MTEL Reading Specialist (62) flashcards
MTEL Reading Specialist (62) · 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.
- Phonemic awareness
- The ability to hear, identify, and manipulate individual phonemes in spoken words; it is the most advanced level of phonological awareness and a strong predictor of reading success.
- Alphabetic principle
- The understanding that letters represent sounds in speech and that these sounds can be blended to read words; it is foundational for decoding and spelling.
- Orthographic mapping
- The process by which readers bond written words to their pronunciations and meanings in memory; it requires phonemic awareness and letter-sound knowledge, not visual memorization.
- Morphological awareness
- Knowledge of word parts such as base words, prefixes, and suffixes; it supports vocabulary growth, spelling, and comprehension of unfamiliar words.
- Ehri's phases
- A developmental sequence of word reading: pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic; each phase reflects increasing use of letter-sound knowledge.
- Screening assessment
- A brief measure administered to all students to identify those at risk for reading difficulty; results guide further diagnostic assessment and intervention decisions.
- Progress monitoring
- Frequent, brief assessments administered over time to determine whether a student is responding to instruction and to adjust intervention accordingly.
- Miscue analysis
- Examination of oral reading errors to determine whether the reader is using semantic, syntactic, or graphophonic cues; it reveals the reader's strategy use.
- Instructional reading level
- The level at which a student can read with about 90-95% word accuracy and adequate comprehension; it is the appropriate level for guided instruction.
- Standard score
- A score with a mean of 100 and standard deviation of 15; it allows comparison of a student's performance to a norm group across different tests.
- Validity versus reliability
- Validity is whether a test measures what it claims; reliability is consistency of scores across time or raters; a test can be reliable without being valid.
- Systematic phonics
- Phonics instruction that follows a planned sequence of letter-sound relationships, moving from simple to complex, with explicit teaching and practice.
- Gradual release model
- An instructional sequence moving from teacher modeling to guided practice to independent application, with scaffolds withdrawn as student competence increases.
- Repeated reading
- Rereading the same text multiple times with feedback and modeling to improve fluency, accuracy, rate, and prosody.
- Reciprocal teaching
- A comprehension approach in which students take turns predicting, questioning, clarifying, and summarizing while the teacher scaffolds and gradually releases control.
- Explicit comprehension instruction
- Teaching a strategy directly through explanation, modeling with think-alouds, guided practice, and independent application across multiple texts.
- Tier-two vocabulary
- High-frequency academic words that appear across content areas and are useful for general comprehension, such as analyze, contrast, and evidence.
- Disciplinary literacy
- The specialized reading, writing, and thinking practices of a content area, including its text structures, vocabulary, and standards of evidence.
- Text complexity
- A three-part concept comprising quantitative readability, qualitative features such as structure and knowledge demands, and reader-task considerations.
- Sheltered instruction
- An approach that teaches content and language objectives together using visuals, graphic organizers, and scaffolds to make content comprehensible for English learners.
- Academic language
- The vocabulary, grammar, and discourse patterns used in school texts and tasks; it includes both content-specific terms and general academic words.
- Structured literacy
- Explicit, systematic, cumulative, multisensory instruction in phonology, morphology, and orthography; it is recommended for students with dyslexia.
- MTSS/RTI tiers
- A three-tier framework: universal core instruction, targeted small-group intervention, and intensive individualized support, with data guiding movement between tiers.
- Professional learning community
- A collaborative team of educators who examine student data, share instructional practices, and focus on improving learning through ongoing, job-embedded professional development.
- Data team meeting
- A structured meeting in which educators review screening and progress-monitoring data to make instructional decisions and adjust intervention groupings.
- Family literacy partnership
- Collaboration between school and home that provides families with information about reading development and strategies to support reading outside school.
- Dyslexia
- A specific learning disability with a neurobiological basis, characterized by difficulties in accurate and fluent word recognition and spelling, often linked to phonological processing deficits.
- Phonological processing deficit
- Difficulty perceiving and manipulating the sound structure of language; it is a core characteristic of dyslexia and affects decoding and spelling.
- ADHD and reading
- Attention and working-memory difficulties that can interfere with reading comprehension and task completion; instruction should include chunking, routines, and reduced distractions.
- RAND comprehension model
- A framework describing comprehension as an interaction among the reader, the text, and the activity within a sociocultural context.
- QAR framework
- Question-answer relationships that classify questions as right-there, think-and-search, author-and-me, or on-my-own, helping students locate and use evidence.
- Morphophonemic spelling
- The principle that English spelling reflects both sound and meaning, as in sign/signal and heal/health; it explains many spelling patterns.