Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

ELP > Developing Reading Skills > Flashcards

Developing Reading Skills Flashcards

1
Q

the reconstructing , interpreting, revaluating, reacting emotionally, and creating new ideas from the author’s written content by means of prior knowledge gained from life.
”

A

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q
  • understanding of the ideas or facts stated in the selection.
    -“reading the lines”
    -getting answers to information-gathering questions like who, what, when, and where
A

Literal Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

“Reading between the lines.”
the understanding of facts are not directly stated in what you read.
-the answers to why and how questions often fall under this level because you have to get the implied meaning. How and why questions fall under the literal level if the answers are directly stated in the selection.

A

Inferential Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The reader’s ability to extract ideas and information not directly stated in the material using prior or background knowledge to assist in such understanding

A

Inferential Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

you interpret available information as objectively as you can using previous experiences as basis. Avoid including your personal biases so that your inference will not become an opinion or a sentiment.

A

Inferential

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

are statements which are accepted as true and which do not need to be tested.

A

Assumptions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

according to Krantz and Kimmelman (as cited by Cornista and Rayos, 2000, fromDiazet.al.),
are statements about future behavior or action.

A

Predictions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

you draw together factual evidence into a statement about the nature of a phenomenon.

A

Conclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

is a judgment inferred from evidence

A

Conclusion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

you must read very carefully, at times slowly, and objectively analyze and weight the author’s intent or purpose, his point of view, his language, his style of presentation, and the appropriateness of the device she uses to achieve his purpose.

A

Critical Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

you pass judgment on the quality, consistency, relevance, accuracy, and intellectual worthiness of the material. Thus, critical reading looks at two things: the author and what he is saying.

A

Critical Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

The reading skills involved in this level are thefollowing:* Identifying cause and effect
* Distinguishing facts from opinion
* Identifying similarities and differences
* Classifying things and others
* Forming judgments on the author’s ideas

A

Critical Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

this level of reading cannot happen without first understanding what the writer is saying.

A

Creative Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

it does not only require an inquisitive mind, but also needs analysis, synthesis, and evaluation, and the ability to achieve a unique view of situation or event. You also integrate your own experiences with what the writer is saying.

A

Creative Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

It is the reader’s “emotional” response to the content of the material read. This level of comprehension also includes creating new ideas from what was learned in school and life.

A

Creative Level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

this level involves skills like recognizing the personal philosophy of the author and the theme of the selection. These values are not directly stated in the selection but they are implied; hence, the learners realize their importance in actual life.

A

Valuing level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

*this level is often called “reading beyond the lines”

A

Valuing level

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

is the skill of reading and understanding in common workplace documents. These may include letters, manuals or procedures and memos.

A

Reading Information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

is a means for language acquisition, communication, and sharing information and ideas, the reasoning skills of a learner will be developed and enhanced.

A

Reading for Information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

is a type of text organized by topic and supporting details

A

Information Text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

is a type of text organized is by the structure of a story, poem, or drama.

A

Literary Text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

readers need to know the specific text structures, or forms of organization to develop understanding

A

Reading for information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

calls for orientations to the text that differ from those used in reading for literary experience because readers are specifically focused on acquiring information

A

Reading informational text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

they may select parts of the text they need, rather than reading from beginning to end

A

People read for information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

is reading quickly to get a general overview of the material

A

Skimming

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

is reading rapidly to find specific facts.

A

Scanning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

is a quick reading method

A

Skimming

28
Q

it tells you what
general information is all about.
* moves the eyes across the page

A

Skimming

29
Q

helps us to locate a particular fact.
* move the eyes down the page
Example: looking up a word in a dictionary

A

Scanning

30
Q

7 Types of Strategies in Reading for Information

A

Predict
Visualize
Question
Connect
Identify
Infer
Evaluate

31
Q

a type of strategies in reading for information that Determine what you think will happen in the text. Use the title text, and illustrations to help you.

A

Predict

32
Q

a type of strategies in reading for information that Create mental images of the settings, characters, and events in the text.

A

Visualize

33
Q

a type of strategies in reading for information that top and ask yourself questions to see if the text makes sense. Reread the text if you need more information.

A

Question

34
Q

a type of strategies in reading for information that Think about what you already know about the text. Find ways to relate the text to yourself, other texts and the world around you.

A

Connect

35
Q

a type of strategies in reading for information that Determine the author’s purpose. Find the important details, the main idea and the themes of the text.

A

Identify

36
Q

a type of strategies in reading for information that Use clues in the text and your own knowledge to fill in the gaps and draw conclusions.

A

Infer

37
Q

a type of strategies in reading for information that Think about the text as a whole and form opinions about what you read.

A

Evaluate

38
Q

is a very local way of discussing or debating an idea.

A

Argumentation

39
Q

uses logic, persuasion, and various debate tactics to arrive at a conclusion.

A

Argumentation

40
Q

an argument that consider a number of results and form a generalization based on those results.

A

Inductive Arguments

41
Q

an argument that s begin with a general principle, which is referred to as a major premise. Then a related premise is applied to the major premise and a conclusion is formed. The three statements together form a syllogism.

A

Deductive argument

42
Q

Three Types of Argumentation

A

Classical
Toulminian
Rogerian

43
Q

a type of argumentation that aims to persuade an audience to accept a particular point of view or take a specific action.

A

Classical Argumentation

44
Q

type of argumentation that is focused on persuasion through the use of strong appeals

A

Classical Argumentation

45
Q

is a style of argumentation that breaks arguments down into six component parts:
claim, grounds, warrant, qualifier, rebuttal and backing.

A

Toulminian Argumentation

46
Q

this type of argumentation is focused on analyzing and understanding how arguments are structured

A

Toulminian Argumentation

47
Q

Who developed the Toulmin Method

A

Stephen E. Toulmin

48
Q

is the assertion that authors would like to prove to their audience. It is, in other words, the main argument

A

Claim

49
Q

are the evidence and facts that help support the claim.

A

Grounds of an argument

50
Q

which is either implied or stated explicitly is the assumption that links the grounds to the claim.

A

Warrant

51
Q

refers to any additional support of the warrant.

A

Backing

52
Q

shows that a claim may not be true in all circumstances. Words like “presumably,
”“some” and “many” help your audience understand that you know there are instances where your claim may not be correct.

A

Qualifier

53
Q

is an acknowledgement of another valid view of the situation.

A

Rebuttal

54
Q

aims to find common ground between opposing viewpoints and promote understanding.

A

Rogerian Argumentation

55
Q

The Rogerian Argumentation was named after

A

Carl Rogers

56
Q

this argumentation actually aims for true compromise between two positions. lt can be particularly appropriate when the dialectic you are addressing remains truly unresolved

A

Rogerian Argumentation

57
Q

argumentation can also be an effective standard technique when you are arguing for a specific point of view

A

Rogerian Argumentation

58
Q

this type of argumentation persuade your audience to come to accept your point by the time they read to the end of your argument.

A

Rogerian Argumentation

59
Q

analyze a text or a body of data and justify your interpretation with evidence

A

Analytical Argument

60
Q

is not only the most complicated but also the most important type of all. It involves several thresholds of proof.

A

Problem-solving Argumentation

61
Q

often requires a combination of analytical and problem solving, or both. Your goal is to present your facts or solution confidently, clearly, and completely.

A

Argumentation

62
Q

is part of the argumentation preparation. As you conduct additional research between drafts, you are likely to find new information that will lead you to revise your core argument

A

Revision

63
Q

relies on deduction (using multiple pieces of evidence to arrive at a single conclusion) and induction(arriving at a general conclusion from specific facts).

A

Argumentative Reasonig

64
Q

looks at a body of evidence and takes a position about it

A

Analytical Argumentation

65
Q

tries to present a solution to a problem.

A

Problem-solving argumentation

ELP (5 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions