Foundations of Reading Test Part 4

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

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

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

Matching grapheme to phoneme. 

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

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

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

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

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

Words that have similar meanings. 

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

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

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

Reading with expression, proper intonation, and phrasing. 

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

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

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

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

A word opposite in meaning to another word.

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

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

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

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

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

Using phonics to figure out words. 

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

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

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.

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

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

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

The central thought or message of a reading passage. 

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

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

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

Understanding of the basic facts that the student has read. 

Reading without conscious effort or attention to decoding. 

Phonics instruction that matches phoneme to grapheme. 

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

Knowledge of the relationships between letters and phonemes.

Degree of usefulness.

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

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

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

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

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

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

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).

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

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

Words containing phonic elements that were previously taught. 

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

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

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

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

A writing system for representing language. 

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.

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

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

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

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

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

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

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

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

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

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

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