MTTC Reading (005) flashcards
MTTC Reading (005) · 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 notice, isolate, blend, segment, and manipulate individual phonemes in spoken words. It is the most advanced level of phonological awareness and is oral, not print-based.
- Phonological awareness
- The broad awareness of the sound structure of spoken language, including syllables, rhyme, onsets and rimes, and phonemes. It develops before phonics instruction and predicts later reading success.
- Alphabetic principle
- The understanding that letters and letter combinations represent the sounds of spoken language and that these correspondences occur in a predictable sequence within words.
- Consonant digraph
- Two consonant letters that together represent a single sound, as in sh in ship or ch in chip. The two letters are not pronounced separately.
- Consonant blend
- Two or three consonant letters in which each sound is still pronounced, as in bl in black or str in street. Unlike a digraph, no sound is merged.
- Closed syllable
- A syllable ending in a consonant, which makes the vowel short, as in cat, hop, and rabbit. It is one of the six syllable types taught for decoding multisyllabic words.
- Vowel-consonant-e syllable
- A syllable pattern in which a silent final e makes the preceding vowel long, as in cake, bike, and hope. Also called the silent-e or magic-e pattern.
- R-controlled syllable
- A syllable containing a vowel followed by r, as in car, her, bird, and fork. The r changes the vowel sound, so it is neither clearly short nor long.
- Synthetic phonics
- An approach that teaches a defined sequence of letter-sound correspondences and then has students blend those sounds to read whole words, building from parts to wholes.
- Orthographic mapping
- The process by which readers bond the spellings, pronunciations, and meanings of words into memory, enabling instant word recognition rather than effortful decoding.
- Prosody
- The expressive dimension of fluency, including appropriate phrasing, intonation, stress, and pacing. It reflects comprehension and is assessed with a rubric rather than a timer.
- Structural analysis
- Decoding strategy that uses meaningful word parts, including prefixes, suffixes, roots, and inflectional endings, to read and understand unfamiliar multisyllabic words.
- Tier 2 vocabulary
- High-frequency words used across many academic contexts, such as contrast, infer, and justify. They are the priority for direct vocabulary instruction because they generalize widely.
- Context clue types
- Cues within a sentence that reveal word meaning: definition or restatement, synonym, antonym or contrast, example, and inference. Signal words like however or for example flag them.
- Morphology
- The study of the smallest meaningful units of language, including roots, prefixes, and suffixes. Morphological instruction helps students infer the meaning of unfamiliar words.
- Narrative text structure
- The organizational pattern of stories: characters, setting, initiating event, rising action, climax, falling action, resolution, and theme. Also called story grammar.
- Expository text structures
- Organizational patterns used in informational text: description, sequence, comparison-contrast, cause-effect, and problem-solution. Recognizing them supports comprehension and recall.
- Question-answer relationships
- A framework classifying questions as right there, think and search, author and me, or on my own, teaching students where and how to search for answers.
- Inferential comprehension
- Understanding ideas not stated literally in the text by combining textual evidence with background knowledge, such as drawing conclusions or identifying implied causes.
- Main idea
- The central point a text conveys about its topic. It may be stated in a topic sentence or implied, and it is supported by details whose removal would weaken it.
- Summarizing
- Condensing a text to its main ideas and key supporting details while omitting trivia and redundancy. It is both a comprehension strategy and a measure of understanding.
- Text complexity
- The difficulty of a text judged on quantitative readability measures, qualitative features such as structure and knowledge demands, and the match to reader and task.
- Screening assessment
- A brief measure administered to all students to identify those at risk for reading difficulty before problems become entrenched. It is predictive, not diagnostic.
- Progress monitoring
- Frequent, repeated measurement of a targeted skill, often weekly, used to determine whether an intervention is working and whether instruction should be adjusted.
- Reliability versus validity
- Reliability is the consistency of scores across occasions, forms, or raters. Validity is the degree to which an assessment measures the construct it claims to measure.
- Criterion-referenced test
- An assessment that compares a student's performance to a defined standard or set of skills rather than to other students, indicating mastery of specific objectives.
- Informal reading inventory
- An individually administered assessment using graded passages and questions to determine a student's independent, instructional, and frustration reading levels and comprehension strengths.
- Miscue analysis
- Examination of oral reading errors to determine whether a reader is relying on meaning, syntax, or visual-letter cues, revealing which cue systems need support.
- Response to Intervention
- A tiered prevention framework: Tier 1 core instruction for all, Tier 2 targeted small-group support, and Tier 3 intensive intervention, with movement based on progress data.
- Sheltered instruction
- An approach that teaches grade-level content to English learners using comprehensible input, visuals, language objectives, and structured interaction without watering down the curriculum.
- Dyslexia
- A specific learning disability with a phonological core that affects accurate and fluent word reading and spelling. It is unrelated to intelligence and is not a visual reversal problem.
- Differentiated instruction
- Adjusting content, process, or product in response to students' readiness, interests, and learning profiles, often through flexible grouping reassigned on the basis of ongoing assessment data.