RED 3211 Midterm Exam Review

5 Components of Effective Reading Instruction

Phonemic awareness

Phonics

Fluency

Vocabulary

Comprehension

What is Vocabulary?

Knowledge of words and meaning. It gives students the ability to communicate and it contributes to reading and auditory comprehension.

The Simple View of Reading

D x LC = RC where D is decoding, LC is language comprehension, and RC is reading comprehension. (You need both to have comprehension)

Adam’s Model

The more you read, the stronger the connections between processors become and create automaticity.

Orthographic Processor

Brings in information off of a page (Print text)

Context Processor

Assesses if the correct information was brought in. Used to guess words in early reading.

Phonological Processor

Processes sounds to decode spoken language and link sounds to letters.

Meaning Processor

Combines sound and print with the meaning.

Scarborough’s Reading Rope

Language Comprehension (facts, context) and Word Recognition (Sight words, phonological awareness) to form skilled reading.

Jeanne Chall’s Stages of Reading Development

Emergent Literacy, Early Literacy, Transitional Reading, Fluent Reading.

Emergent Literacy

The initial stage of reading development where children begin to understand the basic concepts of reading and writing, such as recognizing letters and understanding that print carries meaning. Before formal reading instruction.

Early Literacy

Consciously learning to decode and understand reading. Beginning of formal education.

Transitional Reading

Short stage, Can recognize many words by sight, guess/predict unknown words, read short chapter books that interest them.

Fluent Reading

Can learn from reading, can read longer texts and develop comprehension without having to decode.

5 Components of Language

Phonology, Morphology, Syntax, Semantics, Pragmatics.

Phonology

How to use all 43 sounds

Morphology

Word chunks; bases, roots, affixes, bound/free.

Syntax

Grammar, sentence structure.

Semantics

The meaning of words, words that have more than one meaning, multiple words with the same meaning.

Pragmatics

Social aspect of language, types of language we use in different settings.

Academic Language

Language of learning. Pragmatic.

The Language Gap

Larger vocabularies in students from higher income families. Much higher exposure to language in wealthier families (Hart and Risley study).

Print Concept Assessment

Student must orient the book, identify title, author, a letter, a word, etc. Also point out errors in a book.

Shared Reading

Teacher and students read a book together. Use predictive text that is repetitive, rhythmic, sequential, cumulative, Big print for students to see while reading together.

Interactive Read-Aloud

A structured read aloud with the purpose of teaching a skill (comprehension, plot, content, etc.). Use content rich narratives or informational text.

Dialogic Reading

Letting the student make up a story based on pictures for the purpose of practicing language. Use picture books with few words.

CROWD Strategy

Questions with completion, recall, open-ended, wh- questions, and distancing prompts.

PPVT Assessment

Tests global vocabulary, asking what is in a picture or which picure represents a word.

COYNE Assessment

Tests targeted vocabulary orally, how would you describe ____, which picture represents ____?

Features of Effective Instruction

Explicit, Systematic, Modeling, Practice, Feedback, Assessment, Gradual Release.

Gradual Release

I do, we do, you do.

4 Forms of Vocabulary

Oral, Written, Expressive, Receptive.

Tier 1 Words

Basic high frequency words (don’t need to be taught).

Tier 2 Words

High frequency for mature language users, frequently encountered, crucial to main ideas, not likely to be learned independently.

Tier 3 Words

Low frequency, content specific, not helpful in more than one context.