Chapter 9
What are four interventions for Struggling Learners?
(1) Use texts written at students’ independent levels, (2) Focus on improving accuracy through additional word identification, (3) Focus on recognition of key sight words, (4) Focus on improving rate through additional practice, using either oral or silent reading.
What are the five different vocabularies people have? What do they consist of?
(1) Listening vocabulary: consists of the words you understand when listening to other people speak
(2) Speaking vocabulary: consists of the words you use when you talk
(3) Writing vocabulary: consists of the words you use when you write
(4) Sight (reading) vocabulary: consists of the words you can recognize and correctly pronounce
(5) Meaning (reading) vocabulary: consists of the words you understand when reading silently
What are 3 independent word-learning strategies?
a) Morphemic analysis: teaching prefixes, suffixes, and root words, synonyms and antonyms, and Greek and Latin roots and affixes.
b) Contextual analysis: clues in the text can be definitions, synonyms, antonyms, or examples.
c) Using dictionary: Students can learn the meaning of words by looking for a definition in a dictionary.
What are the three levels of comprehension skills?
Literal comprehension
Inferential comprehension
Evaluative comprehension
Which instructional strategy focuses on having the teacher first model fluent reading of a short text passage, then having the student practice reading the passage aloud, followed by the teacher providing feedback?
Monitored oral reading. This strategy involves the teacher modeling fluent reading of a text, then having the student practice reading of a text, then having the student practice reading aloud, and the teacher providing feedback on the student’s oral reading.
What factors do we need to consider in developing student’s vocabulary?
(1) Frequency: The more frequently a word appears, the more important it becomes to teach it. (2) Utility: The words essential to comprehending the text. (3) Level of knowledge: The words in the unknown category. Fewer students know the words.
How can we meet the needs of all English Language learners?
Cognates (examples in English + Spanish are air/aire, active/activo or artist/artisita)
Provide concrete examples
Build knowledge of english morphemes
Describe how word analysis fluency, vocabulary, academic language, and background knowledge affect comprehension.
Fluent readers with advanced word analysis skills swiftly and accurately identify words, which frees their minds to deal with the meaning of the text.
What are the strategies for building accuracy, rate, and prosody?
(1) Accuracy: Phonics and sight word instruction are essential for swift and accurate reading. (2) Rate: Partner read. Two students who read the same decodable book and read the text together. (3) Prosody: Phrase-Cued Reading. Using slash marks in the text. One slash between each phrase and two slashes between each sentence.
What is the “Matthew Effect”?
The “Matthew Effect” refers to the phenomenon where the gap between high-achieving and low-achieving readers widens over time. Students who struggle to learn word meanings and comprehend what they read will fall further and further behind their peers. This makes reading an increasingly frustrating and demotivating task.
How can we meet the needs of all struggling readers?
Focus on key vocabulary and nontechnical language
2. Reteach what is not mastered
Provide concrete examples
Use visual, kinesthetic and tactile activities
What is the role of sentence structure and text structure in facilitating comprehension?
There are common patterns, called text structures, for the formats of elementary social studies and science textbook chapters. These are: 1) cause and effect, 2) Problem and solution, 3) Comparison/contrast. 4) Sequence, and 5) Description.