NES EAS Reading (NT001) flashcards

34 cards. Read the term and the definition here. The deck at the top of this page is optional.

Simple View of Reading

Reading comprehension equals decoding (word recognition) multiplied by language comprehension. A deficit in either factor limits overall comprehension, so instruction must address both.

Scarborough's Reading Rope

A model showing word recognition strands (phonological awareness, decoding, sight recognition) and language comprehension strands (background knowledge, vocabulary, language structure, verbal reasoning, literacy knowledge) intertwining into skilled reading.

Ehri's consolidated alphabetic phase

A phase in which readers recognize letter patterns, syllables, and morphemes as units, enabling automatic sight-word recognition and freeing working memory for comprehension.

Print concepts

Emergent literacy knowledge including book orientation, left-to-right directionality, return sweep, concept of word, and the distinction between spoken and written words.

Phonological awareness

The broad ability to detect and manipulate sound units in spoken language, including words, syllables, onsets and rimes, and phonemes. It is the umbrella term for phonemic awareness.

Phonemic awareness

The narrowest level of phonological awareness: the ability to identify, blend, segment, and manipulate individual phonemes in spoken words, without reference to print.

Elision

A phonemic awareness task requiring deletion of a sound or syllable from a spoken word (say 'smile' without /s/ yields 'mile'), testing advanced phoneme manipulation.

Phoneme blending

Combining individually spoken phonemes into a whole word (e.g., /k/ /æ/ /t/ becomes cat); a prerequisite skill for phonics blending routines.

Elkonin boxes

A phonemic awareness tool using boxes to represent phonemes in a word; students place a chip in each box as they segment sounds aloud.

Systematic phonics

Instruction that teaches letter-sound correspondences in a planned, sequential order from simple to complex, rather than incidentally as words appear in texts.

Consonant digraph

Two consonant letters representing one phoneme, such as sh, ch, th, wh, ph, ck, and ng. Unlike blends, both letters are not pronounced separately.

Vowel-consonant-e syllable

A syllable pattern in which a final silent e makes the preceding vowel long (cap becomes cape, hop becomes hope); one of the six syllable types.

Six syllable types

Closed (CVC), open (CV), vowel-consonant-e, vowel team, r-controlled, and consonant-le. Knowing them supports decoding multisyllabic words.

Morphemic analysis

Using knowledge of prefixes, suffixes, and roots to determine the meaning and pronunciation of unfamiliar multisyllabic words, such as un- + break + able.

Fluency components

Fluency consists of accuracy, automaticity or rate, and prosody or expression. All three contribute to comprehension; rate alone is insufficient.

Repeated reading

A fluency routine in which a student rereads a short passage several times with feedback, improving accuracy, rate, and expression.

Words correct per minute

A fluency metric computed as words read correctly in one minute; used with grade-level benchmarks to screen and monitor reading progress.

Prosody

Appropriate phrasing, pitch, stress, and pausing during oral reading. It reflects comprehension and is a component of fluency distinct from rate.

Tier 2 words

High-frequency academic words that appear across domains (analyze, contrast, evidence). They are the priority for direct vocabulary instruction because of their broad utility.

Context clues

Information in surrounding text that helps a reader infer an unfamiliar word's meaning, including definition, example, contrast, cause-effect, and inference types.

Morphology and vocabulary

Knowledge of prefixes, suffixes, and roots lets students infer meanings of unfamiliar words, such as -ology meaning the study of or un- meaning not.

Academic language

The vocabulary, syntax, and discourse patterns used in school texts, including complex sentences and connectives like however and therefore, which often impede comprehension.

Narrative text structure

The organizational pattern of stories: characters, setting, problem, events, and solution. Story maps and story grammar support retelling and comprehension.

Informational text structures

Common organizational patterns in expository text: description, sequence, compare-contrast, cause-effect, and problem-solution. Recognizing them supports comprehension.

Question-answer relationships

A taxonomy of question types: right there, think and search, author and me, and on my own. It helps students locate explicit answers and generate inferences.

Reciprocal teaching

A comprehension routine in which students take turns predicting, questioning, clarifying, and summarizing while reading, with teacher modeling and gradual release.

Close reading

Repeated reading of a short, complex text accompanied by text-dependent questions that require students to cite evidence from the text.

Six traits of writing

A framework for writing instruction and assessment: ideas, organization, voice, word choice, sentence fluency, and conventions.

Writing process

The recursive stages of planning, drafting, revising, editing, and publishing; writers move back and forth among stages rather than proceeding linearly.

Analytic rubric

A scoring guide that rates separate dimensions of writing (ideas, organization, conventions) independently, providing targeted feedback to students.

Progress monitoring

Brief, repeated assessments used to track a student's response to instruction over time and to adjust intervention based on the trend of scores.

Miscue analysis

Examining oral reading errors (substitutions, omissions, insertions, self-corrections) to determine whether a reader is using semantic, syntactic, or graphophonic information.

Multi-tiered system of support

A framework of increasingly intensive instruction: Tier 1 core for all students, Tier 2 targeted small-group support, and Tier 3 intensive individualized intervention.

Fidelity of implementation

The degree to which an intervention is delivered as designed. Poor fidelity makes it impossible to conclude whether a student failed to respond to the intervention.