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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