Term
|
Definition
| Consists of three steps: identificaiton, apprasial, and diagnosis |
|
|
Term
|
Definition
| Part of the diagnostic pattern; the act of determining the student's present level of performance in word recognition and comprehensionfor screening purposes |
|
|
Term
|
Definition
| Part of the diagnostic pattern; a student's present reading performance in relation to his or her potential |
|
|
Term
| English language learners |
|
Definition
| Children whose home language is not English |
|
|
Term
|
Definition
| use of evaluations other than standardized test to acheive direct assessment of student performace on important learning tasks. |
|
|
Term
|
Definition
| Helps teachers to measure students' important abilities using procedures that stimulate the application of these abilities to real-life situations. |
|
|
Term
|
Definition
| involves actual demonstrations by students of their knowledge or skils in a particular area; a synonym for authentic assessment. |
|
|
Term
|
Definition
| A storage system that represents samples of student reading and writing over a period of time. |
|
|
Term
|
Definition
| Material in a portfolio is evaluated in some way. |
|
|
Term
|
Definition
| A technique that helps teachers collect data about students' behavior. |
|
|
Term
|
Definition
| a record of obseved bahavior over a period of time. |
|
|
Term
|
Definition
| A meansfor systematically and qickly recording a studet's behavior; it is usually a list that the observer records as a present or absent. |
|
|
Term
|
Definition
| An evaluative instrument used to record estimates of particular aspects of a student's behavior. |
|
|
Term
|
Definition
| Teachers converse with students to learn about their interests and feelings |
|
|
Term
|
Definition
| A statement or questionnairemethod that helps teachers learn about likes and dislikes. |
|
|
Term
|
Definition
| A method in which the individual tends to put himself or herself into the situation and reveal how he or she feels. |
|
|
Term
|
Definition
| Students write or tell about their feelings and attempt to analyze their reading problems. |
|
|
Term
|
Definition
| The development of the association of print with meaning that beigns early in a child's life and continues until the child reaches the stage of conventional reading and writing. |
|
|
Term
|
Definition
| Children demonstrate behavior that show that they are ready for reading instruction |
|
|
Term
|
Definition
| Precursor to reading; before formal reading begins. |
|
|
Term
|
Definition
| A group of stimuli with common characteristics |
|
|
Term
|
Definition
| refers to development in thinking |
|
|
Term
|
Definition
| these structured designs are the cognitive arrangements by which the mind is able to categorize incoming stimuli. |
|
|
Term
|
Definition
| A continuous process which helps the individual to integrate new incoming stimuli to existing concepts |
|
|
Term
|
Definition
| The developing of new categories by a child rather than integrating them into existing ones. |
|
|
Term
|
Definition
| According to Piage, a balance between assimilation and accomodation in cognitive development. |
|
|
Term
|
Definition
| Nonconventional writing tat includes scribbling and nonphonetic letterings. |
|
|
Term
|
Definition
| learning to spell isongoing and based on the cognitive development of the child. |
|
|
Term
|
Definition
| The understanding thatthere is a structure used to tell stores and that stories and the stories are written to be understood. |
|
|
Term
| Directed listening/thinking approach |
|
Definition
| Requires teachers to ask questions before during and after a talk. |
|
|
Term
| informal reading inventory |
|
Definition
| A valuable aid in helping teachers determine a student's reading leavles and his or her strengths and weeknesses. It usually consists of oral and silent reading passages seected from basal readers from the preprimer to the eighth-grade levels. |
|
|
Term
| Independent reading level |
|
Definition
| Level at which a child reads successfully without any assistance |
|
|
Term
|
Definition
|
|
Term
|
Definition
| The child reads with many word recognition and comprehension errors. |
|
|
Term
|
Definition
| The highest level at which a learner can understand material when it is read aloud to him or her. |
|
|
Term
|
Definition
| The area that falls between the instructional and the frustration levels. |
|
|
Term
|
Definition
| Given to determine a childs comprehension through listening. |
|
|
Term
|
Definition
| a process that helps teachers lean how readers get meaning from language |
|
|
Term
|
Definition
| an unexpected response to print. |
|
|
Term
|
Definition
| Documentation of a child's reading. |
|
|
