Foundations of Reading Test Part 4

Words containing phonic elements that were previously taught. 

Uses a grid to explore how things relate to one another through connections, making predications, and concept mastery.

The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading.

Refers to digraphs, vowel pairs, word families, and vowel variant spellings. 

Spelling that is in the standard or correct form for written documents.

Words that have similar meanings. 

Reading with expression, proper intonation, and phrasing. 

Information from the surrounding text that helps identify or gives meaning to a specific word or phrase i.e. 

Making a connection between individual letters and the sounds they represent (graphophonics.

A word opposite in meaning to another word.

An experienced reader’s oral reading of a text to aid students in learning strategies...

Refers to prior knowledge, the knowledge and experience that readers bring to the text. 

The identification of individual letters by name and/or sound in a variety of contexts.

Knowledge of the relationships between letters and phonemes.

 The Speed of lessons should move briskly, but not so fast as to rush students beyond their ability to answer correctly.

Visual frame or structure that captures main reading points: concepts, ideas, events, vocabulary, or generalizations.

Concept word, definition, characteristics of concept word, examples of the concept word, & non-examples of concept word.

Children and Adult reading so that the adult models strategies and concepts: ex. predicting and noticing letter pattens.

A reading based on highly regular spelling patterns. Such as: Nat the cat sat on the mat. 

 Scientifically based research that applies rigorous, systematic, and objective procedures to obtain valid knowledge.

Teach explicit and systematic instruction that is tailored to meet the identified needs of struggling readers. 

Informations accessed through visual means, such as the size and shape of a word, format, pictures, diagrams, etc. 

Using words or sentences around an unfamiliar word to help clarify its meaning. 

Words recognized immediately. Sometimes irregular or high frequency (Dolch and Fry). *any word recognized automatically.

Comparing two sets of words to show some common similarity between the sets.  (cat is to kitten as dog is to _____).

Students are asked to apply what they have been taught in order to accomplish specific reading tasks.

Reading aloud taking turns with a peer who provides word identification help and feedback. 

Characters, problem, solutions, themes, settings, and plot.

Text with a high proportion of words (80%-90%) comprising sound-symbols already taught.  Used for Independent practice.

Teach importance of connection w/ letters, & sounds they represent, word dissection into parts & blending back together.

Refers to all of the words of our language; Four types include listening, speaking, reading and writing. 

Any substitution of a word in a text that a reader makes. 

The rules, or accepted practices, that govern the use of grammar in written or spoken language. 

Framework used for phonemic awareness instruction; (sometimes know as Sound Boxes) there is one box per sound in a word.

 Strategies set to emphasize importance of preparing students to read; activate prior knowledge, set reading purpose.

The central thought or message of a reading passage. 

Matching grapheme to phoneme. 

Phonics instruction that matches phoneme to grapheme. 

Using phonics to figure out words. 

Everyday experiences, riding in cars, playing with peers and adults, etc... that help them to make sense of the text...

Exam of reading errors or substitutions needed to determine the strengths and weaknesses of a student's reading skills.

 Portray the schematic relations that compose a concept; a strategy for graphically representing concepts. 

Students are asked to apply what they have been taught in order to accomplish specific reading tasks.

Various sources of info. that may aid identification of a word such as: graphophonics, semantic and syntactic info...

Teacher overtly demonstrates a strategy, skill, or concept that students will be learning.

The smallest unit of sound within our language system. A phoneme combines with other phonemes to make words. 

 Tests that keep the teacher informed about the child’s progress in learning to read during the school year.

Understanding of the basic facts that the student has read. 

Suffix denoting plural or possessive on noun, tense when on a verb, and comparison on Adj. and Adverbs (s, es, ing, ed).

A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme. 

Refers to schema, the knowledge and experience that readers bring to the text. 

Translate a word from print to speech, usually employing knowledge of sound-symbol correspondences; Also Sounding Out.

 A story that has many elements or language patterns repeated until the climax; a predictable text. 

An individuals understanding about the rules or practices that govern the use of printing of written language.

Spelling patterns for a specific sound or a variety of spelling patterns for 1 sound ( long a spelled a, a_e, ai_,_ay).

A writing system for representing language. 

 Referring to the relationship between the letters and the letter sounds of a language.

Non-fiction books, also referred to as expository text, that contain facts and information. 

A letter or letter combination that spells a phoneme; can be 1, 2, 3, or 4 letters in English (e.g., e, ei, igh, eigh).

Reading without conscious effort or attention to decoding. 

Recognizing individual sounds in a word (e.g., /p/ is the first sound in pan).

A segment of a word that contains one vowel sound. The vowel may or may not be preceded and/or followed by a consonant. 

Add, delete, and subbing sounds in words (add /b/ out to make boat; delete /p/ pan to make at; sub o in pat get pot.

An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. 

Support by providing structure, organization, questioning, clarification, summarizing, or info on what is/will be known.

Degree of usefulness.

A reader who is developing an association of print with meaning – the early stages of learning to read. 

Ability to notice, think about, or manipulate the individual phonemes (sounds) in words. When joined, sounds make words.

Students practice what the teacher modeled and the teacher provides prompts and feedback.