Reading 360 Final Exam Review UPDATED ACTUAL Questions And Correct
Answers
Terms in this set (96)
Cognitive-Constructivist View reading is an active process in which the reader actively searches for meaning in
what she reads.
Schema abstract knowledge stored in memory, richly organized networks of knowledge
the cognitive orientation reading and learning are active processes
constructivism emphasizes that learning and reading are active and constructive processes
automaticity decoding quickly, recognize words and assign meaning; allows readers to decode
and comprehend simultaneously
metacognition ability to employ fix-up strategies when meaning breaks down, active awareness
of one's text comprehension
scaffolding guiding students toward proficiency; a process that enables a child or novice to
solve a problem, carry out a task, or achieve a goal, which would be beyond his
unassisted efforts
zone of proximal development social nature of learning; the range of tasks in which a child can achieve if they are
assisted by a more knowledgeable or more competent other
Matthew effect rich get richer, the poor get poorer; reversible, children who read well tend to
read more; children who struggle in reading read less
Phonemic Awareness the understanding that words are composed of sounds that can be manipulated
phoneme smallest sound in a language
alphabetic principle phonemes are represented by letters; imperfect correspondence btw phonemes
and letters
pre-alphabetic visual cues
partial alphabetic initial/final letters
full alphabetic well developed letter-sound (can decode)
consolidated alphabetic larger units (rimes/chunks)
processes involved in reading words sight word reading, decoding, analogizing, contextual guessing
sight word reading whole unit by sight
, decoding letter-sound correspondence
analogizing rimes (comparing unknown to similarly spelled, chucking)
contextual guessing semantic and syntactic cues
word work word banks, high-frequency words, word walls
word banks collection of words
high-frequency words most common in print
Differences btw at risk-students vs. non-risk students at risk-students have less content knowledge and lower vocabularies
unknown unfamiliar word and its meaning is not known
acquainted somewhat familiar, some basic meaning of word
established very familiar with word, students can immediately recognize its meaning correctly
dictionary used only to verify or refine meanings
Tier 1 of Vocab very basic, common words
Ex: happy, good, hand, telephone, house
Tier 2 of Vocab high frequency for mature language
Ex: coincidence, remote, absurd, delinquent
Tier 3 of Vocab low frequency words often limited in us to a particular domain
Ex: schemata, beaker, radicals
Tier 4 of Vocab exotic words not likely to be encountered even by well educated individuals
Ex: mahout, onager
Thesaurus Used to find synonyms and antonyms of words, better choice than dictionary
Number of times before established 4-14 times
fluency that ability to read rapidly, smoothly, without many errors, and with appropriate
expression; attained by reading in non-taxing situations
Importance of fluency reflects automaticity, a necessary accomplishment for a skilled reader
phonological awareness awareness of all phonological structures of words in a language; ability to notice,
think about, manipulate sounds in words
phonics the teaching of the phoneme-grapheme relationship, sound to letter relationship
Answers
Terms in this set (96)
Cognitive-Constructivist View reading is an active process in which the reader actively searches for meaning in
what she reads.
Schema abstract knowledge stored in memory, richly organized networks of knowledge
the cognitive orientation reading and learning are active processes
constructivism emphasizes that learning and reading are active and constructive processes
automaticity decoding quickly, recognize words and assign meaning; allows readers to decode
and comprehend simultaneously
metacognition ability to employ fix-up strategies when meaning breaks down, active awareness
of one's text comprehension
scaffolding guiding students toward proficiency; a process that enables a child or novice to
solve a problem, carry out a task, or achieve a goal, which would be beyond his
unassisted efforts
zone of proximal development social nature of learning; the range of tasks in which a child can achieve if they are
assisted by a more knowledgeable or more competent other
Matthew effect rich get richer, the poor get poorer; reversible, children who read well tend to
read more; children who struggle in reading read less
Phonemic Awareness the understanding that words are composed of sounds that can be manipulated
phoneme smallest sound in a language
alphabetic principle phonemes are represented by letters; imperfect correspondence btw phonemes
and letters
pre-alphabetic visual cues
partial alphabetic initial/final letters
full alphabetic well developed letter-sound (can decode)
consolidated alphabetic larger units (rimes/chunks)
processes involved in reading words sight word reading, decoding, analogizing, contextual guessing
sight word reading whole unit by sight
, decoding letter-sound correspondence
analogizing rimes (comparing unknown to similarly spelled, chucking)
contextual guessing semantic and syntactic cues
word work word banks, high-frequency words, word walls
word banks collection of words
high-frequency words most common in print
Differences btw at risk-students vs. non-risk students at risk-students have less content knowledge and lower vocabularies
unknown unfamiliar word and its meaning is not known
acquainted somewhat familiar, some basic meaning of word
established very familiar with word, students can immediately recognize its meaning correctly
dictionary used only to verify or refine meanings
Tier 1 of Vocab very basic, common words
Ex: happy, good, hand, telephone, house
Tier 2 of Vocab high frequency for mature language
Ex: coincidence, remote, absurd, delinquent
Tier 3 of Vocab low frequency words often limited in us to a particular domain
Ex: schemata, beaker, radicals
Tier 4 of Vocab exotic words not likely to be encountered even by well educated individuals
Ex: mahout, onager
Thesaurus Used to find synonyms and antonyms of words, better choice than dictionary
Number of times before established 4-14 times
fluency that ability to read rapidly, smoothly, without many errors, and with appropriate
expression; attained by reading in non-taxing situations
Importance of fluency reflects automaticity, a necessary accomplishment for a skilled reader
phonological awareness awareness of all phonological structures of words in a language; ability to notice,
think about, manipulate sounds in words
phonics the teaching of the phoneme-grapheme relationship, sound to letter relationship
