TExES STR 293 flashcards
TExES STR 293 · 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
- A model stating that reading comprehension equals decoding ability multiplied by linguistic comprehension, so a weakness in either component limits overall reading comprehension.
- Structured Literacy
- An explicit, systematic, cumulative approach to reading instruction that integrates phonology, sound-symbol correspondence, syllable patterns, morphology, syntax, and semantics.
- Scarborough's Reading Rope
- A model depicting skilled reading as interwoven strands of word recognition (phonological awareness, decoding, sight recognition) and language comprehension (background knowledge, vocabulary, language structures, reasoning, literacy knowledge).
- Gradual Release of Responsibility
- An instructional sequence moving from teacher modeling, to guided practice with feedback, to collaborative practice, to independent student application of a skill.
- MTSS Tiers
- A three-tier framework in which Tier 1 is core instruction for all students, Tier 2 is targeted small-group support, and Tier 3 is intensive individualized intervention.
- Explicit Instruction
- Teaching that states the objective, models the skill, provides guided practice with corrective feedback, and then gives students opportunities for independent practice.
- Systematic Phonics Sequence
- Instruction ordered from simple to complex, typically single letters and short vowels before digraphs, blends, long-vowel patterns, and multisyllable words.
- Cumulative Review
- Revisiting previously taught skills within new lessons so that mastered elements are retained and integrated into increasingly complex reading tasks.
- Phonemic Awareness
- The ability to identify, blend, segment, and manipulate individual phonemes in spoken words; it is the most advanced level of phonological awareness.
- Concepts of Print
- Understanding of how print works, including front-to-back orientation, left-to-right and top-to-bottom directionality, the return sweep, word spacing, and punctuation.
- Alphabetic Principle
- The understanding that letters represent sounds in speech and that these sound-symbol relationships can be used to read and spell words.
- Six Syllable Types
- Closed, open, vowel-consonant-e, vowel team, r-controlled, and consonant-le; each predicts a vowel sound pattern used for decoding multisyllable words.
- Orthographic Mapping
- The process of binding phonemes to graphemes to store words in memory for instant, automatic retrieval; it is the basis of sight word recognition.
- Ehri's Reading Phases
- Pre-alphabetic, partial alphabetic, full alphabetic, and consolidated alphabetic phases describing how word reading develops from visual cue reliance to full letter-sound decoding.
- Fluency Components
- Accuracy, automatic rate, and prosody; fluent reading frees cognitive resources for comprehension rather than for identifying individual words.
- Consonant Digraph
- Two consonants that together represent one sound, such as sh, ch, th, wh, or ck; unlike a blend, only one sound is heard.
- Vocabulary Tiers
- Tier 1 words are basic and common, Tier 2 words are high-frequency academic words used across domains, and Tier 3 words are low-frequency domain-specific terms.
- Story Grammar Elements
- Narrative components including characters, setting, initiating event or problem, internal response, goal, attempts, outcome, and resolution.
- Expository Text Structures
- Common organizational patterns such as description, sequence, compare-contrast, cause-effect, and problem-solution, often signaled by cue words in the text.
- Inferential Comprehension
- Understanding meaning that is not explicitly stated by combining clues in the text with the reader's background knowledge.
- Text Complexity Triad
- Quantitative measures such as readability formulas, qualitative features such as structure and knowledge demands, and reader-and-task considerations together determine text difficulty.
- Background Knowledge
- The store of world and topic knowledge a reader brings to a text; it is one of the strongest predictors of reading comprehension.
- Metacognitive Monitoring
- A reader's awareness of whether comprehension is occurring, which prompts repair strategies such as rereading, clarifying, or looking up unknown words.
- Text-Dependent Questions
- Questions answerable only by referring back to the specific text, requiring evidence-based responses rather than personal opinion or outside experience.
- Universal Screening
- A brief assessment given to all students, usually early in the year, to identify those at risk for reading difficulty.
- Progress Monitoring
- Frequent, brief assessments administered to students in intervention to measure growth and determine whether instruction is effective.
- Diagnostic Assessment
- An in-depth measure used after screening to identify a student's specific skill strengths and deficits so instruction can be planned accordingly.
- Curriculum-Based Measurement
- Standardized, timed measures such as words correct per minute on graded passages, used for screening and for tracking growth over time.
- Running Record
- An oral reading assessment recording errors and self-corrections to determine accuracy rate, fluency, and an appropriate independent or instructional text level.
- Miscue Analysis
- Examining oral reading errors to determine whether a reader is relying primarily on meaning, sentence structure, or visual-phonetic information.
- Instructional Reading Level
- The text level at which a student reads with roughly 90 to 94 percent accuracy and adequate comprehension, suitable for guided instruction.
- Reliability versus Validity
- Reliability is consistency of scores across occasions, raters, or forms; validity is the degree to which a test measures what it claims to measure.