JAYVIE BALADIA MARGATE, LPT

LECTURER
READING
•READING IS A COMPLEX "COGNITIVE
PROCESS" OF DECODING SYMBOLS.
 DEVELOPMENTAL
READING
•REFERS TO A COMPREHENSIVE READING
PROGRAM WHICH CONSISTS OF SEVERAL
PERIODS OR STAGES.
 READING IS…. That includes the task …enabled by the factors
of… and skills

SENSORY PROCESS  LETTER/WORD  EYE MOVEMENT

RECOGNITION SKILLS, VISUAL
 ASSOCIATION OF PERCEPTION, LEFT
SOUNDS AND TO RIGHT
SYMBOLS PROGRESSION
PERCEPTUAL  THE ASSOCIATION  “WITHIN TEXT
COGNITIVE PROCESS OF MEANING WITH CONTEXT, WITHIN
THE PRINTED MIND CONTEXT”
WORDS
 LANGUAGE  Having the facility in  Understanding the
COMMUNICATIVE language phonological,
PROCESS  the communication of syntactic and
meaning from writer semantic systems.
to reader
MEMORY PROCESS  The registration of  Selective attention
the visual features  Rehearsal
 Organization
 Semantic decoding
STAGES OF READING
 STAGE 0. PRE-READING:
BIRTH
• COVERS TO AGE 6
A GREATER PERIOD OF TIME AND COVERS A GREATER SERIES OF
CHANGES THAN ANY OF THE OTHER STAGES
• FROM BIRTH UNTIL THE BEGINNING OF FORMAL EDUCATION, CHILDREN
LIVING IN A LITERATE CULTURE WITH AN ALPHABETIC WRITING SYSTEM
ACCUMULATE A FUND OF KNOWLEDGE ABOUT LETTERS, WORDS, AND
BOOKS.
• THE CHILDREN GROW IN THEIR CONTROL OVER VARIOUS ASPECTS OF
LANGUAGE—SYNTAX AND WORDS
STAGE 1. INITIAL READING, OR
DECODING, STAGE: GRADES 1-2,
AGES 6-7.
• “LEARNING THE ARBITRARY SET OF LETTERS” AND ASSOCIATING
THESE WITH THE CORRESPONDING PARTS OF SPOKEN WORDS.
• “WHAT THE LETTERS ARE FOR?”
• HOW TO KNOW THAT BUN IS NOT BUG.
• HOW TO KNOW WHEN A MISTAKE IS MADE
• “GUESSING AND MEMORY GAME,”
 STAGE 2. CONFIRMATION,
FLUENCY, UNGLUING FROM PRINT: GRADES 2-
• 3, AGES 7-8.6
CONSOLIDATES WHAT WAS LEARNED IN STAGE 1
• STAGE 2 READING IS NOT FOR GAINING NEW INFORMATION, BUT FOR CONFIRMING
WHAT IS ALREADY KNOWN TO THE READER
• READER CAN CONCENTRATE ATTENTION ON THE PRINTED WORDS, USUALLY THE MOST
COMMON, HIGH-FREQUENCY WORDS
• READER CAN TAKE ADVANTAGE OF WHAT IS SAID IN THE STORY AND BOOK, MATCHING
IT TO HIS OR HER KNOWLEDGE AND LANGUAGE
• THEY GAIN COURAGE AND SKILL IN USING CONTEXT AND THUS GAIN FLUENCY AND
SPEED.
STAGE 3. READING FOR
LEARNING THE NEW: A FIRST STEP.
• READING TO “LEARN THE NEW”—NEW KNOWLEDGE,
INFORMATION, THOUGHTS AND EXPERIENCES
• KNOWLEDGE, VOCABULARY, AND COGNITIVE ABILITIES ARE STILL
LIMITED AT THIS STAGE
• THE FIRST STEPS OF STAGE 3 READING ARE USUALLY BEST
DEVELOPED WITH MATERIALS AND PURPOSES THAT ARE CLEAR,
WITHIN ONE VIEWPOINT, AND LIMITED IN TECHNICAL
COMPLEXITIES
STAGE 4. MULTIPLE
VIEWPOINTS: HIGH SCHOOL, AGES
14—18.
•INVOLVES DEALING WITH MORE THAN ONE POINT
OF VIEW
•REQUIRES DEALING WITH A VARIETY OF
VIEWPOINTS.
•STAGE 4 READING MAY ESSENTIALLY INVOLVE AN
ABILITY TO DEAL WITH LAYERS OF FACTS AND
CONCEPTS
STAGE 5. CONSTRUCTION AND
RECONSTRUCTION—A WORLD
VIEW: COLLEGE, AGE 18 AND ABOVE
• LEARNED TO READ CERTAIN BOOKS AND ARTICLES IN THE DEGREE OF
DETAIL AND COMPLETENESS THAT ONE NEEDS FOR ONE’S PURPOSE,
STARTING AT THE END, THE MIDDLE, OR THE BEGINNING
• A READER AT STAGE 5 KNOWS WHAT NOT TO READ, AS WELL AS WHAT TO
READ
• TO REACH THIS STAGE IS TO BE ABLE TO USE SELECTIVELY THE PRINTED
MATERIAL IN THOSE AREAS OF KNOWLEDGE CENTRAL TO ONE’S CONCERN
• BEGINNER READER-
- ENJOYABLE EXPERIENCE WITH TEXTBOOKS
- LETTERS AND WORDS
• EMERGENT READING
- CUEING SYSTEM
- VISUALS, LANGUAGE PATTERNS
- READ FOR MEANING
•TRANSITIONAL
- BOOKS IN A SERIES AS A COMPREHENSIVE STRATEGY
- FIGURE OUT MOST WORDS
• FLUENT
- CONFIDENT IN UNDERSTATING OF TEXTS
- READING INDEPENDENTLY
STRATEGIES IN READING CONTENT AREAS
1. CLINK AND CLUNK
•HELPS THE STUDENTS RECOGNIZE THE
INFORMATION THEY DO NOT UNDERSTAND.
PROCEDURE:
1. HAVE THE STUDENTS CREATE TWO COLUMS AND
LABEL THEM “CLINK”, AND “CLUNK”
2. LIST WHAT THEY REALLY UNDERSTAND (CLINK)
AND WHAT THEY DO NOT UNDERSTAND (CLUNK)
3. AS A GROUP, DISCUSS THE “CLUNKS” AND
CLARIFY THE INFORMATION.
4. DISCUSS THE LISTS CLINK AND CLUNK AGAIN TO
SEE IF ALL THE ‘CLUNK’ ITEMS CAN BE MOVED TO
‘CLINK’
RECIPROCAL TEACHING
•REFERS TO AN INSTRUCTIONAL ACTIVITY
IN WHICH STUDENTS BECOME
THE TEACHER IN SMALL GROUP READING
SESSIONS.
GUIDED READING
AN INSTRUCTIONAL APPROACH THAT
INVOLVES A TEACHER WORKING WITH A
SMALL GROUP OF STUDENTS WHO
DEMONSTRATE SIMILAR READING BEHAVIORS
AND CAN ALL READ SIMILAR LEVELS OF TEXTS.
ENCODING
MAKING SYMBOLS
OUT OF SOUNDS.
DECODING
CONVERT (AUDIO OR VIDEO
SIGNALS) INTO ANOTHER FORM,
E.G., TO ANALOG FROM DIGITAL
IN SOUND REPRODUCTION.
INFORMAL READING
INVENTORY
• ASSESSMENT TOOL THAT TYPICALLY ASSESSES INDIVIDUAL
STUDENTS' WORD RECOGNITION, ORAL READING,
STRENGTHS AND WEAKNESSES, FLUENCY AND
COMPREHENSION THROUGH GRADED WORD LISTS AND
PASSAGES.
READING PROCESS
1.PRE-READING- SKIMMING A TEXT TO LOCATE KEY
IDEAS. IT IS ALSO CALLED PREVIEWING OR
SURVEYING
2. DURING READING- INTERACT WITH THE TEXT
AND MONITOR COMPREHENSION
3. POST READING- SUMMARIZE REFLECT &
QUESTION WHAT THEY HAVE JUST READ. CORE
OF GOOD COMPREHENSION.
READING LEVELS
INDEPENDENT READING LEVEL
HIGHEST LEVEL
 READER HAS ADEQUATE
BACKGROUND KNOWLEDGE FOR THE
TOPIC, AND CAN ACCESS TEXT VERY
QUICKLY AND WITH VERY FEW ERRORS.
EXCELLENT LEVEL

Child can read

excellently
•INSTRUCTIONAL READING LEVEL
SECOND TO THE HIGHEST LEVEL
A READER IS NOT INDEPENDENT, BUT HAS
ADEQUATE BACKGROUND KNOWLEDGE FOR
A TOPIC, AND CAN ACCESS TEXT QUICKLY
AND WITH NO OR FEW ERRORS.
FRUSTRATION READING
LEVELS
•A READER DOES NOT HAVE ADEQUATE
BACKGROUND LEVEL FOR A TOPIC AND/OR
CANNOT MEET CRITERIA FOR
INSTRUCTIONAL LEVELS OF ACCURACY AND
RATE
•REQUIRE EXTENSIVE OR EVEN MODERATE
ASSISTANCE FROM AN EDUCATOR
 TYPES OF REFERENCE MATERIALS
• ALMANACS
• ATLAS & MAPS
• BIBLIOGRAPHIES
• BIOGRAPHICAL RESOURCES
• DICTIONARIES
• DIRECTORIES
• ENCYCLOPEDIAS
• HANDBOOKS
• INDEXES
•ALMANAC
•ANNUAL CALENDAR
•CONTAINS IMPORTANT DATES AND
STATISTICAL INFORMATION SUCH AS
ASTRONOMICAL DATA AND TIDE TABLES.
•ATLAS
•A COLLECTION OF MAPS;
•IT IS TYPICALLY A BUNDLE OF MAPS OF EARTH OR A
REGION OF EARTH. ATLASES HAVE TRADITIONALLY
BEEN BOUND INTO BOOK FORM, BUT TODAY
MANY ATLASES ARE IN MULTIMEDIA FORMATS
bibliography
 a list of all of the sources you have used (whether
referenced or not) in the process of researching your
work. In general, a bibliography should include: the
authors' names. the titles of the works. the names and
locations of the companies that published your copies
of the sources.
• BIOGRAPHICAL DICTIONARIES ARE COLLECTIVE WORKS OF
SKETCHES OF PEOPLES' LIVES. THE ITHACA COLLEGE
LIBRARY MAINTAINS MANY BIOGRAPHICAL RESOURCES IN ITS
REFERENCE COLLECTION
• DICTIONARY IS A BOOK OR ELECTRONIC RESOURCE THAT LISTS THE
WORDS OF A LANGUAGE (TYPICALLY IN ALPHABETICAL ORDER)
AND GIVES THEIR MEANING, OR GIVES THE EQUIVALENT WORDS IN
A DIFFERENT LANGUAGE, OFTEN ALSO PROVIDING INFORMATION
ABOUT PRONUNCIATION, ORIGIN, AND USAGE.
•ENCYCLOPEDIA
•A BOOK OR SET OF BOOKS GIVING INFORMATION
ON MANY SUBJECTS OR ON MANY ASPECTS OF
ONE SUBJECT
•ARRANGED ALPHABETICALLY.
•HANDBOOK IS A BOOK GIVING INFORMATION
SUCH AS FACTS ON A PARTICULAR SUBJECT OR
INSTRUCTIONS FOR OPERATING A MACHINE.
•AN INDEX IS A LIST OF WORDS OR PHRASES AND
ASSOCIATED POINTERS TO WHERE USEFUL
MATERIAL RELATING TO THAT HEADING CAN BE
FOUND IN A DOCUMENT OR COLLECTION OF
DOCUMENTS.
•GAZETTEER IS A GEOGRAPHICAL DICTIONARY OR
DIRECTORY USED IN CONJUNCTION WITH A MAP OR
ATLAS. THEY TYPICALLY CONTAIN INFORMATION
CONCERNING THE GEOGRAPHICAL MAKEUP, SOCIAL
STATISTICS AND PHYSICAL FEATURES OF A COUNTRY,
REGION, OR CONTINENT.
THE FOUR MAIN TYPES OF
READING TECHNIQUES ARE THE
FOLLOWING:
•SKIMMING
•SCANNING
•INTENSIVE
•EXTENSIVE
 SKIMMING
• GIST READING.
• SKIMMING MAY HELP IN ORDER TO KNOW WHAT THE TEXT IS ABOUT AT ITS
MOST BASIC LEVEL. YOU MIGHT TYPICALLY DO THIS WITH A MAGAZINE OR
NEWSPAPER AND WOULD HELP YOU MENTALLY AND QUICKLY SHORTLIST THOSE
ARTICLES WHICH YOU MIGHT CONSIDER FOR A DEEPER READ. YOU MIGHT
TYPICALLY SKIM TO SEARCH FOR A NAME IN A TELEPHONE DIRECTORY.
• YOU CAN REACH A SPEED COUNT OF EVEN 700 WORDS PER MINUTE IF YOU
TRAIN YOURSELF WELL IN THIS PARTICULAR METHOD. COMPREHENSION IS OF
COURSE VERY LOW AND UNDERSTANDING OF OVERALL CONTENT VERY
SUPERFICIAL.

• READING TO GET THE MAIN IDEA

 SCANNING
• PICTURE YOURSELF VISITING A HISTORICAL CITY, GUIDE BOOK IN
HAND. YOU WOULD MOST PROBABLY JUST SCAN THE GUIDE BOOK TO
SEE WHICH SITE YOU MIGHT WANT TO VISIT.
• SCANNING INVOLVES GETTING YOUR EYES TO QUICKLY SCUTTLE
ACROSS SENTENCE AND IS USED TO GET JUST A SIMPLE PIECE OF
INFORMATION
• SOMETHING STUDENTS SOMETIMES DO NOT GIVE ENOUGH
IMPORTANCE TO ITS ILLUSTRATIONS. THESE SHOULD BE INCLUDED IN
YOUR SCANNING.

•READING TO GET SPECIFIC INFORMATION

EXTENSIVE READING
•READING FOR PLEASURE.
•THERE IS AN ELEMENT OF ENJOYMENT IN
EXTENSIVE READING
•IT IS UNLIKELY THAT STUDENTS WILL UNDERTAKE
EXTENSIVE READING OF A TEXT THEY DO NOT LIKE.
•IT ALSO REQUIRES A FLUID DECODING AND
ASSIMILATION OF THE TEXT AND CONTENT IN
FRONT OF YOU.
INTENSIVE READING
•HELPS THEM UNDERSTAND VOCABULARY BY DEDUCING
THE MEANING OF WORDS IN CONTEXT.
•HELPS WITH RETENTION OF INFORMATION FOR LONG
PERIODS OF TIME
•KNOWLEDGE RESULTING FROM INTENSIVE READING
PERSISTS IN YOUR LONG TERM MEMORY.
•CAREFUL OR IN DEPTH READING.
SQ3R
•SQ3R IS A READING COMPREHENSION METHOD
NAMED FOR ITS FIVE STEPS: SURVEY, QUESTION,
READ, RECITE, AND REVIEW. THE METHOD WAS
INTRODUCED BY FRANCIS P. ROBINSON, AN
AMERICAN EDUCATION PHILOSOPHER IN HIS
1946 BOOK EFFECTIVE STUDY.
THEORETICAL MODELS
IN READING
1. BOTTOM UP
•UNDERSTANDING BEGINS WITH THE TEXT
•IT IS EMPERATIVE FOR READERS TO
UNDERSTAND EVERY MEANING OF WORDS IN
THE SENTENCE
•ACCURACY IN RECOGNIZING WORDS IS
SIGNIFICANT
2. TOP- DOWN
•READERS BASED, USE OF SCHEMATA
•BEGINNING WITH THE COGNITIVE PROCESS
OCCURRING ON THE READER’S MIND
•THE READER GIVES MEANING TO THE TEXT
BASED ON THE INFORMATION ALREADY HELD
WITHIN HIS PRIOR KNOWLEDGE.
•“CONCEPT DRIVEN PROCESSING”
• EVEN THOUGH READERS DO NOT RECOGNIZE EACH WORD,
THEY MAY BE ABLE TO COMPREHEND A SELECTION.
• MEANING AND GRAMMATICAL CUES PRIMARILY ASSIST THE
READERS TO IDENTIFY UNRECOGNIZED WORDS.
• READING FOR MEANING IS THE FOCUS RATHER THAN THE
MASTERY OF LETTERS, LETTER SOUND RELATIONSHIP, AND
WORDS
3. INTERACTIVE
•PROCESS OF CONSTRUCTING MEANING
THROUGH THE DYNAMIC INTERACTION
AMONG THE READER’S EXISTING
KNOWLEDGE (TD), THE INFORMATION
SUGGESTED BY THE WRITTEN TEXTS, (BU),
AND THE CONTEXT OF THE READING
SITUATION.
GRACE GOODELS READING
SKILLS LADDER
1. BASIC SIGHT WORDS
2. PHONETIC ANALYSIS
3. STRUCTURAL ANALYSIS
4. CONTEXTUAL CLUES
5. VOCABULARY BUILDING
6. FINDING THE MAIN IDEA
7. SUPPORTING DETAILS
8. DRAWING
CONCLUSIONS
9. ORGANIZING FACTS
10.PARTS OF THE BOOKS
11.USING DICTIONARY
12.USING ENCYCLOPEDIAS
13.LIBRARY BOOKS
14.PRIVATE LIBRARY
15.EXPOSURE TO READING FROM MASS MEDIA
16. READING FROM THE INTERNET
HOMOGRAPH
•EACH OF TWO OR MORE WORDS SPELLED
THE SAME BUT NOT NECESSARILY
PRONOUNCED THE SAME AND HAVING
DIFFERENT MEANINGS AND ORIGINS
ANTONYMS
•A WORD OPPOSITE
IN MEANING TO
ANOTHER
SYNONYMS
•A WORD OR PHRASE THAT
MEANS EXACTLY OR NEARLY
THE SAME AS ANOTHER WORD
OR PHRASE IN THE SAME
LANGUAGE
HOMOPHONES
•A HOMOPHONE IS A WORD THAT IS
PRONOUNCED THE SAME AS ANOTHER
WORD BUT DIFFERS IN MEANING. A
HOMOPHONE MAY ALSO DIFFER IN
SPELLING
POLYSEMY
•THE COEXISTENCE OF MANY
POSSIBLE MEANINGS FOR A
WORD OR PHRASE.
ORIGINAL PATTERNS
DEDUCTIVE REASONING
• CHARACTERIZED BY OR BASED ON THE INFERENCE OF
PARTICULAR INSTANCES FROM A GENERAL LAW.
• GENERAL TO SPECIFIC
INDUCTIVE REASONING
• IS A LOGICAL PROCESS IN WHICH MULTIPLE PREMISES,
ALL BELIEVED TRUE OR FOUND TRUE MOST OF THE
TIME, ARE COMBINED TO OBTAIN A SPECIFIC
CONCLUSION. INDUCTIVE REASONING IS OFTEN USED
IN APPLICATIONS THAT INVOLVE PREDICTION,
FORECASTING, OR BEHAVIOR.
CONTEXT CLUES
• ARE HINTS THAT AN AUTHOR GIVES TO HELP DEFINE A DIFFICULT OR
UNUSUAL WORD. THE CLUE MAY APPEAR WITHIN THE SAME SENTENCE AS
THE WORD TO WHICH IT REFERS, OR IT MAY FOLLOW IN A PRECEDING
SENTENCE.
1. REWORDING OR DEFINITION
2. SYNONYM
3. ANTONYM
4. CAUSE AND EFFECT
5. APPOSITIVE
APPOSITIVE-
REMAINING THE SUBJECT BY SOMETHING THAT REPRESENTS IT,
USING A COMMA.

EXAMPLE:
AN INSECT, A COCKROACH, IS CRAWLING ON
THE TABLE.
LOGICAL FALLACIES
•FALLACIES ARE COMMON ERRORS IN REASONING
THAT WILL UNDERMINE THE LOGIC OF YOUR
ARGUMENT.
•FALLACIES CAN BE EITHER ILLEGITIMATE ARGUMENTS
OR IRRELEVANT POINTS, AND ARE OFTEN
IDENTIFIED BECAUSE THEY LACK EVIDENCE THAT
SUPPORTS THEIR CLAIM.
AD HOMINEM
ATTACKING THE PERSON RATHER THAN THE ARGUMENT
EXAMPLE:
 A LAWYER ATTACKING A DEFENDANT’S CHARACTER RATHER
THAN ADDRESSING OR QUESTIONING BASED ON THE CASE –
IN A CASE OF THEFT POINTING OUT THE DEFENDANT’S LEVEL OF
POVERTY.
• HASTY GENERALIZATION- DRAWING CONCLUSIONS BASED ON
INSUFFICIENT OR UNREPRESENTATIVE EVIDENCE.
YOU VISIT A NEW COUNTRY AND THE FIRST PERSON YOU MEET
IN THE AIRPORT IS RUDE. YOU SEND A MESSAGE TO A FRIEND BACK
HOME THAT EVERYONE IN THIS NEW COUNTRY IS RUDE.
• EMOTIONAL APPEAL- AN EMOTIONAL APPEAL IS A METHOD OF
PERSUASION THAT'S DESIGNED TO CREATE
AN EMOTIONAL RESPONSE. EMOTION(ALSO KNOWN AS PATHOS OR
SUFFERING IN GREEK) IS ONE OF THE THREE MODES OF PERSUASION
IDENTIFIED BY ARISTOTLE. THE OTHER TWO ARE LOGOS, OR LOGIC,
AND ETHOS, OR AUTHORITY.
1. GROCERY STORE COMMERCIAL THAT SHOWS
A HAPPY FAMILY SITTING AROUND THE TABLE
AT THANKSGIVING.
2. A REAL ESTATE AD THAT SHOWS A HAPPY
YOUNG FAMILY WITH CHILDREN MOVING
INTO THE HOME OF THEIR DREAMS.
LEVELS OF COMPREHENSION
1. LITERAL MEANING
IS SIMPLY WHAT THE TEXT SAYS.
IT IS WHAT ACTUALLY HAPPENS IN THE STORY.
IT PROVIDES THE FOUNDATION FOR MORE
ADVANCED COMPREHENSION.
HERE ARE EXAMPLES OF THE TYPE OF INFORMATION
THAT COULD BE IDENTIFIED AS LITERAL MEANING:
•THE MAIN IDEA
•STATED FACTS
•THE SEQUENCE OF EVENTS
•CHARACTERS IN THE STORY
INFERENTIAL MEANING
INFERENTIAL MEANING INVOLVES DETERMINING WHAT THE TEXT MEANS.
YOU START WITH THE STATED INFORMATION. THIS INFORMATION IS THEN
USED TO DETERMINE DEEPER MEANING THAT IS NOT EXPLICITLY STATED.

DETERMINING INFERENTIAL MEANING REQUIRES YOU TO THINK

ABOUT THE TEXT AND DRAW A CONCLUSION.
CRITICAL COMPREHENSION
• IS MORE THAN EVALUATING
THE QUALITY OF THE TEXT OR
STATING AN OPINION ABOUT
IT.
CREATIVE LEVEL
•ANOTHER LEVEL OF COMPREHENSION IS
THE CREATIVE LEVEL IN WHICH THE
READER SEES NEW IDEAS/INSIGHTS FROM
THE TEXTUAL MATERIAL
•APPLICATION
NON PROSE READING
1.GRAPHS
A GRAPH IS A STRUCTURE AMOUNTING
TO A SET OF OBJECTS IN WHICH SOME
PAIRS OF THE OBJECTS ARE IN SOME SENSE
"RELATED"
TYPES OF GRAPHS
PIE GRAPH
•A CIRCULAR STATISTICAL GRAPHIC WHICH IS DIVIDED
INTO SLICES
•ILLUSTRATE NUMERICAL PROPORTION OR
PERCENTAGE.
•IN A PIE CHART, THE ARC LENGTH OF EACH SLICE, IS
PROPORTIONAL TO THE QUANTITY IT REPRESENTS.
2. LINE GRAPH
A LINE GRAPH, ALSO KNOWN AS A LINE CHART
 TYPE OF CHART USED TO VISUALIZE THE VALUE OF
SOMETHING OVER TIME.
FOR EXAMPLE, A FINANCE DEPARTMENT MAY PLOT THE
CHANGE IN THE AMOUNT OF CASH THE COMPANY HAS
ON HAND OVER TIME
3. BAR GRAPH
SHOWS COMPARISON BETWEEN THE RECENT AND THE PREVI
 TERMS TO
PONDER ON:
MISCUE ANALYSIS
•MISCUE ANALYSIS IS AN ASSESSMENT THAT HELPS A
TEACHER IDENTIFY THE CUEING SYSTEMS USED BY A
READER — THE STRATEGIES A READER USES TO MAKE
SENSE OF A TEXT.
•INSTEAD OF FOCUSING ON ERRORS, MISCUE
ANALYSIS FOCUSES ON WHAT THE STUDENT IS DOING
RIGHT, SO THAT HE OR SHE CAN LEARN TO BUILD ON
EXISTING READING STRATEGIES.
CHECKING FOR COMPREHENSION
1.UNAIDED RETELLING
TEACHER PRAISES THE READER AND ASKS THE
STUDENT TO TELL THE STORY IN HIS OWN
WORDS.
2. AIDED RETELLING
-LEAD TO THE ANSWER
DICHOTOMY
•A DIVISION OR CONTRAST BETWEEN TWO
THINGS THAT ARE OR ARE REPRESENTED AS
BEING OPPOSED OR ENTIRELY DIFFERENT.
•"A RIGID DICHOTOMY BETWEEN SCIENCE
AND MYSTICISM"
FRY’ S LIST
•DR. EDWARD B. FRY'S
•“INSTANT WORDS” (WHICH ARE OFTEN REFERRED TO AS
THE "FRY WORDS")
•MOST COMMON WORDS USED IN ENGLISH RANKED IN
ORDER OF FREQUENCY. IN 1996, DR. FRY EXPANDED ON
DOLCH'S SIGHT WORD LISTS AND RESEARCH AND
PUBLISHED A BOOK TITLED "FRY 1000 INSTANT WORDS."
SRA READING
•AN INTERACTIVE, PERSONALIZED READING PRACTICE
PROGRAM
•DEVELOPS INDEPENDENT, CONFIDENT READERS.
•ENHANCE COMPREHENSION, VOCABULARY, FLUENCY,
WORD ANALYSIS, AND STUDY SKILLS
•CREATES DEEPER UNDERSTANDING OF SHORT READS
WITH HIDDEN “SECRETS” AND TEXT DEPENDENT
QUESTIONS.
GRAPHIC ORGANIZER
•A GRAPHIC ORGANIZER IS A VISUAL DISPLAY
THAT DEMONSTRATES RELATIONSHIPS BETWEEN
FACTS, CONCEPTS OR IDEAS. A GRAPHIC
ORGANIZER GUIDES THE LEARNER'S THINKING
AS THEY FILL IN AND BUILD UPON A VISUAL
MAP OR DIAGRAM.
 KWL
•KNOW
•WANT
•LEARNED
GRAPHOPHONEMIC CUE
•GRAPHOPHONEMIC KNOWLEDGE IS THE
RECOGNITION OF LETTERS AND THE
UNDERSTANDING OF SOUND-SYMBOL
RELATIONSHIPS AND SPELLING PATTERNS.
GRAPHOPHONEMIC KNOWLEDGE IS OFTEN
REFERRED TO AS PHONICS.
DYSLEXIA
•DYSLEXIA IS A COMMON LEARNING DIFFICULTY THAT
CAN CAUSE PROBLEMS WITH READING, WRITING AND
SPELLING. IT'S A "SPECIFIC LEARNING DIFFICULTY",
WHICH MEANS IT CAUSES PROBLEMS WITH CERTAIN
ABILITIES USED FOR LEARNING, SUCH AS READING
AND WRITING. UNLIKE A LEARNING DISABILITY,
INTELLIGENCE ISN'T AFFECTED.
APHASIA
APHASIA IS AN IMPAIRMENT OF LANGUAGE,
AFFECTING THE PRODUCTION OR
COMPREHENSION OF SPEECH AND THE ABILITY
TO READ OR WRITE. APHASIA IS ALWAYS DUE TO
INJURY TO THE BRAIN-MOST COMMONLY FROM
A STROKE, PARTICULARLY IN OLDER INDIVIDUALS.
 ANALOGY
•A COMPARISON BETWEEN TWO THINGS,
TYPICALLY FOR THE PURPOSE OF
EXPLANATION OR CLARIFICATION.
•"AN ANALOGY BETWEEN THE WORKINGS
OF NATURE AND THOSE OF HUMAN
SOCIETIES"