Summary FTCE Reading k-12 Practice2 With Complete Solutions 2022

accuracy - ANSWER-the ability to perform a skill, such as reading words, correctly affix - ANSWER-an element attached to the beginning or ending of a word Alphabetic principle - ANSWER-the principle that letters in written words represent sounds in spoken words analogy - ANSWER-a connection drawn between letter-sound patterns in previously learned words and those in novel words to help read the latter. Analytic phonics - ANSWER-Learn to understand letters-sound relationships in previously learned words. They do not pronounce words in isolation. At-risk - ANSWER-a term used to describe students who demonstrate low performance in one or more areas related to reading development, such as vocabulary or phonological awareness Automaticity - ANSWER-the ability to recognize words quickly, effortlessly, and accurately Basal reader - ANSWER-a collection of stories that matches the instructional level of children, usually seen as the reading textbook in schools Base word - ANSWER-a unit of meaning that can stand alone as a whole word (e.g., friend, pig etc.) Also called a free morpheme blending - ANSWER-combining individual phonemes to form words or combining onsets and rimes to make syllables, then combining syllables to make words. ccvc word - ANSWER-a word consisting of the consonant-consonant-vowel-consonant choral reading - ANSWER-TAKES PLACE WHEN A GROUP OF STUDENTS OR THE WHOLE CLASS READS OUT LOUD. comprehension - ANSWER-understanding the ability to understand something consonant blend - ANSWER-constists of two or more consonants sonded together in such a way that each is heard- like the blend of b and l in the word blend. consonant digraph - ANSWER-Two consonants that represent one speech sound. (Examples: ch, sh, th) Consonant letters - ANSWER-all alphabet letters other than vowels content words - ANSWER-nouns, verbs, adjectives, adverbs context - ANSWER-the words and sentences occurring before and after an unknown word that provide hints about its meaning conventional spelling - ANSWER-The fifth and final stage of developmental spelling in which spellers develop over years of word study and writing. Correct spelling can be categorized by instruction levels. For example, correct spelling for a corpus. . . words that can be spelled by the average fourth grader would be fourth grade level correct spelling. Place the word in this category if it is listed correctly. cooperative learning - ANSWER-Approach to instruction in which students work with a small group of peers to achieve a common goal and help one another learn. Cross-age tutoring - ANSWER-Peer tutoring in which older students work with younger students. CVC word - ANSWER-a word consisting of consonant-vowel-consonant CVCC word - ANSWER-a word consisting of the consonant-vowel-consonantconsonant pattern CVCE word - ANSWER-a word consisting of a consonant-vowel-consonant-silent e pattern decodable text - ANSWER-text in which most of the words are made up of sound-letter relationships that have been taught, but that contain enough high-frequency irregular, and story words to make them sound natural. decoding - ANSWER-interpretation of the language and symbols sent by the source through a channel dialect - ANSWER-Geographically distinct versions of a single language that vary somewhat from the parent form. dyslexia - ANSWER-a learning disability that results in difficulty reading and writing explicit instruction - ANSWER-An instructional strategy that emphasizes group instruction . The instruction offered should include a great deal of teacher-student interactivity. explicit question - ANSWER-a type of question where the answer is in the text fluency - ANSWER-(n.) spoken or written with ease, particularly as related to a language; (adj.) easy and graceful; flowing Frustration level text - ANSWER--For children reading at level L or higher, frustration is determined when a child can read with 98% or better accuracy but has unsatisfactory comprehension. genre - ANSWER-A category or type of literature (or of art, music, etc.) characterized by a particular form, style, or content. grenade-level text - ANSWER-text for which students of a given grade should have the necessary comprehension, vocabulary, and word recognition skills to read independently grapheme - ANSWER-The individual letter or sequence of written symbols ( /a/, /b/, /c/) & the multiletter units (/ch/, /sh/, /th/) that are used to represent a single phoneme. graphic organizer - ANSWER-a tool that helps to organize ideas and can be used to visually illustrate ideas graphophonemic knowledge - ANSWER-KNOWLEDE ABOUT SPECIFIC RELATIONSHIPS BETWEEN GRAPHEMS AND PHONEMS. guided reading - ANSWER-teacher explains the purpose for reading a particular text as well as the structure for how to respond to what is read. implicit question - ANSWER-We name the question that links premises and conclusion together in the author's thinking. Conclusions are answers to the implicit question. independent-level text - ANSWER-text for which the reader has sufficient word recognition and comprehension skills to read the text easily and fluently without assistance instructional level text - ANSWER-Challenging but manageable text for the reader, with no more than approximately 1 in 10 words difficult for the reader. (90% success). invented spelling - ANSWER-The spelling that novices create before learning conventional writing systems. It is sometimes referred to as temporary, developmental or transitional spelling. irregular word - ANSWER-A word that cannot be decoded because either the sounds of the letters are unique to that word or that the word does not adhere to the common rules of phonics. learning disability - ANSWER-Deficiency in one or more specific cognitive processes despite relatively normal cognitive functioning in other areas. letter-sound correspondence - ANSWER-the knowledge of the sounds that are associated with each letter of the alphabet letter knowledge - ANSWER-basic knowledge of the alphabet and what sounds each letter makes; foundational for literacy accquisition listening comprehension - ANSWER-L2 learners are able to understand more than they can produce. Intensive development of listening activities is essential in early stages of second language acquistion. Comprehension precedes production (speaking/writing). Before students produce an utterance in a second language, they must make choices based on the information they understand/master. listening vocabulary - ANSWER-*words we recognize and understand in oral language long vowel - ANSWER-The vowel sounds that are also names of the alphabet letters main idea - ANSWER-The author's central thought; the chief topic of a text expressed or implied in a word or phrase; the topic sentence of a paragraph. matthew effect - ANSWER-the phenomenon that suggests that skilled decoders get better at reading while poor decoders tend to fall further behind. morpheme - ANSWER-in a language, the smallest unit that carries meaning; may be a word or a part of a word (such as a prefix) morphology - ANSWER-Combining morphemes and free morphemes to make meaningful language. the smallest unit of language narrative text - ANSWER-The purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literary experience. Narrative text is based on life experiences and is person-oriented using dialogue and familiar language. onset-rime instruction - ANSWER-the use of word patterns to read unfamiliar words orthography - ANSWER-a system of written language that includes the formation of letters and spelling of words partner reading - ANSWER-the process of reading in pairs PEER TUTORING - ANSWER-A method used to integrate students with disabilities into general education settings. It is based on research that demonstrates that students can effectively tutor one another. It maximizes active student engag