Teaching of Reading 150 cards

Tagged as: language, nursing, literature, physics, education, english

 copy deck Copy deck

1

Proficient Reading is...

Analytic - questioning, looking for patterns Interactive - schema Constructive - creating new ideas; making sense of it; look at whole Strategic - IDing important ideas & knowing that's what you have to do Metacognitive - knowing what you do/n't

2

Reading is...

a language process that involves interaction among prior knowledge (schema), decoding, and comprehension through a transaction between reader, text, and context( set of expectations); construct meaning; written language based on oral language

3

Schema

what you bring to the book; importance of the reader; if no written language, schema can fill it in (pictures)

4

Modeling the Reading System: Four Processors

Orthographic Processor/Phonological Processor -> Meaning Processor -> Context Processor

5

Context Processor

your prior knowledge/set of expectations; schema

6

Meaning Processor

add to "graphics" you don't understand to make sense

7

Orthographic Processor

speilling; comes from print/eye

8

Phonological Processor

read aloud and turn back into speech; coems from speech/ear

9

A-B-C Method or Alphabet Method

Used spelling to teach readings -- hornbooks, New England Primer, Webster's Blue Back Speller -- religious, nationalistic, and moralistic content

10

Word Method

used objects and experiences familiar to children to introduce the whole word first (instead fo the letters), then pronounced the individual sounds in the word while pointing to the letters -- McGuffey's readers -- vary content/material by age of rea

11

Sentence-Story Method

sentence is the unit of expression; teach kids meaning of whole sentences; acquire knowledge of parts by first looking at the whole; phonics not emphasized

12

Phonetic Method

teacher dictated the sounds and the children wrote the letter

13

Look-Say method

like Word Method; pictures provided more content with words; teach words by sight, attempted to be more meaningful; Scott-Froesman Readers, Dick & Jane

14

Phonics Method

used a particular phonic element to begin each lesson with lists of words to practice reading; letters and sounds - A Pig Can Jig

15

ITA or Initial Teaching Alphabet

Replaced the 26 alphabet letters with 44 characters that corresponded to the 44 phonemes; each sound had its own letter

16

LEA or Language Experience Approach

used childrens experiences to construct a reading chart - talk written down; sight words and letter-sound correspondences taken from that; showed oral language can be written down

17

Literature-based texts

Let's Put Our Heads Together and Dream the Same Dream

18

High-frequency texts

Dick & Jane

19

Phonetically-Regular

A Pig Can Jig (rhyming)

20

Basal/Core Reading Systems

balance approach; lean toward a phonics-based approach

21

Five Pillars of Reading

phonemic awareness, phonics, vocabulary, comprehension, and fluency

22

Controlled Reader

control vocabulary in what children read

23

Top Down Methods

Emphasize Reader (Dick & Jane) bring meaning to it goal is comprehension uses schema and knowledge of language keeps reading process whole and authentic (Horace Mann)

24

Bottom Up Method

Emphasizes Text (phonics method) Takes meaning from goal is accurate decoding uses decoding skills breaks reading into parts

25

Transaction (Constructivist) View of Learning

transaction - 2-way process 1. knowledge is gradually constructed by the learner through a series of transactions w/the content. 2. teacher facilitates the process so new info is integrated w/previous knowledge (scaffolding) 3. student has conscio

26

Transmission View of Learning (Bottom Up)

transmission - 1-way process 1. knowledge is received 2. teacher or text is authority that gives knowledge 3. student is container that receives knowledge

27

RTI Tier 1

includes screening of all students and works to improve the general reading program for all; DIBELS test (Dynamic Indicators of Basic Early Literacy Skills)

28

RTI Tier 2

Includes about 20% of students who need more intensive, small-group intervention for 8-12 weeks

29

RTI Tier 3

Includes about 5% of students who still have not shown progress and need further intervention or further evaluation

30

English Language Learners

need help to develop academic language (compare, contrast, etc.) as well as fucntional language (every day); literacy is built on oral language

31

Low SES

need help building background knowledge and must experience success in matters related to literacy

32

Stages of Reading Development: Stage 1

Emergent Literacy (birth - 5) language growth is rapid; moving from seeing meaning only in concrete objects to meaning in symbols; able to read some words w/aid of picture; enjoy stories, rhymes, alliteration, and repetition

33

Logographic Stage

using distinctive clues or logos to read the word (golden arches = mcdonalds); in emergent literacy stage

34

Stages of Reading Development: Stage 2

Early Literacy (Kindergarten - 1st Grade) evolving understanding of alphabetic principle; language experience charts-what you experience can be talked about, written down, read; authentic literature; high-frequency and phonetically-regular words

35

Early Alphabetic Stage

using the 1st letter of the word to try and figure out the word (Early Literacy Stage)

36

Stages of Reading Development: Stage 3

Growing Independence (Grades 2 & 3) evolving fluency; more automatic decoding; easy chapter books; more involved plots and longer selections

37

Advanced Alphabetic Stage

Using all of the ltters to decode the word - "glued to print" - reading word-byword, don't look @ pictures of contstruct meaning; during Growing Independence stage

38

Stages of Reading Development: Stage 4

Reading to Learn (Grades 4 - 6) use reading in order to learn; content area books; heavier load on vocab and concepts; comprehension problems surface

39

Orthographic Stage

Using spelling patterns to decode words (seeing "at" in several words); during Reading to Learn stage

40

Predictors of Reading Success

1. Ease with which they learn the alphabetic letters 2. Phonological Awareness (big parts/rhymes in words) 3. Ease with which they become phonemically aware (consciousness of individual sounds)

41

Elkonin Box

helps separate words into onsets and rimes

42

onset

initial consonant sound(s) that precedes the first vowel (/c/-/at/) (/sh/-/eep/); words that begin w/vowels do not have onsets

43

rime

vowel sound and any following consonant sounds (/ook/ in "look"); same as a word family or phonogram

44

segmentation

separating the sounds

45

blending

putting the sounds together

46

deletion

omitting a sound

47

phonics

the study of speech sounds related to reading and letter-sound matches

48

phoneme

smallest unit of sound ins peech

49

grapheme

written representation of phoneme

50

grapheme-phoneme correspondence

letter-sound correspondence