| 1. | | Second factor that affects reading development, knowing the language common to academics |
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| 2. | | First key indicator of fluency, reading free from error |
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| 3. | | Theory, why fluency supports reading comprehension |
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| 4. | | Third factor that affects reading development, previous knowledge of the subject matter |
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| 5. | | All literacy programs should be __________________ and ______________________ |
| B | A | L | A | N | C | E | D | | A | N | D | | C | O | M | P | R | E | H | E | N | S | I | V | E | | | | | | | | | | | | | | | | | | | | | | | | | | |
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| 6. | | Word pattern, often with diagraph |
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| 7. | | Text with single syllable, regular words and a few sight words |
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| 8. | | ____________ Instruction that provides for the individual needs in vocabulary, academic content and background knowledge |
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| 9. | | Instruction that reaches all levels of students reading abilities |
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| 10. | | Comprehension strategy that recognized biases |
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| 11. | | Reading smoothly with ease |
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| 12. | | Type of reading that helps develop vocabulary, academic language, and background knowledge |
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| 13. | | Level at which student can read without help from teacher |
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| 14. | | Comprehension strategy that infers the main ideas |
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| 15. | | A type of text material including; textbooks, news articles, dictionaries and web sites |
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| 16. | | Helpful for _________________learners- Writing spelling words in the air with “arm pencil” |
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| 17. | | _________comprehension skill that supports vocabulary and academic vocabulary |
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| 18. | | Comprehension strategy that identifies explicitly stated ideas |
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| 19. | | Strategy used by teachers to promote oral language and narrative analysis |
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| 20. | | Gap between slow-starting readers and fast-starting readers |
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| 21. | | Strategy to demonstrate fluency |
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| 22. | | One key element to look for in a narrative/literary text |
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| 23. | | Teaching strategy to develop knowledge of common roots and affixes |
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| 24. | | Instructional decisions should be driven by this |
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| 26. | | One way to address advanced learners- Increase ______of instruction |
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| 27. | | Spelling Stage in which child spells as it sounds |
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| 28. | | Letter-sound correspondences |
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| 29. | | Rimes that have the same spelling |
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| 30. | | Much of this is needed to learn phonics |
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| 31. | | Explicit strategy of looking through a text before reading it |
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| 32. | | Reading with expression |
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| 33. | | Meaningful teacher-directed instruction |
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| 34. | | Second key indicator of fluency, pace of reading |
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| 35. | | Vowels that are neither long nor short, one example |
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| 36. | | A valuable oral language activity |
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| 37. | | Materials including dictionaries, thesauruses, or text to help find an answer |
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| 38. | | Ability to restate what happened in a story |
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| 39. | | Performed at the end of each line of text |
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| 40. | | Breaking a word into individual sounds |
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| 41. | | Assessment determining if student has achieved target standard |
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| 42. | | Process of Decoding a multisyllabic word by looking at its syllables |
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| 43. | | Reading error that substitutes one word for another with similar meaning |
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| 44. | | Phonics Instruction should be ______________, Direct, and Explicit |
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| 45. | | Ex. Building letters with playdough |
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| 46. | | Features including; italics, boldface, underlining and color coding |
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| 47. | | Reaching a full range of learners, with respect to their fluency- development |
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| 48. | | First factor that affects reading development, knowing meaning of words. |
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| 49. | | ________ consciousness and enthusiasm for words |
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