Terminology/Teaching Reading

Question 1

What is the smallest single identifiable sound? Hint: ‘sh’ represents one sound ‘sp’ represents two sounds

Answer 1

phonemes

Question 2

What is the part of the syllable that precedes the vowel of the syllable? Hint: “pill” is /p/

Answer 2

onsets

Question 3

To draw individual sounds together to pronounce a word is ____? Hint: s-n-a-p form snap

Answer 3

blend

Question 4

What is the part of a syllable that consists of its vowel and any consonant sounds after it?

Answer 4

rimes

Question 5

What is the ability to think about his or her own thinking?

Answer 5

metacognition

Question 6

A child who can read almost every word is called ______?

Answer 6

highly skilled reader

Question 7

These words cannot be sounded out to regular pronunciation rules: “do”, “said”, “was”, “of” are called?

Answer 7

irregular words

Question 8

When ‘e’ is added to a word, the initial vowel has a long sound and this is what kind of word? Ex: “can” short sound, “cane” long sound

Answer 8

CVC word (consonant-vowel-consonant)

Question 9

This type of reader understands that written language conveys messages.

Answer 9

emergent reader

Question 10

What is used to assess students work as a whole not just portions of the assignments (assess overall structure and quality)?

Answer 10

holistic scoring rubric

Question 11

What is used to assess the students performance and the teacher is able to suggest specific educational solutions?

Answer 11

analytic scoring rubric

Question 12

What type of test requires all test takers to answer the same questions and are scored to compare the relative performance of individual students or groups of students?

Answer 12

standardized test

Question 13

Students used these skills to learn to think critically by cross checking facts even from reliable sources…

Answer 13

web research skills

Question 14

The ability to break words down into individual sounds which is essential in developing writing skills..(example: breaks the word “run” into its component sounds /r/ /u/ /n/ )

Answer 14

phoneme segmentation

Question 15

The ability to identify a word when hearing parts of the word (phonemes or syllables) in isolation.

Answer 15

phoneme blending

Question 16

The ability to recognize the same sound in different words.

Answer 16

phoneme identity

Question 17

The recognition of individual sounds within a word such as the first sound in “cap” is /k/.

Answer 17

phoneme isolation

Question 18

Recognition of the word that remains when a phoneme is removed from a word. (ex: “cluck” without the /k/ is “luck” )

Answer 18

phoneme deletion

Question 19

Assessment that is given in which data is computed and summarized and scored with percentiles, stanines or standard scores

Answer 19

formal assessment

Question 20

Assessment that is not data driven but rather content and performance driven scores such as 10 correct out of 15, percent of words read correctly and most rubric scores are given.

Answer 20

informal assessment

Question 21

Stages of writing are…

Answer 21

Drafting,prewriting,revising,editing and publishing

Question 22

This determines how well a student performs against another student..

Answer 22

norm-referenced test

Question 23

Accurate information and cohesiveness of ideas in which students will not benefit from text inaccurate or biased info).

Answer 23

quality informational text

Question 24

What is the best way to improve a student’s reading fluency?

Answer 24

provide students many opportunities to reread the same passage..repetition helps improve recognition and recall sight words

Question 25

What is used to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning? (have low or no point value) ex: draw a concept map in class to represent their understanding of a topic

Answer 25

formative assessment

Question 26

What is used to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark at a high point value? ex: midterm, final project, paper, etc..

Answer 26

summative assessment

Question 27

Students recognize a word in a set of three or four words that has the "odd" sound is called what? ex: which word does not belong: net, nap, rug? "rug" doesn't belong b/c it doesn't begin with /n/

Answer 27

phoneme categorization

Question 28

What is it called when students make a new word by adding a phoneme to an existing word? ex: what word do you make if you add /s/ to the beginning of "nail"..."snail"

Answer 28

phoneme addition

Question 29

What is it called when a student substitutes one phoneme for another to make a new word? ex: In the word "run", change /n/ to /g/ what is the new word? "Rug"

Answer 29

phoneme substitution

Question 30

What is the ability to notice, think about and work with the individual sounds or phonemes in spoken words?

Answer 30

phonemic awareness

Question 31

Speech that starts at or near the position for one vowel and moves to or toward the position of another is called? ex: 'oy' in "toy" or 'ou' in "out"

Answer 31

diphthong

Question 32

What do you call the attachment to the end or beginning of base or root word that describes prefixes and suffixes?

Answer 32

affix

Question 33

What do you call two letters that make one sound? ex: 'sh', 'ch', 'th', 'ph'

Answer 33

digraph

Question 34

A word that means print and sound and refers to letter-sound correspondence.

Answer 34

graphophonic cues

Question 35

Speech sound that refers to letters of the alphabet that represent those sounds that are not vowels: Z, B, T, G and H

Answer 35

consonant

Question 36

What are the following letters called: a,e,i,o,u and sometimes w and y

Answer 36

vowel

Question 37

An informal diagnostic procedure that requires students to provide appropriate words to complete sentences in a systematic fashion from a passage they have just read.

Answer 37

cloze technique

Question 38

A point scale that 9 is the highest and 5 being average. These are useful when comparing among subtests. (scores 1,2,3 are below average, 6,7,8 are above average)

Answer 38

stanine scores

Question 39

An appropriate use of phrasing and expression, while reading, to convey meaning.

Answer 39

prosody

Question 40

Relationship between sounds and the letters which represent those sounds, also known as letter-sound correspondence.

Answer 40

grapheme-phoneme correspondence (GPC)

Question 41

What is it called when you split up a word into its individual phonemes in order to spell it? ex: "cat" has three phonemes /c/,/a/,/t/

Answer 41

segment

Question 42

Device that is used for memorizing and recalling something. ex: snake shaped like the letter 's'

Answer 42

mnemonic

Question 43

Two letters that are split making one sound. ex: 'a-e' as in "make"

Answer 43

split digraph

Question 44

Two or three letters making two or three sounds. ex: the first three letters of "straight" are a consonant ______

Answer 44

cluster

Question 45

Combination of vowels that combine to make a single vowel sound. ex: "oa" in "boat", "ai" in "rain", "ee" in "feet"

Answer 45

vowel digraph

Question 46

The coding, scoring and analyzing a students oral reading behavior. This is usually performed while a child is reading from a benchmark book and taken at the earlier stages of reading.

Answer 46

running record

Question 47

Written record kept in a positive tone of a child's progress based on milestones particular to that child's social, emotional, physical, aesthetic and cognitive development. ex: teacher observes and then records a child's actions and work throughout the day while activities are occurring which is informal.

Answer 47

anecdotal records

Question 48

Assessment that tells us how well a student performs against an objective or standard based on an established cut score.

Answer 48

criterion-referenced test

Question 49

The use of prefixes, suffixes and root words to understand meaning of an unknown word. ex: "abnormal" has a prefix and root word

Answer 49

structural analysis

Question 50

Direct instruction sequence of supports: setting a purpose for learning, telling students what to do, showing them how to do it and guiding their hands on application of the new learning.

Answer 50

explicit teaching

Question 51

Multisensory approach to building a students reading-fluency skills and provides a model (teacher) of accurate and fluent reading.

Answer 51

neurological impress

Question 52

Summarizing the central thought of the text is the...

Answer 52

main idea of the text

Question 53

Allows teachers to tailor instruction to address students' changing needs.

Answer 53

flexible grouping in the classroom

Question 54

An alternative to traditional tests that measures student achievement over time.

Answer 54

student portfolio/developmental portfolio

Question 55

Enables students to record their responses to text as they read, gives students opportunity to express their thoughts and become actively involved with material they read.

Answer 55

double entry journal strategy

Question 56

When a syllable ends in a vowel, the vowel is long, as in ______. a. ) tackle b. ) idle c. )tennis

Answer 56

idle

Question 57

When a syllable ends in a consonant, the vowel is short, as in ______. a. ) tackle b. )tennis c. ) idle

Answer 57

tackle

Question 58

Divide a word between two like consonants, as in ______. a. )music b. )tennis c. )tackle

Answer 58

tennis

Question 59

When a consonant lies between two vowels, divide the word after the first vowel, as in _____. a. )music b. )tackle c. )tennis

Answer 59

music

Question 60

What is the process called where young children infer the underlying rules of language to which they are exposed and begin to acquire the ability to communicate through testing what they have learned.

Answer 60

language acquisition

Question 61

Readers identify and/or recall relevant information explicitly stated in the reading selection by A. identifying the order of events or a specific event from a sequence of events. B. identifying a statement or sentence that best indicates the main idea of the selection. C. identifying directly-stated facts (e.g., actions or events; names of characters, places or things in the selection; special circumstances relevant to the story). D. identifying details such as key words, phrases or sentences that explicitly state important characteristics, circumstances, or similarities and differences in characters, times or places. E. identifying directly-stated opinions.

Answer 61

literal level of comprehension

Question 62

Readers use information explicitly stated in the passage to determine what is not stated. Readers derive meaning by A. identifying implicit relationships (relationships not directly stated) such as cause and effect, sequence-time relationships, comparisons, classifications and generalizations. B. predicting probable future outcomes or actions. C. inferring an author’s unstated meaning by drawing conclusions based on specific facts, events, images, patterns or symbols found in selected readings. D. inferring the main idea of a selection when it is not explicitly stated. E. identifying unstated reasons for actions or beliefs based on explicitly stated information.

Answer 62

inferential level of comprehension

Question 63

readers use evidence from the text to reach conclusions and make generalizations about the text and its wider implications by A. drawing conclusions about the author’s motivation or purpose for writing a passage or story based on evidence in the selection. B. drawing a conclusion that is validated by the evidence in the selection. C. determining whether the information used by the author to support a conclusion is accurate and/or credible. D. differentiating between conclusions that are based on fact and those that are based on opinions. E. drawing parallels between the selection and issues and situations relevant to the text. F. drawing conclusions about the characteristics, values, and habits of human beings.

Answer 63

evaluative level of comprehension

Question 64

The study of human sounds

Answer 64

phonetics

Question 65

Classification of sounds within the system of particular language or languages.

Answer 65

phonology

Question 66

This type of approach is for the school to intervene, or step in, and start helping before anyone falls really far behind.

Answer 66

Response to intervention

Question 67

Words that appear most often in printed materials are called _____? (ex: "and", "the" and "I"

Answer 67

high frequency words

Question 68

A group/pair of words that are spelled the same way but have different meanings.

Answer 68

homograph

Question 69

Process by which meaning is derived from speech, symbols, signs and text

Answer 69

semantics

Question 70

Sequence in which words are put together to form sentences.

Answer 70

syntax

Question 71

Using relationships between spelling and pronunciation to figure out unfamiliar words is called?

Answer 71

word analysis

Question 72

Words from which many are formed (migrate, migration, migratory)

Answer 72

base words

Question 73

Words from other languages that are the origin of many English words

Answer 73

word roots

Question 74

A comparison using "like" or "as"

Answer 74

simile

Question 75

Comparison between two unlike things NOT using "like" or "as"

Answer 75

metaphor

Question 76

Allows students to develop word identification, comprehension and fluency skills

Answer 76

choral repeated reading