FTCE Reading K-12 flashcards
FTCE Reading K-12 · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- Simple View of Reading
- Reading comprehension is the product of decoding and language comprehension; weakness in either area limits overall reading comprehension.
- Five essential reading components
- Phonemic awareness, phonics, fluency, vocabulary, and comprehension; identified by the National Reading Panel as essential for effective reading instruction.
- Three-tier RTI model
- Tier 1: core instruction for all students. Tier 2: targeted small-group intervention. Tier 3: intensive individualized intervention for students not responding to Tier 2.
- Scarborough's Reading Rope
- A model showing word recognition strands (phonological awareness, decoding, sight recognition) intertwining with language comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge).
- Matthew effect
- The phenomenon where early reading success leads to more reading and greater growth, while early reading difficulty leads to less reading and widening achievement gaps.
- Phonological awareness
- The awareness of sounds in spoken language, including syllables, onsets, rimes, and phonemes; it is an umbrella term that includes phonemic awareness.
- Phonemic awareness
- The ability to identify and manipulate individual phonemes in spoken words; the most advanced level of phonological awareness and a strong predictor of reading success.
- Phoneme
- The smallest unit of sound in a language that can distinguish meaning, such as /b/ versus /p/ in bat and pat.
- Phoneme blending
- Combining individual phonemes into a whole word, such as /k/ /æ/ /t/ into cat; a critical phonemic awareness skill for decoding.
- Phoneme segmentation
- Breaking a spoken word into its individual phonemes, such as cat into /k/ /æ/ /t/; a critical phonemic awareness skill for spelling and decoding.
- Onset and rime
- Onset is the initial consonant or consonants before the vowel in a syllable; rime is the vowel and all following sounds, such as /k/ and /æt/ in cat.
- Phoneme manipulation
- The most advanced phonemic awareness skill, involving deleting, adding, or substituting phonemes in words, such as changing cat to bat by substituting /k/ with /b/.
- Phonics
- The relationship between letters (graphemes) and sounds (phonemes); systematic phonics instruction teaches these relationships in a defined sequence.
- Consonant digraph
- Two consonants that together represent one sound, such as sh, ch, th, wh, and ph; unlike blends, the individual sounds are not pronounced separately.
- Consonant blend
- Two or three consonants whose sounds are blended together but each letter retains its sound, such as bl in black or str in street.
- Vowel digraph or team
- Two vowels that together represent one vowel sound, such as ai in rain, ee in feet, or oa in boat.
- Six syllable types
- Closed (VC), open (V), vowel-consonant-e (VCe), vowel team (VV), r-controlled (Vr), and consonant-le (Cle); knowing them helps decode multisyllabic words.
- Fluency
- The ability to read text accurately, automatically, and with proper expression (prosody); it bridges word recognition and comprehension.
- Repeated reading
- An evidence-based fluency strategy in which a student reads the same passage multiple times to improve accuracy, rate, and expression.
- Decodable text
- Text that primarily contains words with phonics patterns the student has been taught, providing practice in applying decoding skills.
- Tiered vocabulary
- Tier 1: basic everyday words. Tier 2: high-frequency academic words across domains. Tier 3: domain-specific technical words; Tier 2 words are often the best instructional focus.
- QAR
- Question-Answer Relationships: right there (literal), think and search (integration), author and me (inferential), and on my own (evaluative).
- Expository text structures
- Common organizational patterns in informational text: description, sequence, compare/contrast, cause/effect, and problem/solution; signal words help identify each structure.
- Close reading
- Repeated readings of complex text with text-dependent questions focused on craft, structure, and integration of knowledge to deepen comprehension.
- Gradual release of responsibility
- An instructional model moving from teacher modeling (I do) to guided practice (we do) to independent application (you do).
- Progress monitoring
- Frequent, brief assessments (e.g., curriculum-based measurement) used to track a student's response to intervention and adjust instruction.
- Diagnostic assessment
- An assessment used to pinpoint a student's specific skill strengths and deficits to guide targeted instruction and intervention.
- Screening assessment
- A brief assessment administered to all students to identify those who may be at risk for reading difficulties and need further evaluation.
- Curriculum-based measurement
- Standardized, brief probes (e.g., oral reading fluency, maze) administered frequently to monitor student progress and evaluate intervention effectiveness.
- Reliability
- The consistency of an assessment's scores across time, forms, or raters; a reliable test yields stable results.
- Validity
- The extent to which an assessment measures what it claims to measure and supports the intended interpretations and uses of scores.
- Accommodation vs. modification
- An accommodation changes how a student accesses content (e.g., extended time) without changing what is measured; a modification changes the content or expectations.