reading range that spans instructional and independent reading levels or level of text that a student can read with 90% to 95% or above accuracy. Inference ✔✔Drawing meaning from a combination of clues in the text without explicit reference to the text. "The sky was dark and cloudy so I took my umbrella." We can infer that it might rain even though the text does not say that. Informal Assessment ✔✔Does not follow prescribed rules for administration and scoring and has not undergone technical scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests and running records are all examples of informal assessment. Informational Text ✔✔Nonfiction books, also referred to as expository text, that contains facts and information.
Letter-Sound Correspondence ✔✔Making a connection between individual letters and the sounds they represent (graphophonics). Linguistic Approach ✔✔A reading based on highly regular spelling patterns. Such as: Nat the cat sat on the mat. Literal Comprehension ✔✔Understanding of the basic facts that the student has read. Main Idea ✔✔The central thought or message of a reading passage. Miscue ✔✔Any substitution of a word in a text that a reader makes. Miscue Analysis ✔✔An examination of reading errors or substitutions (miscues) as the basis for determining the strengths and weaknesses of students' reading skills. Modeled Reading ✔✔An experienced reader's oral reading of a text to aid students in learning strategies, understanding intonation and expression, and the use of punctuation, among other aspects of reading.
Modeling ✔✔Teacher overtly demonstrates a strategy, skill, or concept that students will be learning. Morpheme ✔✔The smallest meaningful unit of language. Morphemic Analysis ✔✔An analysis of words formed by adding prefixes, suffixes, or other meaningful word units to a base word. Morphology ✔✔The system of meaningful parts from which words may be created. Narrative Text ✔✔Text that tells a story about fictional or real events. Objectives ✔✔Measurable statements detailing the desired accomplishments of a program. Oddities ✔✔Vowels that are pronounced differently from the expected pronunciation (the "o" in old).
Pattern Story or Cumulative Story ✔✔A story that has many elements or language patterns repeated until the climax; a predictable text. Phoneme ✔✔The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words. Phoneme Isolation ✔✔Recognizing individual sounds in a word (e.g., p is the first sound in pan). Phoneme Manipulation ✔✔Adding, deleting, or substituting sounds in words (e.g., add b to out to make bout, delete p in pan to make at, substitute o for a in pat to make pot). Phonemic Awareness ✔✔The ability to notice, think about, or manipulate the individual phonemes (sounds) in words. It is the ability to understand that sounds in spoken language work together to make words. This term is used to refer to the highest level of phonological awareness; awareness of individual phonemes in words. Phonics ✔✔The study of the relationship between letters and the sounds they represent; also used to describe reading instruction that teaches sound-symbol correspondences.
Phonics Approach ✔✔Teaching reading and spelling in a way that stresses the connection between letters and the sounds they represent, teaches the dissection of words into parts and then blending the sounds together. Phonics can be taught directly or can be incorporated in ongoing reading and writing. Phonogram ✔✔A succession of letters that represent the same phonological unit in different words, such as igh in flight, might, tight, sigh, and high. Phonological Awareness ✔✔One's sensitivity to, or explicit awareness of, the phonological structure of words in one's language. This is an "umbrella" term that is used to refer to a student's sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes. Phonology ✔✔The speech-sound system. Picture Cues ✔✔Use of images that accompany and reflect the content of a text to help readers figure out words and understand the meaning of text.
tell the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Prosody ✔✔Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity. Rate ✔✔The speed at which a person reads. Readability Level ✔✔Refers to independent, instructional, and frustrational levels of text reading. Repeated Reading ✔✔Rereading of text until the reader is able to read at a predetermined rate to produce fluency. Retelling ✔✔Recalling the content of what was read or heard.
Reversals ✔✔The result of reversing the order of letters in a word (tap/pat), or confusing similar letters such as d-b, or writing letters backwards. Not uncommon with Emergent Readers and writers. Rhyming ✔✔Words that have the same ending. Root ✔✔A bound morpheme, usually of Latin origin, that cannot stand alone but is used to form a family of words with related meanings. Schema ✔✔Refers to prior knowledge, the knowledge and experience that readers bring to the text. Schwa ✔✔The vowel sound sometimes heard in an unstressed syllable and is most often sounded as "uh" or as the short "u" as in cup. Scope and Sequence ✔✔A "roadmap" or "blueprint" for teachers that provides an overall picture of an instructional program.
Shared Reading ✔✔When children are involved in reading a text with an adult in such a way that the adult models strategies and concepts such as predicting and noticing letter patterns. Helpful with very early readers in developing concepts about print such as "word" and directionality. Sight Words ✔✔Words that are recognized immediately. Sometimes sight words are thought ti be irregular, or high frequency (e.g.; the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular. Sound(ing) Out ✔✔Using phonics to figure out words. Sound to Symbol ✔✔Phonics instruction that matches phoneme to grapheme. Speling Patterns ✔✔Refers to digraphs, vowel pairs, word families, and vowel variant spellings. Story Elements ✔✔Characters, problem, solutions, themes, settings, and plot. Story Grammar ✔✔The general structure of stories that include story elements.
Story/Text Structure ✔✔A set of conventions that govern different kinds of text such as characters, plot, settings, or in an informational text, comparison and contrast. Strategy ✔✔A means to enhance understanding of text. Structural Analysis ✔✔A procedure for teaching students to read words formed with prefixes, suffixes, or other meaningful word parts. Suffix ✔✔An affix attached to the end of a base, root, or stem that changes the meaning or grammatical function of the word, as - en in oxen. Summarizing ✔✔Reducing large selections of text to their bare essentials, the gist, the key ideas, the main points that are worth noting and remembering. Student Friendly Explanations ✔✔An explanation of the world's meaning rather than a definition.
- Characterize the word and how it is typically used.
- Explains the meaning in everyday language.
Syntax ✔✔The pattern or structure of word order in sentences, clauses or phrases; the grammatical rules that govern language. Sentences have to follow certain structural rules in order to make sense. You can't just throw any words together to make a sentence. So, what is the structure of a sentence? How do we know what is supposed to go where? The answer lies in syntax. Systematic Instruction ✔✔A carefully planned sequence for instruction, similar to a builder's blueprint for a house. A blueprint is carefully thought out and designed before building materials are gathered and construction begins. The plan for instruction that is systematic is carefully thought out, strategic, and designed before activities and lessons are planned. Instruction is clearly linked within, as well as across the five components of reading instruction. For systematic instruction, lessons build on previously taught information, from simple to complex. Systematic Phonics Instruction ✔✔Systematic Phonics programs teach children an extensive, pre-specified set of letter-sound correspondences or phonograms. Target Words ✔✔Words which are specifically addresses, analyzed, and/or studied in curriculum lessons, exercises, and independent activities.
The Writing Process ✔✔A view of teaching writing as an ongoing process involving several steps such as: planning, drafting, revising, editing, and publishing. Trade Book ✔✔A book intended for general teaching that is not a textbook. Utility ✔✔Degree of usefulness. Variant Correspondences ✔✔Various corresponding spelling patterns for a specific sound or a variety of spelling patterns for one sound (e.g., long a spelled a, a_e, ai_, _ay). Visual Information ✔✔Information that is accessed through visual means such as the size and shape of a word, format, pictures. diagrams, etc. Vocabulary ✔✔Refers to all of the words in our language. One must know word to communicate effectively. Vocal is important to reading comprehension because readers cannot understand what they are reading without knowing what most of the words mean. Vocal development refers to stored information about the meanings and pronunciation of words necessary for communication. Four types of vocabulary include listening, speaking, reading, and writing.
will utilize assessment to guide accelerated instruction, use teacher modeling and scaffolding with gradual release of responsibility to students, and provide extensive practice opportunities. Intervention Program ✔✔Programs that provide instruction intended for flexible use as part of differentiated instruction and/or more intensive intervention to meet students learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocab, comprehension). These programs are used to provide targeted, intensive interventions for small groups of struggling readers. KWL Chart (Know, Want to Know, Learned) ✔✔A pre-reading or during reading activity to support understanding in which adult and child develop a chart in three columns.
- Things the child already knows about a specific topic.
- What the child wants to know about the same topic.
- What the child learns about the topic after reading about it. Metacognition ✔✔An awareness of one's own thinking processes and how they work. The process of consciously thinking about one's learning or reading while actually being engaged in learning or reading. Metacognitive strategies can be taught to students; good readers use metacognitive strategies to think about and have control over their reading. Examples: ---make connections
make predictions make inferences use context clues use text features identify text structures use graphic organizers to pinpoint particular types of text information write comments or questions on self-stick notes or in the margins Multisyllabic Words ✔✔Words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades. Onset and Rime ✔✔In a syllable, the onset if the initial consonant or consonants, and the rime is the vowel and any consonants that follow (e.g., sat, onset is s and rime is at). Pragmatics ✔✔A branch of linguistics concerned with the use of language in social contexts and the ways in which people produce and comprehend meanings through language.
