Comprehension & Vocabulary Terms



Comprehension & Vocabulary Terms – AlphabeticalTerm DefinitionBloom’s TaxonomyA system of categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: Knowledge, comprehension, application, analysis, synthesis and prehensionProcess in which the reader constructs meaning interacting with a text. Literal comprehension is the process of understanding what is explicitly stated in the text. Also called a “right there” question. Inferential comprehension is the process of implying the meaning of the text by piecing together information that is not directly supplied by the text. Comprehension strategiesBefore Reading: Prepare students to read text through activate prior knowledge, set a purpose for reading.After Reading: Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling)Concept Definition MappingProvides a visual framework for organizing conceptual information in the process of defining a word or concept.Context CuesUsing words or sentences around an unfamiliar word to help clarify its meaning.Directed Reading Thinking Activity (DRTA)A building knowledge strategy that uses the dynamics of prediction and confirmation to create interest and excitement around a fiction reading assignments.Expository text/Informational textinformational/nonfiction writing/text based upon factsFluencyBeing able to decode words automatically, group them meaningfully, read with expression and understand what is read.LiteracyAble to carry out complex tasks using reading & writing related to the world of work and to life outside the school. MetacognitionAn awareness of one’s own thinking processes and how they work. The process of consciously thinking about one’s learning or reading while actually being engaged in learning or reading.Narrative text/FictionalImaginative/fiction story based upon a set of events and experiencesPhonological recodingThe act of transforming written words into spoken words using phonics. Synonyms include decoding, graphophonics, and visual. Cueing sentence: Does it look right?Reading Levels: IndependentInstructionalFrustrationIndependent= The readability or grade level of material that is easy to read fluently with few word attack problems and high comprehension. This is the level at which the child can read without support. The criteria are better than 99% word attack accuracy and better than 90% comprehension.Instructional= The readability or grade level of materials that is challenging but not frustration for the student to read successfully with normal classroom instruction and support. The criterion is better than 90% word attack accuracy and better than 75% comprehension.Frustration= The readability of grade level of materials that are too difficult to be read successfully by a student, even with normal classroom instruction and support. The criteria is less than 90% word attack accuracy and less than 75% comprehension.Retelling/ Oral retellingAfter having orally read a story, the reader retells the story. The purpose of the retelling is to gain insight into the reader’s ability to interact with, interpret and draw conclusions from the text. Scaffolding InstructionThe process of modeling ad encouraging strategic, successful reading by providing structure, organization, questioning, clarification, summarizing or relating information to what is known, An instructional technique in which the teacher models the desired learning strategy or task then gradually shifts responsibility to the student. Students are given all the support they need to arrive at the correct answer.Schema TheoryAn active process of constructing meaning by connecting old knowledge with new information encountered in text.SemanticsSynonym is meaning of words in a sentence. Cueing question: Does it make sense?Steps to Teach Reading Read AloudSharedGuidedIndependentRead aloud involves the teacher in choosing a book to read aloud to the whole group. As children observe reading-like behaviors and hear book language and literary structures, they being to make connections about stories and how they are constructed.Shared reading is an interactive reading experience that occurs when children join in the reading of an oversized book with enlarged print and illustrations. The teacher reads the text and children join in on repetitive phrases. Guided reading is an instructional approach that involves a teacher working with a small group of children who can all read at a similar level. Guided reading is a context in which a teacher supports each reader’s development of effective strategies for processing text at increasing levels of difficulty. The children read the text individually with support from the teacher.Independent reading is when the student can read on his own with no support.Strategic LearnersProcesses by which students consciously use their skills to understand text. While reading they make predictions, organize information and interact with the text. StrategyA means to enhance understanding of text.SummarizingReducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering.SyntacticThe pattern or structure of word order in sentences, clauses and phrases; the grammatical rules that govern sentences, Sentences have to follow certain structural rules in order to make sense. Cueing question: Does it sound right?Trade bookA book intended for general reading that is not a textbook.VisualizationThe process, or result, of mentally picturing objects or events that are normally experienced directly. VocabularyMeaning in a language through the analysis of words, phrases, sentences and whole text. Receptive vocabulary refers to the words understood when heard or seen. Productive/expressive vocabulary refers to words the student can use on his own. ................
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