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| 5 Big Factors of Effective Reading Instruction |
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Definition
| Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension |
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| DIAGNOSTIC READING AND IMPROVEMENT PROGRAM |
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| reading instruction that includes diagnosis and intervention |
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| the act, process, or result of identifying the nature of a disorder or disability through observation and examination |
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| dynamic, complex act that brings meaning to and gets meaning from the written page |
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feelings and emotional learnings
-affects what they read and how they respond |
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| background of experiences and sensory receptors |
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Bloom's taxonomy!
- cognitive structures and levels of thinking |
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| thinking about one's own thinking |
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| Begins with individual letters, then follows to words, sentences, paragraphs, and text |
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| Three domains, then reader's intentions, then meaning (looks at whole text rather than individual parts) |
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| all the skills and strategies that develop to help students become effective readers |
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takes place outside the class with special personnel
-is in addition to, not in place of, regular classroom instruction |
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-early intervention, higher order thinking, comprehension skills, and word recognition strategies
-nurtures a love of reading
-incorporates many strategies and techniques for optimal instruction |
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| DIRECT/EXPLICIT INSTRUCTION |
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Definition
| planned and intentional instruction |
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| assigned set of tasks to be performed |
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quantifying the degree to which a characteristic is present
-diagnostic, review, and predictive purposes |
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appraisal
-goes beyond test or measurement
- a VALUE judgement
- used to measure performance |
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| GOOD TESTS MEET WHAT 4 CRITERIA? |
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Definition
| Validity, Reliability, Suitability, and Objectivity |
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Term
| STANDARDIZED, CRITERION REFERENCED, AND NORM REFERENCED |
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Definition
Standardized- published by experts with specific instruction for administration and scoring
Criterion Ref- no comparisons are made but instead scored according to specific criteria
Norm Ref- comparisons are made to a sample population |
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measures many content areas with a subtest for each
-less comprehensive
-has practice tests
-not used as a diagnostic instrument
-given at beginning/end of term |
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| used to find the level at which a student should begin testing |
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| ensures that test measures what the test taker knows and not their test taking ability |
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| Number of items answered correctly |
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| Used to compare scores in terms of standard deviations |
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| How a score varies from the mean |
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| Symmetrical curve based around the mean |
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| Year and month for which a student’s performance is typical |
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| A point on the distribution below which a certain percentage of the scores fall |
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| method of grading that ranges from 1 as a low to 9 as a high |
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| "teaching methods, instructional methods, the teacher, instructional time, school environment" |
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| "home environment, dialect, gender, physical needs, perceptual, emotional" |
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| DIALECT/LANGUAGE DIFFERENCES |
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| what dialect or language does the child speak most |
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| "self concept, leaerned helplessness, motivation, attitude" |
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| giving meaning to visual stimuli |
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| stops readers make during continuous reading |
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| eyes move backward to reread material during continuous reading |
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| jerky movements that the eyes make when moving from one stop to the next |
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| being able to tell differences between similar written symbols |
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| the dominant hand on one side and the dominant eye on the other |
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| "no consistent preference for an eye, hand, or foot" |
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| "confusioni of letters or words by inverting them b/d, saw/was" |
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| PROXIMODISTAL DEVELOPMENT |
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| muscular development from the midpoint of the body to the extremities |
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| physical response of the ear to sound vibrations |
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| temporary hearing loss due to continuous exposure to certain frequencies |
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| ability to direct both ears to one sound |
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| factor inhibiting hearing as sounds interfere with the spoken message |
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| tell differences and similarities of sounds |
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| amount of info in short term memory for immediate use or reproduction |
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| THREE STEPS OF A DIAGNOSTIC PATTERN |
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Definition
| "identify, appraise, and diagnose" |
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| IDENTIFY (DIAGNOSTIC PATTERN) |
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Definition
| determining level of performance in word recognition and comprehension using a variety of assessments |
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| APPRAISE (DIAGNOSTIC PATTERN) |
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Definition
| present level compared to the potential |
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| children whose first language is not English |
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| "newly arrived with adequate schooling, newly arrived with limited schooling, long term English language learners" |
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| includes authentic and performance - measures without standardized tests |
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| measures abilities using procedures that simulate real-life situations |
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| completing tasks required in the instructional environment |
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| material in a portfolio is evaluated in some way |
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| best way to determine whether students have learned something |
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| a record of observed behavior over time |
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| quick systematic record of behavior usually marks present or absent |
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| learning about students likes or dislikes through questionnaires |
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| individual puts himself into a situation and tells how he would feel |
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| students write or tell their feelings and attempt to analyze their reading problems |
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| showing that they are ready for instruction - connotes a waiting period |
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| associating print with meaning |
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| cognitive arrangements used to categorize stimuli |
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| integrating new info into existing categories/concepts |
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| developing new categories for new info |
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| "words, syllables in words, and sounds or phonemes in syllables - words are made up of sounds!" |
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| nonconventional writing that includes scribbling and nonphonetic letterings |
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| "Informal Reading Inventory - determines reading levels, finds strengths and weaknesses, and helps match children with books" |
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| INDEPENDENT READING LEVEL |
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Definition
| child reads alone without difficulty - 99% WR and 90% Comp |
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| INSTRUCTIONAL READING LEVEL |
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| teaching level - 95% WR and 75% Comp |
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| FRUSTRATIONAL READING LEVEL |
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| lowest level - avoid it!!! - 90%WR and 50% Comp |
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| area between instructional and frustrational levels |
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| testing comprehension after reading aloud to the child |
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| "documentation of reading that informs instruction, evaluates text difficulty, groups kids, notes progress, and finds specific difficulties - don't focus on comprehension - about 150 words long and sometimes times" |
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