describe the way written and oral language are involved in the reading process.
- background in English basics = stronger comprehension of texts
Linguistic Foundation
- describe the way readers approach the reading task based on their unique environment and culture constructs
- readers come from different backgrounds that will guide their approach
- teachers should respect and facilitate with a variety of approaches
Sociological or Cultural Foundation
- describe how the brain works during the reading process
- how the eye and brain work to make meaning of texts
- how the brain process and stores such information for recall
Psychological or Cognitive Foundation
- Hollis Scarborough
-2 major parts: language comprehension and word recognition
Reading Rope
-background and vocabulary knowledge, knowledge of language structure, literary knowledge, and verbal reasoning
-makes reading increasingly strategic
Language Comprehension
-phonological awareness, decoding, and sight recognition
- makes reading increasingly automatic
Word Recognition
-children can identify words based on memorization, picture cues, or guessing
-may know the sign says “McDonalds” even though they can’t read it
Pre-Alphabetic Phase
-have some knowledge of letter-sound correspondence, which they use, often incorrectly
-may see the word “dog” and recognize /g/, so say the word is “grape”
-may have learned that “apple” starts with /a/, so may say “apple” for any word beginning with /a/
Partial Alphabetic Phase
-have mastered letter-sound correspondence, so they sound out the sound of each letter
-may be clunky
-may sound out “balloon” as b-a-l-l-o-o-n
Full Alphabetic Phase
-involves use of bigger chunks instead of individual letters
-may recognize phonics patterns like digraphs or suffixes
-may still be likely to segment some parts of the word like ch/eeze
Consolidated Alphabetic Phase
-most words are instantly recognized by sight
-when new words are encountered, reader uses strategies to quickly decode them
Automatic Phase
-get involved with a text by making connections between their background knowledge and what they are learning or experiencing
Active Readers
-involves identifying the author, the genre, and the general subject matter before reading the text
-reading headings and chapter titles, examining related graphics, researching the author and the context of the work, and anticipating the author’s purpose
Previewing
-a situation and/or question to examine their own value systems
-teacher is guiding students toward the thematic elements of the text
Setting a Purpose
-kind of inference that is concerned with what is going to happen next in a text
Predictions
-readers think about what they are thinking as they read
-helps identify confusion
-able to recognize and react when understanding breaks down
-fix-up or fix-it-up strategies
Metacognition
-used when understanding of what is being read is unclear
1. slowing down the reading pace
2. rereading the section in question
3. reading beyond the text in question to see if confusions is cleared up
4. using text clues
5. illustrations / graphic elements
6. text features (bold words, italics, headings, relevant punctuation)
7. figuring out the meaning of unfamiliar words (using context clues, picture clues, resource to look up words)
8. asking a peer or teacher for assistance
Fix-up or Fix-it-up Strategies
-involve noting interesting or new vocabulary, important inferences, helpful summaries, and brief analysis
VISA Annotating
-asks and answers questions about what has been read
-3 levels
Questioning
-based on explicit information in the text and require only recall or identification of information from the text
-“On what day did Mark send the letter?”
Literal Questions
-based on implicit information in the text
-these questions require students to make an inference or prediction or to draw a conclusion
-“What will Mark most likely do after he sends the letter?”
Inferential Questions
-requires readers to form an opinion on the text
-need to understand explicit information and then consider how they feel about this information
-“What do I think about Mark’s action in sending the letter?”
Evaluative Questions
-reading strategy to help readers determine what is important in the text
Summarization
-include anything for which a number can be calculated
-word frequency, length of words and sentence length, average syllables per word, etc
Quantitative Measurements
