CSET - Subtest I (lit. portion)

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Anonymous
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220285
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CSET - Subtest I (lit. portion)
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2013-05-19 20:16:28
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reading language literature
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reading, language, lit portion of subtest I
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  1. grapheme
    smallest part of written language
  2. onset
    • initial consonant sound of a syllable
    • ex: sw- in the onset of swim
  3. rime
    • part of a syllable that contains the vowel and all that follows it
    • ex: -im is the rime of swim
  4. phoneme identity
    recognize the same sounds in different words
  5. phoneme blending
    • combining phonemes to create a word
    • students can read and write word
  6. phoneme deletion
    recognizing the word that remains when a phoneme is deleted/removed
  7. teaching phonemic awareness, particularly how to segment words into phonemes, helps children learn...
    how to spell
  8. what is the heart of phonemic instruction?
    relating sounds to letters
  9. systematic and explicit phonics instruction is most effective when...(2)
    • introduced early
    • taught to children from various social and economic levels
  10. systematic and explicit phonics significantly improves...(2)
    • k&1st word recognition and spelling
    • children's reading comprehension
  11. whole-word or meaning-based reading programs pay limited attention to...(2)
    • letter-sound relationships 
    • how to blend letters to pronounce words
  12. fluency is the bridge between ...
    word recognition and comprehension
  13. what substantially improves reading fluency, word recognition, speed, and accuracy?
    • repeated oral reading
    • w/guidance and feedback
  14. what two exercise methods help improve reading fluency?
    • students should hear models of fluent reading 
    • students should read orally from a text they can easily master
  15. vocabulary is important for (3) things
    • communicating effectively
    • learning how to read
    • reading comprehension
  16. how do children learn the meanings of most words?
    • indirectly
    • through everyday experiences by reading or hearing language
  17. three ways that children learn word meanings indirectly:
    • children engage in oral language daily
    • children listen to adults read to them
    • children read extensively on their own
  18. before reading, what helps students vocabulary and reading comprehension?
    teaching them new specific words so they understand them when they reach them in the new text
  19. word-learning strategies (3)
    • knowing how to use dictionaries, thesauruses, and other reference aids
    • knowing how to use info about word parts to figure out the word's meaning (affixes, root word, base word, etc.)
    • how to use context clues to determine word meaning
  20. Good readers are: (2)
    • purposeful - have a purpose for reading..whether its to learn a new skill or for entertainment or for a course req.
    • active - think actively using their experiences and knowledge to help them make sense of the text
  21. "thinking about thinking" or thinking about and having control over their reading is categorized as...
    metacognition
  22. knowing when you understand what you read and what you did not understand is categorized as...
    comprehension monitoring
  23. using what type of comprehension strategy do students have greater appreciation, understanding, and memory for stories...?
    recognizing story structure
  24. A synthesis of the important ideas in a text is called...
    a summary
  25. comprehension strategies are direct and typically include...(4)
    • direct explanation
    • modeling
    • guided practice
    • application
  26. cooperative learning involves students...
    working together as partners or in small groups on clearly defined tasks helping each other learn and comprehend
  27. the following are what kind of strategies:
    ask questions about the text
    summarize parts of text
    clarify words and sentences not understood
    predict what might occur next in the text
    comprehension strategies used in reciprocal teaching
  28. vgotsky believed
    • thought and language are not coordinated during the sensorimotor and preoperational stages
    • birth to age 6..thought and language develop independently
    • before age 6 or 7 language is primarily functional
  29. piaget is known for his four developmental stages:
    • (1) sensorimotor
    • (2) preoperational
    • (3) concrete operational
    • (4) formal operational
  30. what are the building blocks of language?
    morphemes
  31. what is the study of logical or grammatical structure of sentences?
    syntax
  32. what is the study of the meaning of language?
    semantics
  33. what is the study of how diff contexts and social setting impact the way language is used?
    pragmatics
  34. what is the study of longer spoken and written discourses such as verbal exchanges or written texts?
    discourse analysis
  35. norm-referenced tests are designed to ...
    • compare students
    • ex: Intelligence tests (IQ)
  36. criterion-referenced tests are designed to...
    • determine the degree to which an objective has been reached
    • ex: teacher-made tests
  37. SES stands for...
    socioeconomic status
  38. to regard with horror
    abhor
  39. an addition to an established group or collection
    acquisition
  40. to correct firmly but kindly
    admonish
  41. skillful or nimble in difficult circumstances
    adroit
  42. a foe or enemy
    adversary
  43. to do with the emotional or feeling aspect of learning
    affective
  44. open to many interpretations
    ambiguous
  45. absence of passion or emotion
    apathy
  46. the ability to gain from a particular type of instruction
    aptitude
  47. to affirm or certify
    attest
  48. to increase or add to
    augment
  49. to shore up, support
    bolster
  50. direct and outspoken
    candid
  51. a person who judges the morality of other; act on that judgment
    censor
  52. expression of disapproval, reprimand
    censure
  53. the act of ceasing or halting
    cessation
  54. concealed or secret
    clandenstine
  55. intellectually convincing
    cogent
  56. unaware self-satisfaction
    complacent
  57. nigh
    regarding space and time
  58. existing at birth but nonhereditary
    congenital
  59. argumentative
    contentious
  60. to make certain with other information, to confirm
    corroborate
  61. claim to acceptance or trustworthiness
    credence
  62. surface, not in depth
    cursory
  63. disastrous collapse
    debacle
  64. condition of decline/decay
    decadent
  65. to send around, scatter
    disseminate
  66. thinking that extends in many directions, is not focused
    divergent
  67. coercion
    duress
  68. from observation or experiment
    empirical
  69. a mystery or puzzle
    enigma
  70. uncertain, capable of multiple interpretations
    equivocal
  71. to speed up, facilitate
    expedite
  72. take max advantage of, perhaps unethically
    exploit
  73. coming from outside
    extrinsic
  74. a mockery
    farce
  75. marked by intense feeling
    fervent
  76. difficult to surmount
    formidable
  77. a noisy quarrel or a scrap
    fracas

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