SED 3820 and SEDM 5820 Key Terms and Ideas for Resource Notebook
Morrison, Spring 2012
Chapter 1
Response to Intervention (RtI)
Dyslexia
Bottom up approach
Top down instruction
Emergent literacy
Systematic instruction
Transactional Theory
Chapter 2
Three processes of memory: encoding, storage, and
retrieval
Working memory
Phonological memory
Associative learning
Attention
Directionality
Language impairment
Language delay
Rapid Automatic Naming (RAN)
Orthography
Learned helplessness
Self-efficacy
Lateralization
Evidence-based instruction
Phonemic awareness
Chapter 3
Formative assessment
Summative assessment
Zone of Proximal Development (ZPD)
Norm-referenced test
Criterion-referenced test
Chapter 4
Benchmark assessment
Curriculum based measurement
Frustration level reading
Independent level reading
Instructional level reading
Letter sound knowledge
Reading rate
Chapter 5
Decoding
Oral retell
Think aloud
Background knowledge
Nonsense words
Chapter 7
Concepts about print
Phonological awareness
Rhyme
Phoneme segmentation
Phoneme blending
Onset
Rime
Alliteration
Letter naming
Environmental print
Invented spelling
Alphabetics
Synthetic phonics
Analytic phonics
Consonant digraphs
Final consonants
Continuant sounds
Stop sounds
Short vowels
Open syllables
Final-e (magic e)
Unstressed syllables
Vowel digraphs
Whole-to-part approach
Part-to-whole approach
Role of dialect in teaching reading
Decoding strategies: semantic, syntactic, phonic
High-frequency words
Chapter 8
Fluency
Logography
National Reading Panel (NRP) Report
Oral fluency
Phonics
Syntax
Chapter 9
Syllabication
Morpheme
Prefixes
Suffixes
Roots
Context
Six types of syllables
Chapter 10
Vocabulary
SED 3820 and SEDM 5820 Key Terms and Ideas for Resource Notebook
Morrison, Spring 2012
Incidental approach
Systematic approach
Graphic organizers
Semantic mapping
Academic language
Items not clearly defined in the text
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Chapter 11
Schema
Mental model
Metagcognition
Main idea
Summarization
Elaboration strategies
Levels of questioning
Bloom’s taxonomy
Gradual release of responsibility
Making inferences
Reading comprehension
Chapter 12
Content area reading
Expository text
Narrative text
Chapter 15
Pace of instruction
Progress Monitoring
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Compare and contrast dyslexia and hyperlexia
Comprehensive Literacy Development
Paradigm
Why the National Reading Panel report should
be adopted with caution
List the elements of an intervention lesson
plan, in order
Difference between explicit and implicit
instruction
Distinctions between regular and intervention
reading instruction
Matthew Effect
Minimal pairs
Error analysis
Errorful learning
Errorless learning
Frequency of instruction
Intensity of instruction
Hyperlexia
Grammar
Grapheme
Language Matrix
Pragmatics
Scaffolding
Screening assessment
Social language
Academic language
Text structure