Terms.
Understanding what one is reading, the ultimate goal of all reading activity.
COMPREHENSION
Text in which a high proportion of words (89-90%) comprise sound-symbol relationships that have already been taught. Used to provide practice with specific phonics skills & is a bridge of phonics learning to independent reading.
DECODABLE TEXTS
The origin and history of a word.
ETYMOLOGY
Using words or sentences around an unfamiliar word to help clarify its meaning.
CONTEXT CLUES
Questions that address the meaning of text, ranging from literal to inferential to analytical.
COMPREHENSION QUESTIONS
The knowledge and understanding of the world that students have acquired through their everyday experiences - that help them make sense of the texts they read.
BACKGROUND KNOWLEDGE
Drawing meaning from a combination of clues in the text without explicit reference to the text.
Ex. - “The sky was dark and cloudy so I took my umbrella.” We can infer that is might rain.
(Encouraged when teaching writing, “show don’t tell”.)
INFERENCE
Strategies employed to emphasize the importance of preparing students to read text.
Ex.- activate prior knowledge, set a purpose for reading
BEFORE-READING COMPL STRATEGIES
Phonemic awareness, phonics, fluency, vocabulary & comprehension.
FIVE COMPONENTS OF READING
A method of teaching reading by using the reader’s own dictated language.
LANGUAGE EXPERIENCE APPROACH
Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same.
Ex - can/ a metal container; can/ be able to
HOMOGRAPH
Reading words in text with no errors.
ACCURACY
Words with more than one syllable.
A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout the reading program.
MULTISYLLABLE WORDS
Strategies that help students engage the meanings of a text.
Ex. - asking questions at key parts, modeling thought processes used to make inferences; constructing mental images.
DURING READING COMP. STRATEGIES
Reading of a text where an adult or experienced reader reads a line of text, and the student repeats the line. Use with Emergent and Early readers to build fluency and expression.
ECHO READING
Words containing phonic elements that were previously taught.
DECODABLE WORDS
An awareness of one’s own thinking processes and how they work. Consciously thinking about one’s learning or reading while actually engaged in doing learning & reading.
METACOGNITION
The central thought or message of a reading passage.
MAIN IDEA
Refers to schema, the knowledge and experience that readers bring to the text.
PRIOR KNOWLEDGE
Text that tells a story about fictional or real events.
NARRATIVE TEXT
Understanding of the basic facts that the students has read.
LITERAL COMPREHENSION
Information from the surrounding text that helps identify or gives meaning to a specific word or phrase. Ex. - “yesterday I read the book”. The words surrounding “read” help us know how to pronounce it.
CONTEXT/CONTEXT CUES
A story that has many elements or language patterns repeated until the climax; a predictable text.
PATTERN STORY OR CUMULATIVE STORY
Strategies that require the reader to actively transform key information in text that has been read.
Ex- summarizing, retelling
AFTER-READING COMP. STRATEGIES
Activities that take place just before reading, like reviewing a book cover, looking at the pictures, predicting, formulating questions; provides information & prepares them for reading.
PRE-READING STRATEGIES