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Pearson Reading Test
Accuracy (part of fluency): - correct answer Reading words in text with no errors. Advanced Phonics - correct answer Strategies for decoding multisyllabic words that include morphology and information about the meaning, pronunciation, and parts of speech of words gained from knowledge of prefixes, roots, and suffixes. Affix: - correct answer A general term that refers to prefixes and suffixes. After Reading Comprehension Strategies: - correct answer Strategies that require the reader to actively transform key information in text that has been read (e.g., summarizing, retelling). Aligned Materials: - correct answer Student materials (texts, activities, manipulatives, homework, etc.) that reinforce classroom instruction of specific skills in reading. Alliteration: - correct answer The repetition of the initial phoneme of each word in connected text (e.g., Harry the happy hippo hula-hoops with Henrietta). Alphabetic Principle - correct answer The concept that letters and letter combinations represent individual phonemes in written words. Ample Opportunities for Student Practice: - correct answer Students are asked to apply what they have been taught in order to accomplish specific reading tasks. Practice should follow in a logical relationship with what has just been taught. Once skills are internalized, students are provided with more opportunities to independently implement previously learned information.
Analogy: - correct answer Comparing two sets of words to show some common similarity between the sets. When done as a vocabulary exercise this requires producing one of the words (e.g., cat is to kitten: as dog is to _____?). Antonym: - correct answer A word opposite in meaning to another word. Automaticity: - correct answer Reading without conscious effort or attention to decoding. Background Knowledge: - correct answer Forming connections between the text and the information and experiences of the reader. Base Word: - correct answer A unit of meaning that can stand alone as a whole word (e.g., friend, pig). Also called a free morpheme. Before Reading Comprehension Strategies: - correct answer Strategies employed to emphasize the importance of preparing students to read text (e.g., activate prior knowledge, set a purpose for reading). Blending: - correct answer The task of combining sounds rapidly, to accurately represent the word. Bloom's Taxonomy: - correct answer A system for categorizing levels of abstraction of questions that commonly occur in educational settings. Includes the following competencies: knowledge, comprehension, application, analysis, synthesis, and evalua Chunked Text: - correct answer Continuous text that has been separated into meaningful phrases often with the use of single and double slash marks (/ and //). The intent of using chunked text or chunking text is to give children an opportunity to practice reading phrases fluently. There is no absolute in chunking text. Teachers should use judgment when
Comprehensive/Core Reading Program (CRP): - correct answer is the initial instructional tool teachers use to teach children to learn to read including instruction in the five components of reading identified by the National Reading Panel (phonemic awareness, phonics, fluency, vocabulary, comprehension), spelling, and writing to ensure they reach reading levels that meet or exceed grade- level standards. A CRP should address the instructional needs of the majority of students in a respective school or district. Comprehensive Intervention Reading Program (CIRP): - correct answer These programs are intended for students who are reading one or more years below grade level, and who are struggling with a broad range of reading skills. Comprehensive Intervention Programs include instructional content based on the five essential components of reading instruction integrated into a coherent instructional design. A coherent design includes explicit instructional strategies, coordinated instructional sequences, ample practice opportunities and aligned student materials. Comprehensive Intervention Programs provide instruction that is more intensive, explicit, systematic, and more motivating than instruction students have previously received. These programs also provide more frequent assessments of student progress and more systematic review in order to insure proper pacing of instruction and mastery of all instructional components. Comprehension Monitoring: - correct answer An awareness of one's understanding of text being read. Comprehension monitoring is part of metacognition "thinking about thinking" know what is clear and what is confusing as the reader and having the capabilities to make repairs to problems with comprehension. Comprehension Questions: - correct answer Address the meaning of text, ranging from literal to inferential to analytical. Concept Definition Mapping: - correct answer Provides a visual framework for organizing conceptual information in the process of defining a word or concept. The framework contains the category, properties, and examples of the word or concept.
Connected Text: - correct answer Words that are linked (as opposed to words in a list) as in sentences, phrases, and paragraphs. Consonant Blend: - correct answer Two or more consecutive consonants which retain their individual sounds (e.g., /bl/ in block; /str/ in string). Consonant Digraph: - correct answer Two consecutive consonants that represent one phoneme, or sound (e.g., /ch/, /sh/). Context Clue: - correct answer Using words or sentences around an unfamiliar word to help clarify its meaning. Continuous Sounds: - correct answer A sound that can be held for several seconds without distortion (e.g., /m/, /s/). Continuum of Word Types: - correct answer Words can be classified by type according to their relative difficulty to decode. Typically this continuum is listed from easy to difficult, beginning with VC and CVC words that begin with continuous sounds and progressing to CCCVC and CCCVCC words. Coordinated instructional sequences: - correct answer take into consideration how information is selected, sequenced, organized, and practiced. Coordinated instructional sequences occur within each component of reading where a logical progression of skills would be evident: easier skills are introduced before more difficult skills, so that skills build progressively. The other way coordinated instructional sequences are evident is in the clear and meaningful relationship or linking of instruction across the five components of reading: phonological awareness, phonics, fluency, vocabulary, comprehension. If students orally segment and blend words with the letter-sound /f/ during phonemic awareness instruction, then we would expect to see it followed by practice in connecting the sound /f/ with the letter f. This would be followed by fluency practice in reading words, sentences, and/or passages with the letter-sound /f/. Spelling practice would include /f/ and other previously learned letter-sounds. Core Instruction: - correct answer is instruction provided to all students in the class, and it is usually guided by a comprehensive core reading
Differentiated Instruction: - correct answer Matching instruction to meet the different needs of learners in a given classroom. Difficult Words: - correct answer Some words are difficult because they contain phonic elements that have not yet been taught. Others are difficult because they contain letter-sound correspondences that are unique to that word (e.g., yacht). Digraphs: - correct answer A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing). Diphthong: - correct answer A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi. Direct Instruction: - correct answer The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved. Direct Vocabulary Instruction: - correct answer Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and quality of exposures to words that students will encounter in their reading. During Reading Comprehension Strategies: - correct answer Strategies that help students engage the meanings of a text (e.g., asking questions at critical junctures; modeling the thought process used to make inferences; constructing mental imagery). Elkonin Boxes: - correct answer A framework used during phonemic awareness instruction. Elkonin Boxes are sometimes referred to as Sound Boxes. When working with words, the teacher can draw one box per sound for a target word. Students push a marker into one box as they segment each sound in the word.
Emergent Literacy: - correct answer The skills, knowledge, and attitudes that are developmental precursors to conventional forms of reading and writing. Empirical Research: - correct answer Refers to scientifically based research that applies rigorous, systematic, and objective procedures to obtain valid knowledge. This includes research that: employs systematic, empirical methods that draw on observation or experiment; has been accepted by a peer- reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review; involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on measurements or observational methods that provide valid data across evaluators and observers and across multiple measurements and observations; and can be generalized. English Language Learners: - correct answer Defined by the U.S. Department of Education as nationalorigin-minority students who are limited- English-proficient. Often abbreviated as ELLs. Error Correction: - correct answer Immediate corrective feedback during reading instruction. Etymology: - correct answer The origin of a word and the historical development of its meaning (e.g., the origin of our word etymology comes from late Middle English: from Old French ethimologie, via Latin from Greek etumologia, from etumologos 'student of etymology,' from etumon, neuter singular of etumos 'true'). Explicit: - correct answer Explicit instruction involves direct explanation. The teacher's language is concise, specific, and related to the objective. Another characteristic of explicit instruction is a visible instructional approach which includes a high level of teacher/student interaction. Explicit instruction means that the actions of the teacher are clear, unambiguous, direct, and visible. This makes it clear what the students are to do and learn. Nothing is left to guess work. Expository Text: - correct answer Reports factual information (also referred to as informational text) and the relationships among ideas. Expository text tends to be more difficult for students
Frayer Model: - correct answer An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non- examples of the concept word. It is important to include both examples and non- examples, so students are able to identify what the concept word is and what the concept word is not. Frustrational Reading Level: - correct answer The level at which a reader reads at less than a 90% accuracy (i.e., no more than one error per 10 words read). Frustration level text is difficult text for the reader. Generalization: - correct answer The ability to use a learned skill in novel situations. Grapheme: - correct answer A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). Graphic Organizers: - correct answer A visual framework or structure for capturing the main points of what is being read, which may include concepts, ideas, events, vocabulary, or generalizations. Graphic organizers allow ideas in text and thinking processes to become external by showing the interrelatedness of ideas, thus facilitating understanding for the reader. The structure of a graphic organizer is determined by the structure of the kind of text being read. Graphophonemic: - correct answer The relationship between letters and phonemes. Guided Oral Reading: - correct answer Instructional support including immediate corrective feedback as students read orally. Guided Practice: - correct answer Students practice newly learned skills with the teacher providing prompts and feedback.
High Frequency Irregular Words: - correct answer Words in print containing letters that stray from the most common sound pronunciation because they do not follow common phonic patterns (e.g., were, was, laugh, been). High Frequency Words: - correct answer A small group of words (300-500) that account for a large percentage of the words in print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. Homograph: - correct answer Words that are spelled the same but have different origins and meanings. They may or may not be pronounced the same (e.g., can as in a metal container/can as in able to). Homonym: - correct answer Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). Homophone: - correct answer Words that may or may not be spelled alike but are pronounced the same. These words are of different origins and have different meanings (e.g., ate and eight; scale as in the covering of a fish; and scale as in a device used to weigh things). Idiom: - correct answer A phrase or expression that differs from the literal meaning of the words; a regional or individual expression with a unique meaning (e.g., it's raining cats and dogs). Immediate Corrective Feedback: - correct answer When an error occurs, the teacher immediately attends to it by scaffolding instruction (i.e., gradual release of responsibility). Immediate Intensive Intervention: - correct answer Instruction that may include more time, more
scrutiny for reliability and validity. Teacher-made tests, end-of-unit tests, and running records are all examples of informal assessment. Informational Text: - correct answer Non-fiction books, also referred to as expository text, that contain facts and information. Initial Instruction: - correct answer First line of defense to prevent reading failure for all students. Instruction is provided in the whole group (class) and small group (differentiated) setting. A core reading program is the instructional tool used for initial instruction in Florida's Reading First initiative. Instructional design: - correct answer Instructional design in reading refers to the process of translating key learning objectives and goals into a delivery system to meet those goals. When we discuss the instructional design of a reading program, we are referring to the underlying framework of a reading program, the way the curriculum is constructed. Instructional Reading Level: - correct answer The level at which a reader can read text with 90% accuracy (i.e., no more than one error per 10 words read). Instructional reading level engages the student in challenging, but manageable text. Instructional Routines: - correct answer include the following sequence of steps: Explicit instruction Modeling Guided practice Student practice, application, and feedback Generalization Intensity: - correct answer Focused instruction where students are academically engaged with the content and the teacher and receive more opportunities to practice with immediate teacher feedback.
Intervention Instruction - correct answer is provided only to students who are lagging behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on one or more of the key areas of reading development. This type of instruction is needed by only a relatively small minority of students in a class. In some cases, students in 2nd and 3rd grade may have lagged so far behind grade level development of reading skills that very little content from the grade level comprehensive core program is suitable for them. In these cases, students may need to receive instruction guided by a comprehensive intervention program that is specifically designed to meet their specific needs while at the same time accelerating their growth toward grade level reading ability. Intervention Program: - correct answer Provides content for instruction that is intended for flexible use as part of differentiated instruction and/or more intensive instruction to meet student learning needs in one or more of the specific areas of reading (phonological awareness, phonics, fluency, vocabulary, and comprehension). These programs are used to provide targeted, intensive intervention for small groups of struggling readers. Invented Spelling: - correct answer An attempt to spell a word based on a student's knowledge of the spelling system and how it works (e.g., kt for cat). Irregular Words: - correct answer Words that contain letters that stray from the most common sound pronunciation; words that do not follow common phonic patterns (e.g., were, was, laugh, been). K-W-L: - correct answer A technique used most frequently with expository text to promote comprehension. It can be used as a type of graphic organizer in the form of a chart, and it consists of a 3-step process: What I Know (accessing prior knowledge), What I Want to Know (setting a purpose for reading), and What I Learned (recalling what has been read). Learning Communities: - correct answer A group in which educators commit to ongoing learning
Morpheme: - correct answer The smallest meaningful unit of language. Morphemic Analysis: - correct answer An analysis of words formed by adding prefixes, suffixes or other meaningful word units to a base word. Most Common Letter Sounds: - correct answer The sound that is usually pronounced for the letter when it appears in a short word, such as /a/ apple... Multisyllabic Words: - correct answer These are words with more than one syllable. A systematic introduction of prefixes, suffixes, and multisyllabic words should occur throughout a reading program. The average number of syllables in the words students read should increase steadily throughout the grades. Narrative Text: - correct answer A story about fictional or real events. Objectives: - correct answer Measurable statements detailing the desired accomplishments of a program. Oddities: - correct answer Vowels that are pronounced differently from the expected pronunciation (e.g., the "o" in old is pronounced /ō/ instead of the expected /o/. Onset and Rime: - correct answer In a syllable, the onset is the initial consonant or consonants, and the rime is the vowel and any consonants that follow it (e.g., the word sat, the onset is "s" and the rime is "at". In the word flip, the onset is "fl" and the rime is "ip").
Oral Language: - correct answer Spoken language. There are five components of oral language: phonology, morphology, syntax, semantics, and pragmatics. Orthographic Units: - correct answer The representation of the sounds of a language by written or printed symbols. Orthography: - correct answer A writing system for representing language. Outcome Assessment: - correct answer Given at the end of the year for two purposes. First, they can help the principal and teachers in a school evaluate the overall effectiveness of their reading program for all students. Second, they are required in Reading First schools to help districts evaluate their progress toward meeting the goal of "every child reading on grade level" by third grade. Schools must show regular progress toward this goal to continue receiving Reading First funds. Pacing: - correct answer The pace of a lesson should move briskly, but not so fast as to rush students beyond their ability to answer correctly. The purposes for a fast pace are to help students pay close attention to the material being presented, and provide students more practice time which increases the opportunity for greater student achievement, keeps students actively engaged, and reduces behavior management problems by keeping students on-task. Partner/Peer Reading: - correct answer Students reading aloud with a partner, taking turns to provide word identification help and feedback. Pedagogy: - correct answer How instruction is carried out or the method and practice of teaching. Phases of Word Learning: - correct answer Pre-alphabetic- Sight word learning at the earliest period. Children do not form letter-sound connections to read words; if they are able to read words at all, they do so by remembering selected visual features.
Phonogram: - correct answer A succession of letters that represent the same phonological unit in different words, such as "igh" in flight, might, tight, sigh, and high. Phonological Awareness: - correct answer One's sensitivity to, or explicit awareness of, the phonological structure of words in one's language. This is an "umbrella" term that is used to refer to a student's sensitivity to any aspect of phonological structure in language. It encompasses awareness of individual words in sentences, syllables, and onset-rime segments, as well as awareness of individual phonemes. Prefix: - correct answer A morpheme that precedes a root and that contributes to or modifies the meaning of a word as "re" in reprint. Prior Knowledge: - correct answer Refers to schema, the knowledge and experience that readers bring to the text. Progress Monitoring: - correct answer Tests that keep the teacher informed about the child's progress in learning to read during the school year. These assessment results provide a quick sample of critical reading skills that will inform the teacher if the child is making adequate progress toward grade level reading ability at the end of the year. Pronunciation Guide: - correct answer A key or guide consisting of graphic symbols that represent particular speech sounds. Prosody: - correct answer Reading with expression, proper intonation, and phrasing. This helps readers to sound as if they are speaking the part they are reading. It is also this element of fluency that sets it apart from automaticity. Rate: - correct answer The speed at which a person reads. Readability Level: - correct answer Refers to independent, instructional, and frustrational levels of text reading.
Reading Centers: - correct answer Special places organized in the classroom for students to work in small groups or pairs, either cooperatively or individually. Students work in centers while the teacher is conducting small group reading instruction. Each center contains meaningful, purposeful activities that are an extension and reinforcement of what has already been taught by the teacher in reading groups or in a large group. Reading centers offer students the opportunity to stay academically engaged as they apply the skills they have been learning. They are an excellent way for teachers to determine whether or not students know what they have been taught. It is important to develop a system and organize your classroom in such a way that you can provide feedback to students in a timely manner. Waiting until the end of the week to look at what students have worked on all week is not a productive use of instructional time, as students may have been practicing errors all week. Examples of Reading Centers: - correct answer Students practice phonics skills at the phonics center, sort word cards at the vocabulary center, and at the reading center, they read books, listen to taped books, record the reading of a book, and read in pairs. The reading center would contain a variety of books at various reading levels to meet the needs of all students. Other centers may consist of writing and spelling activities, pocket charts, white boards, magnetic letters to practice word building, sentence strips and word cards to create stories, sequencing activities with pictures, story boards, or sentence strips to retell a story that has been read. Some centers may be permanent; others will change according to the skills, books, and activities being currently addressed. It is recommended that teachers not bring in material from other content areas unless the activity from science or math, for example, specifically focuses on a skill that is being addressed in reading instruction. Reading centers require careful planning. Reading Fluency Prorating Formula: - correct answer When students are asked to read connected text for more than one minute or less than one minute, their performance must be prorated to give a fluency rate per minute. The prorating formula for this is the following: words read correctly x 60 ÷ by the number of seconds = Reading Fluency Score. Reading Vocabulary: - correct answer The words needed to understand what is read.
