MAP Reading flashcards

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

Phonological awareness

Awareness of the sound structure of spoken language at the word, syllable, onset-rime, and phoneme levels. It is oral and does not require letters or print.

Phonemic awareness

The narrowest level of phonological awareness: the ability to notice, isolate, blend, segment, and manipulate individual phonemes in spoken words. It is a strong early predictor of decoding.

Phoneme vs. grapheme

A phoneme is a contrastive speech sound; a grapheme is the written letter or letter group that represents it. English has about 44 phonemes and 26 letters, so mappings are many-to-many.

Synthetic phonics

An explicit approach that teaches letter-sound correspondences and then blends individual phonemes into whole words. It contrasts with analytic phonics, which starts from whole words and analyzes parts.

Orthographic mapping

The process by which readers bond the pronunciations and meanings of words to their letter sequences, creating sight vocabulary. Fluent sight-word reading is retrieval from memory, not visual shape memorization.

Consolidated alphabetic phase

The later phase in Ehri's word-reading development in which readers recognize letter patterns, syllables, and morphemes as chunks, enabling fast recognition of unfamiliar multisyllabic words.

Simple View of Reading

Reading comprehension equals decoding multiplied by language comprehension. Because the components multiply, a weakness in either one alone lowers overall comprehension.

Language comprehension components

The oral-language contributors to reading comprehension: vocabulary breadth and depth, background knowledge, syntax and grammar, inferencing, and knowledge of text structure.

Vocabulary depth vs. breadth

Breadth is how many words a student knows; depth is how well the student knows them, including multiple meanings, associations, and use in context. Depth supports inference more directly.

Decoding

Applying letter-sound correspondences and blending rules to convert printed words into spoken words. It is the word-recognition route that nonword reading specifically measures.

Oral reading fluency

Reading aloud with accuracy, appropriate rate, and expression. Prosody, phrasing, and attention to punctuation are part of the construct alongside words correct per minute.

WCPM calculation

Words correct per minute equals total words read minus errors, divided by passage word count, multiplied by 60. It standardizes rate across passages of different lengths.

Fluency error scoring

Substitutions, omissions, insertions, and meaning-changing mispronunciations count as errors. Self-corrections and repetitions are not errors if the word is ultimately read correctly.

Prosody rubric

A rating scale for expression, phrasing, smoothness, volume, and pace. Word-by-word, monotone reading suggests decoding is consuming attention that comprehension needs.

Seasonal benchmark norms

Fluency cut scores are set separately by grade and by fall, winter, and spring screening window. A score is judged against its norm table, not a single universal cutoff.

Risk tiers from screening

Benchmark screening sorts students into at or above benchmark, strategic or some risk, and intensive or at risk. Cut scores are chosen for how well they predict a later comprehension outcome.

Literal comprehension check

Questions answered directly from stated text: facts, sequence, and details. Inferential questions tap a different construct and should not replace literal recall after an oral reading.

Repeated reading

Rereading a short passage aloud several times, often with a model or partner, to build accuracy, rate, and phrasing. It is an evidence-based fluency routine for students below benchmark.

Paired reading

A fluency routine in which a stronger reader and a student read aloud together, with the student taking over as accuracy improves. It provides modeling and immediate support.

Running record

A live record of oral reading that marks errors, self-corrections, and repetitions. It yields accuracy and error-pattern data used to plan word-recognition instruction.

Universal screening

Brief assessment given to all students at fixed intervals to identify who needs further evaluation. It flags risk and never diagnoses a disability by itself.

Dyslexia risk screening

Screening that emphasizes phonological awareness, rapid automatized naming, letter-sound knowledge, and word and nonword reading. Nonword reading isolates decoding from sight vocabulary.

Rapid automatized naming

Timed naming of colors, objects, letters, or digits. A RAN deficit combined with a phonological deficit is a double deficit linked to more persistent reading difficulty.

Double deficit

The co-occurrence of phonological and rapid naming weaknesses. It predicts slower response to intervention and more persistent reading difficulty than either deficit alone.

Developmental language disorder

A persistent spoken-language difficulty in vocabulary, grammar, or discourse that is not explained by hearing loss, intellectual disability, or another condition, and that continues past the expected age.

DLD risk indicators

Weak vocabulary, poor sentence repetition, grammatical errors, difficulty comprehending directions, and limited discourse, in a student whose nonverbal ability is broadly typical.

Dyslexia vs. DLD

Dyslexia is a word-level written-language difficulty with typically intact oral language. DLD is a spoken-language difficulty that often affects reading comprehension but not always word reading.

Sensitivity and specificity

Sensitivity is the share of truly at-risk students the screen flags; specificity is the share of typically developing students it clears. Raising the cut score raises sensitivity and lowers specificity.

Cut score trade-off

A lower screening cut score reduces false positives but misses more at-risk students; a higher one catches more at-risk students but over-refers. The choice depends on the cost of a miss.

Progress monitoring

Brief, equivalent alternate-form measures given at a set cadence, often weekly or every few weeks, to judge response to intervention. It is separate from the seasonal screening benchmark.

Nonword reading

Reading pronounceable invented words tests decoding of letter-sound patterns without support from memorized sight vocabulary, separating decoding skill from word familiarity.

Late talker outcome

Many late talkers catch up by about age four to five. Language difficulty that persists beyond that window is more consistent with developmental language disorder.