Foundations of Reading (MTEL)
Terms
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- The presentation of relevant learning activities or subject information to students before reading begins
- Advanced organizer
- A morpheme attached to a base word (also called a root word) that CHANGES the meaning of the base or its function.
- Affixes
- The systematic use of alphabetic letters to represent speech sounds or phonemes in a language.
- Alphabetic Principle
- The ability to tell the difference between one sound and another sound. This is VERY important to develop phonemic awareness
- Auditory discrimination
- The knowledge that a student already possesses. Students who posses this are more likely to read a text fluently and with comprehension.
- Background knowledge
- The word in which affixes are attached. It is often called the root word.
- Base Word
- Large "child friendly" books that help children learn concepts of print and enjoy positive reading experiences.
- Big Books
- The ability to take separate sounds and blend them into a single word or syllable.
- Blending
- A "fill in the blank" assessment. Often used to test comprehension.
- Cloze Test
- note taking, outlining, self monitoring, rereading, summarizing, story mapping, and using learning logs.
- Comprehension Strategies
- An understanding of ways in which words, letters and sentences are represented on a page. Basically, knowing that oral language can be presented in print format.
- Concepts about Print
- When two or three consonants are blended together. You can hear each individual sound.
- Consonant Blends
- A pair of consonants that make a sound that is different from each individual sound.
- Consonant Digraph
- The use of information surrounding a word in order to understand the meaning. This includes syntax, meanings of surrounding words, pictures,topography.
- Context Clues
- Students who fall in this category have a high percentage of spelling efficiency. They know what compound words, homophones, and homographs are. They also posses an understanding of prefixes, suffixes, plurals, contractions and verb markers to words. The
- Conventional Spelling
- The use of measurement tools that can be used directly related to the curriculum in the classroom.
- Curriculum - Based Assessment
- Analyzing words by decoding sound units.
- Decoding
- The removal of sound from a word. It requires manipulation of phonemes in words and is considered to be more difficult than other forms of phonemic awareness.
- Deletion
- An assessment designed to measure a student's academic strengths and weaknesses.
- Diagnostic Test
- A gliding vowel sound normally represented by two adjacent vowels.
- Dipthong
- An instructional strategy that involves modeling reading, writing, and speaking skills, the use of guided reading, and the encouragement of independent reading and writing.
- Direct Instruction
- It assesses and instructs students. Listening, predicting, and confirming one's predictions are emphasized.
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DLTA
Direct
Listening
Thinking
Activity - The ability to process words in a text in the correct order. It includes both left to right and the return sweept (going from the end of one line to the beginning of another).
- Directionality
- An awakening of a students reading ability. Students' have developed oral language skills, understand print concepts, and are phonemically aware.
- Emergent Literacy
- The study of the origins and history of words.
- Etymology
- Understanding text as well as being able to critique it effectively. The third and highest level.
- Evaluative Comprehension Skills
- Instructional strategy that emphasizes group instruction. This instruction should include a lot of teacher-student activity.
- Explicit Instruction
- The primary purpose of this text is to provide facts or opinions. It is NOT centered around a plot. Its intention is to teach the reader.
- Expository Text
- A tool employed by authors to suggest that a piece of writing has a lot of similes and metaphors rather than strictly literary.
- Figurative Language
- The end of the word.
- Final Position
- The ability to read slowly with good comprehension. A fluent reader will possess a large sight word vocabulary, deploy effective decoding strategies, and have the ability to read with expression and with attention to the meaning of punctuation.
- Fluency
- A test that must be administered in a certain way under specific conditions. An example of this is a standardized test.
- Formal Assessments
- The reading level which a student cannot accuratly recognize or comprehend more than 70% of the text.
- Frustration Level
- The process of sounding a word out. The use of letter-sound correspondence to figure out words in a text.
- Graphophonic Cues
- Enables the teacher and students (small group) to stop frequently and discuss the text!
- Guided Reading
- Words that appear most frequently in printed materials.
- High Frequency Words
- Teaching that uses non-directive teaching techniques and tactic implications instead of explicit teaching.
- Implicit Instruction
- The reading level where a student can read independently where they can recognize words and comprehend well enough that no teacher guidance is required.
- Independent Reading Level
- Reading that is done alone without assistance from a teacher or any other learners. This is crucial to developing reading skills. It advances familiarity with word structures, improves fluency and accuracy, increase vocabulary, broadens knowledge, and mo
- Independent Reading