Reading First New Jersey - Professional Development
Video-based Reading Strategies and Techniques
Glossary
- Assessment Types:
- Screening Reading Assessment - An assessment that is valid, reliable and based on scientifically based reading research. It is a brief procedure designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.
(* Source - Guidance for the Reading First Program, US Education Department, OESE, April, 2002. pp.47-48) - Diagnostic Reading Assessment - An assessment that is valid, reliable and based on
scientifically based reading research. It is used for the following purposes:- identifying a child's specific areas of strengths and weaknesses so that the
child has learned to read by the end of grade 3 - determining any difficulties that a child may have in learning to read and
the potential cause of such difficulties - helping to determine possible reading intervention strategies and related
special needs
- identifying a child's specific areas of strengths and weaknesses so that the
- Classroom-Based Instructional Reading Assessment (progress monitoring) - An assessment that evaluates children's learning based on systematic observations by teachers of children performing
academic tasks that are part of their daily classroom experience and is used to improve in reading, including classroom instruction.
(* Source - Guidance for the Reading First Program, US Education Department, OESE, April, 2002. pp. 47-48) - Outcome Measure - Assessment for the purpose of classifying students in terms of whether they achieved
grade-level performance or improved.
(* Source - A Conceptual Framework Linking Assessment with Instruction, Institute for the Development of Educational Achievement, University of Oregon, September, 2002.)
(* Source - Guidance for the Reading First Program, US Education Department, OESE, April, 2002. pp. 47-48)
- Screening Reading Assessment - An assessment that is valid, reliable and based on scientifically based reading research. It is a brief procedure designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction.
- Five Essential Components of Reading:
- Phonemic awareness - The ability to hear, identify and manipulate the individual sounds, or phonemes, in spoken words.
- Phonics - The understanding that there is a predictable relationship between phonemes, the sounds of spoken language, and graphemes, the letters and spellings that represent those sounds in written language.
- Vocabulary development - Development of stored information about the meanings and pronunciation of words necessary for communication. There are four types of vocabulary:
- listening vocabulary - the words needed to understand what is heard
- speaking vocabulary - the words used when speaking
- reading vocabulary - the words needed to understand what is read
- writing vocabulary - the words used in writing
- Reading fluency, including oral reading skills - The ability to read text accurately and quickly.
- Reading comprehension strategies - Strategies for understanding, remembering and communicating with others about what has been read.
(* Source - Guidance for the Reading First Program, US Education Department, OESE, April, 2002. pp. 41-43, 46)
- KWL Strategy - Teachers activate students' prior knowledge
by asking them what they already know; then students (collaborating
as a classroom unit or within small groups) set goals specifying what
they want to learn; and after reading students discuss what they have
learned.
(* Source - KWL, Pathways from North Central Regional Educational Laboratory)
- Previewing - Previewing is a comprehension strategy that involves activating prior knowledge, predicting, and setting a purpose for reading.
(* Source - the Read*Write*Think Web site, collaborative effort between the International Reading Association, NCTE, and Marco Polo)
- Read Aloud - Reading aloud to students can be a vehicle for providing information, explaining concepts, and arousing curiosity. Through this activity, a teacher can build and clarify important background knowledge before introducing a new concept or unit of study, and, at the same time, inspire interest conductive to a higher level of learning.
(* Source - Reading Aloud to Student, PSSA Classroom Connections, Pennsylvania Department of Education)
- Semantic Mapping - Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by displaying, in categories, words related to other words.
(* Source - Semantic Mapping, PSSA Classroom Connections, Pennsylvania Department of Education)
- Story Map - A story map is a visual depiction of the settings or the sequence of major events and actions of story characters. This procedure enables students to relate story events and to perceive structure in literary selections.
(* Source - What is Story Mapping? from the Saskatoon Public Schools, Saskatchewan, Canada)
- Summarizing - Summarizing is defined as synthesizing important ideas.
(* Source - the Read*Write*Think Web site, collaborative effort between the International Reading Association, NCTE, and Marco Polo)
- Visualizing - Visualizing involves picturing in your mind what is happening in the text.
(* Source - the Read*Write*Think Web site, collaborative effort between the International Reading Association, NCTE, and Marco Polo)
