RMA
understanding grammar and the ways in which words work together in a sentence
Syntactic cues
information that is important to understanding before the story
background information
one way to build fluency is to
read aloud, deep wide reading, choral reading, reader's theater, shared reading, think aloud, etc.
this type of transaction is a personal one
aesthetic
this reading experience is no risk for the students because they only have to listen
read aloud
what a person knows or the meaning of the words
semantic cues
a practice based on Vygotsky's zone of proximal development, in which teachers use strategies to support student learning
scaffolding
fluency and comprehension are closely tied because
of prosody
this type of transaction is an impersonal one
efferent one
this type of reading is shared with the class and is a lot like read alouds but students have copies of the story
shared reading
Cues based on what the word looks like and how the word is spelled
graphophonic cues
a scaffolding strategy used for reading instruction also known as I do, We do, You do
The Gradual Release of Responsibility
the type of miscue that best indicates a fluency issue is
Syntactical miscue
this type of transaction leads to comprehension
aesthetic
This type of reading is used to show how the teacher thinks while s/he reads
think aloud
when a student reads something other than what is in print
miscue
readers combine their own background knowledge with the information of the text to comprehend the text. This is known as
Schema Theory
this reading is done in unison
choral reading
A system for tallying up miscues using checks and codes for miscues
Running Record
A major component of comprehension is
meaning making
this reading is for a planned instruction in which students are learning a concept and stopping to discuss along the way
guided reading