RED 3211 Midterm Exam Review

5 Critical Components of Effective Reading Instruction - Know all of these in order!

1. Phonological Awareness (includes Phonemic Awareness)

2. Phonics

3. Fluency

4. Vocabulary

   • Knowledge of words and meaning.

   • Depth of word knowledge, compare and contrast, etc.

   • Vocabulary is important because it is necessary for students to communicate. It also contributes to reading and auditory comprehension and understanding. The more precisely a student can think about a topic, the deeper their understanding will be. 

5. Comprehension

Reading Theoretical Frameworks

• The Simple View of Reading

  • D x LC = RC

    • Decoding (phonemic awareness, phonics) x Language comprehension (vocabulary, text comprehension) = reading comprehension

    • You need BOTH to have any comprehension

• Adam’s Model

  • Orthographic Processor brings in information from a page

  • Context processor assesses if the correct information was brought in

  • Phonological Processor identifies sounds for the letters

  • Meaning Processor combines the sounds and print with the meaning of the word

  • The more you read, the stronger the connections between processors become to create automaticity

• Scarborough’s Reading Rope

  • Language Comprehension

    • Facts, context

  • Word Recognition

    • Sight words, phonological awareness

  • Missing any part of the rope with effect it

  • The rope becomes “tighter” as the student becomes a fluent reader

    • Starts winding around kindergarten

    • Comes together around 3rd grade (ideally)

    • Tightened in High School

• Stages of Reading Development - Know stages and Characteristics!!

  • Emergent Literacy

    • Ages 2-5

    • Everything kids learn without formal reading instruction

    • Basic things about reading

    • Rhyme, print concepts, how to hold a book, what are books, “how to read without reading”

    • Not decoding words yet

  • Early Literacy/Beginning Reading

    • When formal reading instruction begins (basically kindergarten, maybe pre-k) to around second grade

    • Consciously learning how to decode and understand reading

  • Transitional Reading

    • Short stage, middle of 2nd grade-middle of 3rd grade

    • Short chapter books like Magic Treehouse (not novels)

  • Fluent Reading

    • Automatic reading

    • Around 3rd grade

    • Brain power goes to understanding meaning rather than decoding

Oral Language Development and Methods of Reading Aloud

• 5 Components of Language - Know all of these and their brief descriptions!

1. Phonology

   1. Rules to use all 43 sounds

   2. Phonemes are the smallest unit of sound

2. Morphology

   1. Meaning of word parts

   2. Units/chunks with meaning

3. Syntax

   1. How we say what we want to say

   2. Grammar and structure of our language (not fun)

   3. Parts of speech

      1. Nouns, verbs, etc.

4. Semantics

   1. The way words represent ideas that we have

   2. Words that mean the same thing/words with more than one meaning

5. Pragmatics

   1. The social aspect of language

   2. Why we use language

   3. How we change language based on the subject

   4. Body language

      1. Crossing arms

   5. The intonation of your voice

      1. Voice going up at the end of a question

   6. Kids with ASD struggle with this

• Why is it important?

  • You must know the language before you learn to read it

  • Link between cognitive and linguistic domains

    • Verbal reasoning ability

  • Decontextualized language - language that is removed from the present moment and is used to talk about the past, future, or to engage in pretend play.

• Academic Language

  • Language of Learning

  • Components

    • Vocabulary

    • Grammatical Structures

    • Language Functions

      • Why we are using language

    • Context

• The Language Gap

  • Huge difference in language interactions between families in 3 groups:

    • Professional Families

    • Working-Class families

    • Families on welfare

  • Snowball effect

  • Matthew effect

    • The rich get richer, and the poor get poorer

    • Wealthier people have more exposure to language such as children's songs, time to read books to their kids, etc.

Effective Oral Language Interactions as Classroom Practices

• Increased exposure to and interaction with increasingly complex and rich oral language

• Teacher Modeling

• Interactive read-alouds

• Discussions

What do children learn from being read to?

• Language development

  • Vocabulary exposure

  • Listening and comprehension skills

  • Imagination

Print Concepts Assessment

• Concepts of Print Assessments

  • Student must orient the book

  • Identify, title, author, a letter, a word, etc.

  • Books with deliberate errors for the student to point out

Explain the purpose and/or instructional goal of each style and identify the type of text most appropriate for each style

• Shared Reading - A practice where the teacher reads with students, often involving interaction.

  • Predictive text: Repetitive, rhythmic, sequential, cumulative

• Interactive Read-alouds - A structured read-aloud where teachers model thinking and comprehension strategies.

  • Content-rich narratives and informational books

• Dialogic Reading - An interactive method of reading where the child is encouraged to participate in the storytelling. Used to get students to practice oral language.

  • Picture Books with Rich Storylines, Wordless or Nearly Wordless Books, 

Apply the CROWD strategy to a text

• A method in dialogic reading that includes Completion, Recall, Open-ended, Wh-questions, and Distancing prompts.

Methods of Assessment

• Global vocabulary- all the words that you know

  • PPVT - Peabody picture vocabulary test

• Targeted vocabulary- classroom vocabulary

  • Coyne Assessment: 

• Methods of assessment

  • Student self-assessment

  • Written assessment where students explain meaning and use words in context

  • Built-in with comprehension and writing

Features of Effective Instruction

• Explicit

  • Clear, direct explanation of what you are expecting of students on an assignment or behaviorally 

• Systematic

  • Doing things in orderly, sequential, manageable steps with appropriate pacing. 

• Modeling

  • Demonstrating examples, thinking aloud, and modeling at least 2 times.

• Practice

  • Guided or Independent. Maximizing student participation

• Feedback

  • Affirming student feedback and correcting when necessary

• Assessment

  • Gauging students understanding of the lesson/unit/year

  • Can be diagnostic or summative

• Gradual release

  • I do it - modeling

  • We do it - Guided practice

  • You do it - independent practice

5 Elements of Effective Vocab Instruction

1. Explicit Instruction - Direct Instruction

2. Implicit Strategies - Word Exposure

   1. Independent wide reading

   2. Word-learning strategies

   3. Word Consciousness

      1. Playing word games, discussing word origins, making students excited about words.

4 Forms of Vocabulary 

1. Oral

2. Written

3. Expressive

4. Receptive

Vocabulary Word tiers

• Tier 1: Basic words, already known

  • You do not need to teach

  • Girl, smile, table, run, etc.

• Tier 2: High frequency for mature language users, sweet spot

  • What we teach in elementary

  • Fortunate, roam, coincidence, drowsy, etc.

  • Identifying tier 2 words:

    • Frequently encountered

    • Words crucial to main ideas

    • Words that are not a part of the students’ prior knowledge

    • Words unlikely to be learned independently through content or structural analysis

    • To teach:

      • Importance and utility

      • Instructional potential

      • Conceptual understanding

• Tier 3: low frequency, content specific

  • Jargon, not helpful in more than one context

  • Interquartile, plethora, fidelity

Text Talk (explicit vocabulary instruction)

• Introduce (read the book)

• Teach student-friendly

• Teach with visual demonstration

• Model in context of the book

• Model in a new Context

• Practice

Morphemic Analysis

• Word Parts and meaning

  • Identify affixes, roots, base words, free, and bound morphemes

  • Identify inflectional and derivational suffixes

Identify and label types of context clues