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| Diagnosis Reading and Improvement program |
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Definition
| Reading instruction interwoven with diagnosis and intervention |
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| The act, process, or result of identifyin the nature of a disorder or disability through observationand examination. |
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| a dynamic, complex act that involves the bringingof meaning to the getting of meaning from the written page |
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| Concerned with the affective, perceptual, and cognitive domains |
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| Includes the feelings and emotional learnings that individuals require. |
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| Part of the reading process that develops on an individual's background of experiences and sensory receptors |
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| a cumulative process based on an individual's background of experiences. It is defined as giving meaning to sensations or the ability to organize stimuli on a field. |
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| Heirarchyof objectives ranging from simplistic thinking skills to the more complex ones. |
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| Thinking critically about thinking; refers to the students' knowledge about their thinking processes and the aiblity to control them. |
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| Depend on the reader's background of experiences and language abilityin constructing meaning from the text. |
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| Models which consider the reading process as one of grapheme-phonemecorrespondences; code emphasis or subskill models. |
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| Interactive reading models |
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| The top-down processing of information is depenent on the bottom-up processing. |
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| All those reading skills and strategiesthat are systematically and sequentially developed help students become effective readers throughout their schooling. |
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| Takes place outside the regular classroom and is handled by personnel. |
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| Teacher assumptions about children become true, at least in part, because of the attitude of teachers, which in turn becomes part of the children's self concept. |
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| The practice of continuously trying a variety of instructional strategies and materials based on the needs of students. |
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| Instruction guided by a teacher, who uses various strategies to help students understand what they are reading. |
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| Individualized instruction |
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| Students work at their own pace on material based on their needs, interests and abilities. |
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| An integral part of the instructional program and vital to a good individualized program. An area usually set aside in the classroom for instruction in a specific curriculum area. |
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| An assigned set of tasks to be performed. |
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| Part of the evaluative process; broader than test; involves quantitative descriptions. |
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| A process of apprasial involving specific values and the use of a variety of instruments in order to form a value judgement; goes beyond test and measurement. |
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| A broad term that encompasses a variety of tests and measurements. |
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| The same score must result regardless of who marks the test. |
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| the degree to which certain inferences can be made from test score or other measurements; the degree to which a test instrument measures what it claims to measure. |
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| The extent to which a test instrument consistently produces similar results. |
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| The appropriateness of a test for a specific population of students. |
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| Tests that have been published by experts in the field and have precise instructions for administration and scoring. |
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| Average scores for a given group of students, which allow comparisons to be made for different students or groups of students. |
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| Standardized tests with norms so that comparisons can be made to sample population. |
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| Used to determine at what level a student should begin testing. |
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| Ensures that the actual test measures what students know rather thatn their test taking ability; it familiarizes students with the test. |
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| A group of tests in different content areas. |
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| The number of items that a student answers correctly on a test. |
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| Used to compare test takers' assessment scores. |
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| Deals with how widely scores may vary from the mean. |
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| Scores are symmetrically distributed around the mean. |
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| Description of year and month of school for which a given student's level of performance is typical. |
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| A point on the distribution below which a certain percentage of all scores fall. |
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| A score in educational testing on a nine-point scale, ranging from a low of 1 to a high of 9, of normalized standard scores. |
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| Criterion Referenced tests |
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| Based on an extensive inventory of objectives in a specific curriculum area, they are used to help assess and individual students' performance with respect to his or her mastery f the specified objectives in a given curriculum area. |
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| Desired educational outcome. |
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| term that refers to subject matter covered. |
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| tests prepared by the classroom teacher for a particular class and given by the classroom teacher for a prarticular class and given by the classroom teacher under conditions of his or her own choosing. |
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| teacher made tests, also called informal tests. |
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| administered to a group of people at the same time. |
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| administered to one person at a time. |
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| Provide subscores discrete enought so that specific information about a student's reading behavior can be obtained and used for instruction. |
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| Those factors that come under the domain of control of the educational systemand influence learning. |
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| Those factors that come under the domain of control of the educational systemand influence learning. |
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| Supposedly those factors that do not come under the domain or control of the educational system and cannot be influenced by it. |
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| Socioeconomic class parents' education, and the neighborhood in which childrenlive are some factors that shape children's home environments. |
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| English in respect to spelling, grammar, vocabulary, and pronunciation that is subastantially uniform thowugh not devoid of regional differences. |
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| A variation of language sufficently diffferent to be considedred separate, but not different enought to be classified as a separate language |
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| A variation of standard English in the United States |
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| A combination of ebony and phonics. A variation of standard English , in the class of nonstandard English. |
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| Using or capableof using two languages |
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| Farsighetedness; difficultywith close-up vision. |
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| A defect of the vision that causes blurred vision |
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| Nearsightedness; difficulty with distance vision |
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| The ability to focus both eyes on a similar point of reference and see one object. |
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| How the eyes appear to moeve in the act of reading. |
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| Stops readers make in the act of reading. |
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| Eyes move backward, they move back to reread material while in the acto f reading continuous text. |
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| Quick, Jerky movements of the eyes as they jump from one fixation to another in the reading of continuous text. |
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| The ability to distinguish differences and similarities between 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 fo an eye, hand, or foot. |
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| Confusion of letters and words by inverting them |
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| proximodistal development |
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| muscular development fromt he midpoint of the body to extremities. |
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| Physical response of the eart to sound vibrations. |
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| An instrument used for measuring hearing |
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| Temporary hearing loss due to a continuous or repeated exposure to sounds of certain frequencies |
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| The ability of listeners to direct both ears to the same sound. |
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| Factor inhibiting hearing as sounds interfere with the spoken message |
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| Ability to distinguish differences and similiarities between sound symbols. |
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| Amount of information able to be stored in short-term memory for immediate use or reproduction. |
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