Foundations of Reading Pearson #190

Phonological awareness

The ability to recognize and work with sounds in a spoken language. **ONLY SOUND**

Rhyme

-End sounds (cat, hat, bat, sat)
-Sits under phonological awareness
-Easiest phonological awareness skill

Alliteration

-Same beginning sound (Ten Tiny Tadpoles)
-Sits under phonological awareness
-Second easiest phonological awareness skill

Put the PHONOLOGICAL AWARENESS skills in order from LEAST complex to the MOST complex:

- Alliteration
- Sentence segmentation
- Syllables
- Rhyme
- (Phonemes) Phonemic Awareness
- Onset-Rime

1-Rhyme
2-Alliteration
3-Sentence segmentation
4-Syllables
5-Onset-Rime
6-(Phonemes) Phonemic Awareness

Sentence Segmentation

-Word sounds in sentences (The[1] dog[2] ran[3] away [4])
-Sits under phonological awareness
-3rd on the complexity level of phonological awareness

Syllables

-Blending syllables to say words/segmenting spoken words into syllables (/mag/ /net/ /pa/ /per/)
-Sits under phonological awareness
- 4th on the complexity level of phonological awareness

Onset and Rime

-O- initial consonant
-R-vowel sound after (/m/ /ice/ /sh/ /ake/)
-Sits under phonological awareness
- 5th on the complexity level of phonological awareness

Phonemes

-(phonemic awareness) individual sounds in words
- /k/ /a/ /t/ /sh/ /i/ /p/ /s/ /t/ /o/ /p/
-Sits under phonological awareness
- Hardest phonological awareness skill to obtain

Phonemic awareness

-ability to identify and manipulate sounds in words

Put the PHONEMIC AWARENESS skills in order from LEAST complex to the MOST complex:
-segmentation
-isolation
-blending
-deletion
-substitution

1-isolation
2-segmentation
3-blending
4-substitution
5-deletion

Phonics

Letter to sound relationship to determine pronunciation (spelling)

Decoding

-ability to apply your knowledge of letter-sound relationships and letter patterns to correctly pronounce written words
**Phonics Skill**

Sound-letter recognition

-See the letter, hear the sound
-Consonants are easiest (/s/ is s) , then Vowels (/a/ is a)
-Sound-> print-> letter
**Phonics Skill**

Blending and Reading short vowel words

-VC (at)
-CVC (cat)
**Phonics Skill**

Consonant Digraphs

-2 letters that make one sound (mouth doesn't move)
-wh, ch, sh, th, ck, ff, ll, ss, s, ing, ong
**Phonics Skill**

Consonant Blend

-2 consonants (mouth moves)
-fl, st, bl, cl, dr, pl, pr, br, fr, gr, str
**Phonics Skill**

English Language Rule

-Long vowel, silent e (CVCe- ade, ide, ode, ube, ote, one)
-R- controlled vowels (reading ony) ar, or, er, ir, ur -> car
-Advanced consonant (tch, dge, x, qu, soft c, soft g, kn, gh, rw)
**Phonics Skill**

Vowel teams

1) Digraph (mouth does not move)- ai,ay,ee,ea,ey
2)Dipthong (mouth moves)- oi,oy,ou,ow
**Phonics Skill**

Multisyllabic Words

-Reading and spelling (learning chunking)
-Dis-pute, Chat-ter, Dis-rupt, Pic-nic, Cat-nip, Cup-cake
**Phonics Skill**

Put the PHONICS skills in order from LEAST complex to the MOST complex:
-consonant diagraph/blend
-sound-letter recognition
-blending and reading short vowel words
-vowel teams
-English language rules
-multisyllabic words

1-sound-letter recognition
2-blending and reading short vowel words
3-consonant diagraph/blend
4-English language rules
5-Vowel teams
6-Multisyllabic words

Concepts of print

-before phonics and after phonological awareness
-all the activities that START to build awareness that printed letter carries meaning
-Print rich environment- print carries meaning

Book handling

-Holding books
-turn pages correctly

Directionality

-read and write from top to bottom, left to right
-tracking

Concepts of letter

-names
-order of alphabet
-uppercase and lowercase (writing)
-difference between letters and words

Concepts of words

-each word is separate
-words separated by a space
-spoken words match written words (alphabetic principle)

Put the CONCEPTS OF PRINT skills in order from LEAST complex to the MOST complex:
-concepts of words
-directionality
-book handling
-concepts of letters

1- book handling
2- directionality
3- concepts of letters
4- concepts of words

Vocabulary development

-language load that a person has
-reading and vocab go hand in hand to improve comprehension and communication

Expressive vocabulary

-exposure
-"incidental" learning of words by hearing others speak
-oral language

Development strategies for EXPRESSIVE VOCABULARY

-using advanced and mature language
EX. read alouds, class meetings, brainstorms

Context Clues

using sentence structure (expressive vocab)

Morphemic Clues

parts of a word (roots, suffixes, etc.) (expressive vocab)

Semantic Clues

Exposure to word (expressive vocab)

receptive vocabulary

-receive
-explicitly taught (vocab instruction)

Development strategies for RECEPTIVE VOCABULARY

-3 new words a day
-tier 1, 2, 3
-dictionary
-teach across concepts

Tier 1 vocabulary

-basic vocabulary- nice, happy, good
-sight words/high frequency
(receptive vocab)

Tier 2 vocabulary

-across content- drift, grasp, peel, milky
-literacy words
-mood, emotion, meaning, tone, description
(receptive vocab)

Tier 3 vocabulary

-specific
-low frequency words
EX. Social studies: atlas, latitude, longitude
Science: photosynthesis, hypothesis
Math: equation, product, multiple, factor
(receptive vocab)

Word analysis (structural analysis)

using parts of words to determine pronunciation and meaning

Compound word

Two words together to form a new word
EX. backpack, carwash
**Structural analysis**

Prefix

beginning part of a word
re-,un-,pre-
re-again, un-not, pre-before
**Structural analysis**

Suffix

ending part of a word
-ing, -s, -er, -y, -ed
**Structural analysis**

Root word

latin and greek root words and meaning
aer-air
agr-farm
co-with
bio-life
**structural analysis**

Put STRUCTURAL ANALYSIS skills in order from LEAST complex to the MOST complex:
-prefixes and suffixes
-root words
-compound words

1-compund words
2-prefixes and suffixes
3-root words

Assessments

MUST be valid, reliable, and free of bias

Validity

measures what it is supposed to measure
(assessment)

Reliability

scores stable and can be reproduced
(assessment)

Bias

fair representation of students experience
(assessment)

Diagnostic assessments

-beginning of the year
-baseline
-highlights strengths and weaknesses

Formative assessments

-frequent throughout the year
-spot feedback
-reteach or move on
-not often reported

Summative assessments

-end of year/unit/subject
-evaluates all information taught
-unit or final test
-collects data for intervention or promotion

Informal assessments

-student by student (not comparing)
-flexible
-authentic

independent reading level

-self reading
-easy for student to read at 95% word accuracy

instructional reading level

-with teachers support
-challenging but manageable for the reader
-around 90% word accuracy
-guided reading

frustration reading level

-hard for student]
-less than 90% word accuracy
-only used for/in standardized tests

Formal assessments

-comprehensive evaluation
-compares students (age or grade level)
- legal requirement
-Ex. SAT, ACT, STARR

Norm-referenced assessment

- formal
- standardized tests
- includes statistics
- compares similar students
- develops norm sample

Criterion-referenced assessment

- formal
- results compared to a standard
- determines mastery of a standard

Group survey test

(norm referenced)
- most common
-1-2 times a year
- different tests for different grades (SAT)

Individual survey test

(norm referenced)
- one level for a wide grade range
- individual progress
- student performance
- given by a reading specialist or SPED

Techniques of assessing

-comprehension and recall
-phonological and phonics (decoding)
-rubric
-portfolio

Comprehension and Recall

-can they retell the story?
-asking factual, inferential, and critical thinking questions

Phonological and Phonics (decoding) assessments

-measure decoding skills
ex. running records

rubric

-whole student performance
-variety of work
-student accountability

portfolio

-collection of students work
-wide sample of work
-student reflection

Fiction: Literal (reading comprehension)

factual information about the story
-characters
-sequential order
-general details

Fiction: Inferential (reading comprehension)

underlying meaning of the text
-character motivation
-character traits
-character feelings

Fiction: Critical thinking (reading comprehension)

reorganizes your thoughts and understanding to accommodate new ideas or viewpoints
-problem/solution
-lesson learned
-thinking beyond

Nonfiction: Literal (reading comprehension)

The facts
-title/author
-who what when where why how
-main idea

Nonfiction: Inferential (reading comprehension)

point of view
-authors tone
-authors purpose

Nonfiction: Critical thinking (reading comprehension)

why is it important?
-how does it relate to myself and/or the outside world?

Word analysis

Letter/sound correspondence->onset/rime-> consonant/vowel blends->rules/irregular words-> multisyllabic words->sight words

1. Which of the following actions by kindergarten children demonstrates an understanding of the alphabetic principle?

a) reciting the alphabet song accurately and independently
b) using knowledge of letter-sound correspondences to spell words phonetically when writing
c) distinguishing consistently between similarly shaped letters
d) recognizing and naming the letters of the alphabet on letter cards when the cards are presented out of order

b) using knowledge of letter-sound correspondences to spell words phonetically when writing

An upper-elementary school teacher can most effectively support students' fluent reading of disciplinary texts by teaching which of the following skills first?

a) decoding content-specific words accurately
b) using resources to look up the meaning of unfamiliar terminology
c) reading content-area texts with prosody
d) pausing frequently to pose comprehension-monitoring questions

a) decoding content-specific words accurately

Prior to beginning a new unit of study, a sixth-grade teacher asks students to rate how well they know various vocabulary words that will be essential to understanding the unit's content (i.e., know it well, just heard of it, or do not know it at all). The students also draft a definition in their own words for the unit vocabulary they think they already know. As the unit progresses, the teacher frequently prompts students to revisit their ratings and develop or revise their definitions for accuracy and clarity, based on the unit readings and class discussions. In addition to supporting students' depth of understanding and retention of the new words, this vocabulary self-assessment activity is also an effective technique for developing students':
a) word consciousness.
b) command of standard English grammar.
c) etymological knowledge.
d) structural analysis skills and strategies.

a) word consciousness.

A fourth-grade teacher is developing text-dependent questions to use during close reading of a complex literary text. The teacher could best help students identify the key ideas and details in the text by asking questions that prompt them to:

a) think beyond the details that are explicitly stated in the text and draw inferences about the author's purpose.
b) analyze the author's use of literary devices such as figurative language to symbolize important ideas in the text.
c) connect the text's main ideas to those in other texts that are written by the same author or in the same genre.
d) determine the text's theme and explain how the author uses specific details to support it.

d) determine the text's theme and explain how the author uses specific details to support it.

A third-grade teacher is concerned that some students do not support their oral or written responses to informational texts with key ideas and details from the text. The teacher could best address the students' identified need by providing explicit modeling of and guided practice with which of the following strategies?

a) recognizing common text structures (e.g., comparison/contrast)
b) annotating texts during reading
c) identifying text features (e.g., captions, bold headings, glossary)
d) using visualization during reading

b) annotating texts during reading

Scientific evidence suggests that while word-recognition skills are necessary for students to reach their full reading potential, other essential components of reading development should not be overlooked. Which of the following assessment practices by a primary-level elementary school teacher is best aligned with this evidence-based finding?
a) including both code-based and meaning-based measures in universal screenings
b) administering multiple measures of reading accuracy, such as word-pattern surveys and pseudoword assessments
c) using grade-level passages for assessments of phonics and oral reading fluency
d) administering assessments that measure students' structural analysis skills as well as their phonics skills

a) including both code-based and meaning-based measures in universal screenings

At the beginning of the school year, a second-grade student is identified as at-risk on a universal screening of oral reading fluency with a grade-level passage. Which of the following steps would be most appropriate for the teacher to take next with this student?
a) monitoring the student's oral reading fluency rate on a weekly basis and charting the student's progress
b) engaging the student in activities designed to provide choral reading and echo reading practice on a regular basis
c) referring the student to relevant specialists in the school for a comprehensive diagnostic battery for a specific learning disability
d) conducting further assessments with the student in various subskills of fluent reading, such as word-reading accuracy

d) conducting further assessments with the student in various subskills of fluent reading, such as word-reading accuracy

A fifth-grade class includes several English learners whose primary language is Spanish. The teacher regularly points out Spanish cognates for key academic vocabulary, such as vocabulary frequently used in grade-level assessments and instruction (e.g., analyze—analizar, distinguish—distinguir, contrast—contrastar). The teacher's practice best demonstrates understanding of which of the following concepts related to supporting the reading development of English learners?
a) promoting English learners' development of foundational literacy skills regardless of their grade level
b) translating false cognates to prevent English learners from confusing the meanings of academic vocabulary
c) facilitating English learners' transfer of language and literacy skills from the home language to English
d) providing visual supports and concrete examples when introducing English learners to complex academic texts

c) facilitating English learners' transfer of language and literacy skills from the home language to English

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it prepares students to:
A. recognize high-frequency words in a text automatically.
B. combine letter-sounds to decode words.
C. guess the meaning of unfamiliar words from their context.
D. divide written words into onsets and rimes

B. combine letter-sounds to decode words.

A teacher is selecting words to use to assess students' ability to segment the individual phonemes in spoken words. Which of the following words would require the highest level of skill with regard to orally segmenting phonemes?
A. stamp
B. catch
C. fudge
D. chase

A. stamp

Which of the following tasks requires the most advanced level of skill along the phonological awareness continuum?
A. orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp
B. orally segmenting the word wonderful into won/der/ful and then tapping the number of syllables in the word
C. listening to the words place and pluck and then orally segmenting each word into its onset and rime
D. listening to the words fiddle and fresh and then determining that both words begin with the same phoneme, /f/

A. orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to make a new word, chomp

A prekindergarten teacher asks a small group of children to listen to and repeat what the teacher says. First, the teacher says the word mop and then pronounces it as /m/ and [ŏp]. Next, the teacher says the word take and then pronounces it as /t/ and [āk]. This activity is likely to promote the children's phonological awareness primarily by: A. modeling how to separate the syllables in spoken words.
B. showing them how to segment words into onsets and rimes.
C. promoting their awareness of each phoneme in a spoken word.
D. teaching them how to distinguish between consonants and vowels.

B. showing them how to segment words into onsets and rimes.

A prekindergarten teacher is reading a storybook to the class so that the children can see the words and pictures while the teacher points to the line of print. This activity best contributes to the children's emergent reading development primarily by:
A. promoting their development of letter-recognition skills.
B. helping them recognize the function of spaces between words.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence.

C. developing their awareness of left-to-right directionality.

Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who need additional support in:
A. internalizing the alphabetic principle and letter-sound correspondences.
B. recognizing that print carries meaning.
C. understanding the relationship between spoken and written language.
D. developing letter-formation skills

D. developing letter-formation skills

A kindergarten teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following outcomes?
A. The children's grasp of the alphabetic principle will be reinforced as they apply phonetic spelling.
B. The children may become frustrated by the difficulty of the English spelling system and lose interest in writing.
C. Because of the reciprocity between decoding and encoding, the children's reading progress may be adversely affected by any uncorrected spelling errors.
D. The children will tend to develop automatic word-recognition skills by engaging in spelling practice.

A. The children's grasp of the alphabetic principle will be reinforced as they apply phonetic spelling.

A kindergarten teacher is reading a big book to a group of children. The teacher periodically points to the beginning consonant of selected words and accentuates its initial phoneme as the teacher reads the word aloud. The teacher's practice is most likely to reinforce the children's:
A. awareness of word boundaries in text.
B. awareness of letter-sound correspondences.
C. ability to segment the sounds of spoken words.
D. ability to apply phonemic blending skills

B. awareness of letter-sound correspondences.

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?
A. a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s)
B. a student who listens to the words sing, ring, fling, and hang and can identify that hang is different
C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/
D. a student who listens to the word magazine and can determine that it contains three syllables

C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

Which of the following sentences contains a pair of italicized words that differ from each other by one phoneme?
A. He took off his cap before he lay down to take a nap.
B. She walked down the lane to see the beautiful deep blue sea.
C. They were distracted by the noise as the window shade retracted. D. After he bashed his toe, he sat down for a while and basked in the sun

A. He took off his cap before he lay down to take a nap.

According to basic principles of evidence-based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first?
A. ir
B. kn
C. th
D. oi

C. th

Which of the following principles is best illustrated by the words watched, wanted, and warned?
A. Spelling is often the best predictor of the pronunciation of a suffix. B. Open syllables are usually pronounced with a long vowel sound. C. The spelling of a suffix is often more reliable than its pronunciation.
D. The second letter of a consonant blend is usually pronounced as the onset of the following syllable.

C. The spelling of a suffix is often more reliable than its pronunciation.

Which of the following sets of words would be most effective to use when introducing students to the concept of structural/morphemic analysis?
A. late, great, wait, eight
B. afraid, obtain, explain, remain
C. swim, swims, swam, swum
D. pretest, retest, tested, testing

D. pretest, retest, tested, testing

Which of the following statements best describes the relationship between word decoding and reading comprehension in a beginning reader's development?
A. Decoding skills and reading comprehension tend to develop independently of one another.
B. Development of decoding skills has little effect on the development of reading fluency or reading comprehension.
C. Reading comprehension contributes to and directly facilitates the development of decoding skills.
D. Decoding skills are essential for the development of reading fluency to support reading comprehension.

D. Decoding skills are essential for the development of reading fluency to support reading comprehension.

A first-grade teacher would like to promote students' development of accurate decoding to support their oral reading fluency and reading comprehension. The teacher could most effectively promote first graders' accuracy by teaching them how to:
A. use semantic and syntactic context clues in a text for word identification.
B. apply phonics skills and knowledge of common syllable types and inflections to read words.
C. memorize sets of grade-level words posted on classroom word walls by theme.
D. sound out the first letter of a word and then guess the word based on a text's illustrations

B. apply phonics skills and knowledge of common syllable types and inflections to read words.

A third-grade teacher observes that students who can read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:
A. possess a self-awareness that allows them to use metacognitive skills efficiently.
B. have already developed the base of background knowledge typically covered by textbooks.
C. have well-developed skills for decoding any level of text word by word.
D. are able to focus their full attention and cognitive resources on the meaning of a text

D. are able to focus their full attention and cognitive resources on the meaning of a text

A fifth-grade teacher is about to begin a new unit on ecosystems, with an emphasis on the movement of matter among the various components of an ecosystem. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?
A. words that are conceptually challenging
B. high-frequency, phonetically irregular words
C. high-frequency words that have multiple meanings
D. multisyllable words made of two or more syllable types

A. words that are conceptually challenging

Which of the following strategies would be most appropriate to use to promote second-grade students' ability to analyze key ideas and details in a literary text?
A. explicitly teaching students the key features and conventions of different literary genres
B. prompting students to evaluate the significance of a story's setting with respect to its theme
C. asking students text-dependent who, what, where, when, why, and how questions about story elements
D. encouraging students to clarify their understanding of a story by reflecting on their personal experiences

C. asking students text-dependent who, what, where, when, why, and how questions about story elements

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
A. evaluating the validity of information on an Internet website
B. previewing a chapter in a content-area textbook
C. synthesizing information from various sources for a research report
D. studying specific facts for a content-area exam

B. previewing a chapter in a content-area textbook

Considerations of validity in test construction relate most closely to: A. how a particular examinee's test performance relates to a preestablished standard.
B. whether the test questions effectively measure their specified content.
C. how a particular examinee's test performance compares to the performance of other examinees.
D. whether the test results are likely to be repeatable with a similar examinee test group.

B. whether the test questions effectively measure their specified content.

If a standardized test is said to lack reliability, the test:
A. is not measuring what it is supposed to measure.
B. has not proven to be useful as an instructional intervention.
C. gives fluctuating scores in different administrations.
D. has poor predictive value relative to students' classroom performance.

C. gives fluctuating scores in different administrations.