Chapter+7-Assessing+Reading

Chapter 7 Assessing Reading






= The Reading Process  =
 * == Theories: ==
 * === Adams’s Model of the Reading Process- Difficulty with phonological awareness. Includes four processing units that must work together for the system to work properly. The four processes are orthographic processor, phonological possessor, meaning processor, and the context processor. Works with diagnostic assessment and when one processes is weak the other one can make up for it. ===
 * === Chall’s Reading Stages- Bottom up model is emphasizing that reading is preceded from the text to the meaning and readers rely on word recognition. Top down is emphasized on using only prior knowledge and comprehension and not word recognition to figure out meaning. Stage 0 is the prereading stage is birth to age 6 when children understand about reading. Stage 1 is initial reading or decoding and involves learning use of letter-sound relationships to decode printed words not recognized immediately. Stage 2 is confirmation, fluency, and ungluing from print and students use it to confirm what they already know about word recognition. Stage 3 is reading for learning the new and is from 4th to 8th grade and is about the beginning of reading to learn. Stage 4 is multiple viewpoints and requires them to deal with a variety of viewpoints and to compare and evaluate information from variety of sources. Stage 5 is construction and reconstruction which is at the college level and is when students read articles and books in depth for their own purpose. ===
 * === Ehri’s Phases of Sight Word Development- During his confirmation, fluency, and ungluing from print stage the reader begins to develop automaticity in sight word vocabulary. Word’s become sight words through an analysis of the words orthographic structure. ===

= Phonological Awareness =
 * == // Language Awareness //  ==
 * == Word- the awareness that speech flow consists of words occurs at a very young age. ==
 * == Syllable- they are the easiest distinguishable units within words. Most acquire to segment words with minimal instruction. ==
 * == Onset and Rime- Component represents an intrasyllable level and is useful as an intermediate level of analysis between the syllable and the phoneme. ==
 * == Phoneme- phonemes are the smallest unit of sound. Differs from phonological awareness in that it applies to the relationship between phonemes. ==


 * == // Language Awareness Tasks //  ==
 * == Word oddity- requires child to recognize words as a unit of language and compare similarities and differences among three to four spoken words. ==
 * == Sentence segmentation- requires the child to listen to a sentence and count the number of words heard (tapping, clapping, or marching) ==
 * == Word segmentation- requires child to recognize the syllables in a spoken word. ==
 * == Sound matching- requires child to detect sound similarities in spoken words. (Hear four words and asked to match one) ==
 * == Blending- requires the child to combine two to four spoken word segments ==
 * == Word manipulation- requires the ability to delete a word segment and sat what is left ==
 * == Syllable splitting- requires the child to break off or isolate the first phoneme of a word or syllable and say the first phoneme or the remainder ==
 * == Phoneme segmentation- requires the child to hear a syllable and break it into its component phonemes ==
 * == Phoneme Manipulation- requires the child to add, delete, or move any designated phoneme and regenerate a word or nonword ==