Term
1998 National Resource Council Reccomendation of Snow, Burns and
Griffin
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Definition
Schools employ reading specialists who work with sturggling readers and provide support to classroom teachers. |
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Term
Reading Specialist Role Requirements |
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Definition
Expertise in reading assessment and instruction and leadership skills that empower one to work with other adults and the community.
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Term
| First use of reading specialists historically |
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Definition
| 1930's -- Supervisors who worked with teachers to improve the reading program |
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Term
| What criticism occurred after World War II in regard to children's literacy? |
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Definition
The lack of schools' ability to teach children to read |
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Term
| What was the primary responisiblity of the remedial reading teacher after WWII? |
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Definition
| To work with individiual or small groups of students who experienced difficulty learning to read. |
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Term
When did "Remedial Reading Teachers"
come into play and why? |
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Definition
| After WWII in response to theinability of schools to teach children to read. |
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Term
| What was the difficulty in 1967 with remedial reading specialists |
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Definition
| Serving only in an instructional capacity was seen as a "bottomless pit". |
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Term
What did Stauffer propose in 1968? |
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Definition
"The Bottomless Pit" theory and that
reading specialists should serve as consultants. |
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Term
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Definition
Promoted the ideal of the reading specialist as a resource role
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Term
What 3 importances did Bean and Watson
promote for reading specialists? |
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Definition
| Interpersonal, leadership and communication skills |
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Term
What factors in 1981 restricted the roles of reading specialists? |
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Definition
| Funding to support personnel and research that contributed to new ideas about reading instruction and assessment. |
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Term
How have a large percentage of reading specialists been funded in the last 30 years? |
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Definition
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Term
What is the ESEA or Title 1? |
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Definition
Compensatory program funded by the federal government to supply supplemental support to students who are economically deprived.
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Term
| What was the impact of Title I on reading specialists? |
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Definition
| If the reading specialist was funded by Title I then they could only work with Title I students and to purchase and use materials and resources for Title I students only. |
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Term
| What led to the development of "pullout" programs? |
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Definition
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Term
Problems generated by pullout programs |
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Definition
1. Little congruence between classroom and supplemental
2. No communication between specialist and classroom teacher
3. Not enough interactivity no connection to classroom expectations
4. "swinging door" dimension
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Term
| Task of the Reading Specialist in the early days of Title programs. |
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Definition
| Documented reading achievement and expectancy of students who might be eligible for compensatory services. |
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Term
What is the discrepancy formula that was once used to identify a gap between achievement and potential by reading specialists?
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Definition
| Intelligence qupotient + teacher judgement (test bias) =the gap between achievement and potential. |
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Term
| What was used in place of the discrepancy formula? |
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Definition
| Students were identified using their actual reading achievement. |
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Term
What reading activities for reading specialists were reccommended as opposed to "skill and drill" or workesheets
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Definition
More explicit activities of instruction
in reading and writing tasks; more time reading. |
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Term
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Definition
| Reading specialists were eliminated or downsized or assigned to classroom teaching positions and replaced with inexperienced teachers aides |
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Term
| Strategies implemented in the 1990's for struggling readers included: |
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Definition
Increasing classroom teacher competence, reducing class size, incorporating technology, afterschool and summer programs, volunteers and aides
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Term
| 1995 International Reading Association investigated the role of reading specialists in school with what 3 tasks? |
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Definition
1. Analyze literature and research of role of specialist
2. Conducted a survey of members to find out what reading specialists were actually doing in schools
3. Investigate role of reading specialists in exemplary schools
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Term
| Move to more inclass instruction |
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Definition
| is now prevalent in primary grade students |
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Term
| Reading Speicialists now work as |
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Definition
| a resource to teachers and plan instruction with the classroom teacher on a regular basis |
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Term
| Disturbing finding of the initial IRA survey was |
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Definition
| the absence of men and minority groups. |
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Term
| What does the lack of specialists at intermediate, middle school and high school levels result in? |
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Definition
1. reduced potential in student performance level
2. lack of assistance to teachers of content level understand how to teach students to read texts more efficiently. |
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Term
A study of prinicipals in regards to the vitality of reading specialists came up with the following characteristics of the IDEAL reading specialist |
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Definition
1. Teaching ability
2. Knowledge of Reading Instruction
3. Sensitivity to children with reading difficulties
4. Knowledge of assessments
5. Advocacy
6. Cooperation with adults
7. Knowledge of reading research
8. Lifelong learners
9. Providers of professional development
10. Ability to articulate Reading Philosophy
11. Energy |
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Term
| What is the position statement of the International Reading Association? |
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Definition
| .Specialists should apply their expertise in assessment, instruction and leadership |
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Term
| Current emphasis on reading demands |
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Definition
| better qualified and prepared teachers and support for well prepared individuals who can serve as coach es or mentor for teachers (teacher mentorship) |
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