Flashcards Dr. Krause Teaching Reading Midterm 10/02/2026

Definition of Reading

The process of constructing meaning from written text

Who wrote the Read Aloud Handbook?

Jim Trelease

Why read aloud? (10)

1. Model enjoyment of reading

2. Model/develop literacy skills + reading strategies

3. Stimulate language development and build vocabulary

4. Build background knowledge

5. Meet students' learning needs (ZPD + listening comprehension)

6. Introduces new texts/generes

7. Builds cultural sensitivity

8. Builds emotional intelligence

9. Increases raport/bonding

10. Demonstrates that print is meaningful

The Simple View of Reading

Language Comprehension x Word Recognition = Reading Comprehension

It needs to be multiplication because if you multiply something by 0, it's 0. You need both parts of the equation to have true reading comprehension.

Scarborough's Reading Rope

Language Comprehension

- Background knowledge

- Vocabulary

- Language Structures

- Verbal Reasoning

- Literacy Knowledge

Word Recognition

- Phonological awareness

- Sight recognition

- Decoding

Phonological Awareness

Being aware of the sounds you hear

Decoding

Figure out what the word is saying

Sight recognition

We just have to know the words because you can't decode them

5 Pillars of Reading

1. phonics

2. fluency

3. phonemic awareness

4. comprehension

5. vocabulary

The Matthew Effect

The students who are good at reading get better because they enjoy it

The students who struggle with reading do not improve as much because they don't enjoy it, because they are not good at it

Whole Language vs Phonics

Whole language is focused more on memorizing words and using pictures and context clues to figure out reading

Phonics teaches students how graphemes and phonemes work together. They are the sounds that the symbols make.

I think of it as the individual building blocks for constructing words.

Oral language importance

It's a foundation for reading

It's a predictor of reading difficulties

Oral language development strategies

Morning meeting/message

Language experience story

Shared reading

Question of the day

Interactive read-alouds

Ehris's Phases of Word Recognition Development

1. Pre-alphabetic

2. Partial-alphabetic

3. Full-alphabetic

4. Consolidated

5. Automatic

Pre-Alphabetic

No letter - sound knowledge

Recognizes word features and environmental print

Knows general print concepts

Partial-Alphabetic

Knows some letter-sound correspondences

Demonstrates early phonological and phonemic awareness skills

Full-Alphabetic

Some sight word recognition

Uses phoneme-grapheme correspondences

Basic phonemic awareness

Consolidated

Brain is self-teaching

Continued sight word recognition

Uses orthographic mapping, word families, syllables, and morphemes

Advanced phonemic awareness skills

Automatic

All of these reading skills are mostly automatic

The Four Part Processor

1. Orthographic

2. Phonological

3. Context

4. Meaning

Orthographic

Helps know what letters make what sounds (spelling)

Phonological

In charge of sound. Recognizes sound

Meaning

What is the word? (vocabulary)

Context

I know the word, which meaning makes sense in this text? (comprehension)

4 Different Types of Phonological Awareness

1. word awareness

2. Rhyme awareness

3. phonemic awareness

4. syllable awareness

Phonemic Awareness: Staircase of Difficulty

1. isolation

2. blending

3. segmentation

4. addition

5. deletion

6. substitution

Word Wall vs Sound Wall

Word walls have different letters on them and are for learning the alphabet

Sound walls are all the different phonemes or sounds that the letters or combinations of letters can make

Leveled Readers vs Decodable Readers

Leveled readers use words that students can recognize and guess to figure out the story. Leveled readers can be good for teaching kids literacy and for enjoying reading.

Decodable readers are books that use words that students can very easily sound out. These actually teach students how to do the act of decoding and reading.

PAST

- Stands for Phonological Awareness Screening Test

- A more general test for all students

- Helps flag which students may need extra help with learning to read

Core Phonics Survey

- Helps specifically target which concepts of reading or word building a student may be struggling with

- Assessment given to students who have been flagged for help

Universal Screeners vs Diagnostic Assessments

Universal screeners are for everyone. They help point out which students may struggle with learning to read

Diagnostic assessments are for students who have already been pointed out that they need help. This will help narrow down what specifically they are struggling with

Closed syllable

Ends in a consonant sound, closing in the vowel, giving it the short vowel sound

Consonant blend

A group of two or more consecutive consonants that each make their own sound in a word

Decoding: Definition

The process of breaking down a word by letters and seeing which sounds they make

Digraph

A pair of consonants that come together to make a sound (ch, sh)

Dipthong

A pair of vowels that come together to make a sound (oi, ow)

Grapheme

Letter, which letters make which sounds, spelling

Heart Word

Words that the student must know by heart because the spelling is irregular and not decodable

Long vowel

When the vowel says its name

Onset

The initial consonant or digraph before the vowel in a word

Open syllable

A syllable that ends in a single vowel makes the long vowel sound

Phoneme

Smallest unit of sound in a language

There are 44 phonemes in the English language

Phonemic Awareness

Listening for sounds in a word first instead of focusing on spelling

Phonics

Teaching people how to read by teaching them how sounds relate to letters

Phonological Awareness

The ability to recognize and manipulate the sound structure of spoken words

The overarching umbrella

Prefix

A group of letters added to the beginning of a root word to change its meaning

Multisyllabic Word

A word that has two or more syllables

Rime

The vowel and ending sounds of a word

The vowel and then everything after it

Schwa

Makes the vowel sounds relaxed

The "i" in "pencil"

The "a" at the end of "banana"

Short Vowel

The sound the vowel makes when it DOES NOT say its name

SIght Word

Words that students must recognize by sight because they cannot decode them (the)

Suffix

A group of letters added to the end of a root word to change its meaning or part of speech