Term
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Definition
| Louise Rosenblatt discovered this in the 1930s. The meaning is not definite but rather determined by the reader. * there is more than one way to interpret a text, it is all based on the reader * there are two parts: 1) use background knowledge or schema to understand a text. 2) the purpose of reading also influences a readers interpretation of a text. EX) Valerio and husband have differences in opinion. |
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Term
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Definition
| students develop reading comprehension when we link new ideas to old ideas and that creates new learning. EX) visualize a filing cabinet in your brain |
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Term
| how vocabulary is learned |
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Definition
| most of it is learned through experience with oral and written language. EX) the child is read aloud to, silent reading, etc. it is also learned through word strategies, pre-teaching words builds schema, meaning exposure, and repetition |
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Term
| how reading comprehension is learned |
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Definition
it is learned through * explicit instruction *
the teacher provides this for good comprehension to take place |
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Term
| influential factors that effect a reader's ability to comprehend a text |
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Definition
| this is affected through readers knowledge of a text, readings goals/motivations, readers strategy selection and use, genre type, difficulties of text, constraints of readers memory/readers ability to learn in and form sociocultural context. also affected by motivation, vision, schema, attention, and much more. |
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Term
| vocabulary processing types |
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Definition
association process
comprehension process
general processing |
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Term
| association process *** IMPORTANT |
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Definition
Learn words through synonyms and word associations
associate old words to new ones |
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Term
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Definition
Manipulate the word beyond word/synonym association
Ex: Put the word in a sentence blank or find an antonym |
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Term
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Definition
Put definition into own words, write word in a sentence showing clear context, make a connection with personal experience
- a meaningful connection to personal experience |
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Term
| explicit instruction for increasing reading vocabulary |
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Definition
Some vocabulary must be taught explicitly, Plan explicit instruction to help students identify the words.
- Teach word strategies
- Pre-teaching words in a text builds schema; helps to understand the text
- Provide meaningful exposures to learn new words; vocabulary is best taught through repetition |
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Term
| What Research Tells Us about vocabulary |
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Definition
Students who come to school knowing thousands of words are more successful with reading
Students who come from “language-deprived” backgrounds struggle with reading and need immediate attention to be successful. |
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Term
| Reading Comprehension definition |
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Definition
| intentional thinking during which meaning is constructed through interactions between text and reader |
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Term
| what is reading comprehension |
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Definition
Reader: Person doing the comprehending
Text: The actual reading material
activity: the purpose of comprehending (author's main idea, the sequence of events, cause/effect, etc.)
Situational Context: setting where reading occurs and social context (interaction about a text vs. alone) |
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Term
| Construction-Integration Theory for reading comprehension |
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Definition
Processing a text occurs in cycles
Involves multiple and simultaneous thinking process that eventually creates memories.
Influence by: Reader’s knowledge about the text, Reader’s goals and motivations, Reader’s strategy and selection and use, Genre, type and difficulty of the text, Constraints of reader’s memory, Reader’s ability to learn in and from sociocultural context |
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Term
| Five Researched Base Strategies that are Critical for COMPREHENSION Instruction: |
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Definition
Activating Background Knowledge
Questioning
Analyzing text structure
Creating mental or visual images
Summarizing |
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Term
| Reading Comprehension Instruction |
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Definition
| Needs to be explicit, meaning you have to teach reader’s how to think and comprehend a text |
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Term
| instructional strategies to help a child with areas of weakness for ORAL LANGUAGE |
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Definition
picture flashcards - the student is shown the word, if they can't figure out the word the picture on the back helps make an association. repetition gives practice with word.
conversation cubes - gets students to talk and answer questions about a text or about themselves as ice breaker |
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Term
| instructional strategies to help a child with areas of weakness PHONICS AND WORD RECOGNITION |
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Definition
sound scrambles - given picture and a sound it contains, they have to find the rest of the word parts
tongue twisters - peter piper picked a peck of pickled peppers. it provides practice identifying specific consonant |
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Term
| instructional strategies to help a child with areas of weakness for FLUENCY |
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Definition
fluency tic tac toe - read the story multiple times in a different way
fluency passages - words per minute, shows gradual progress |
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Term
| instructional strategies to help a child with areas of weakness for VOCABULARY |
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Definition
word bank (my strategy) - collect unknown words and find the definition, have for future reference if needed
word walls - direct student attention to words
word sorts - provides word association |
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Term
| instructional strategies to help a child with areas of weakness for COMPREHENSION |
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Definition
visualize, infer, summarize, connect, question, predict - gets them involved in the text
Jenga wood pieces with comprehension questions on each piece - answer Q to place block |
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