Chapter 1: Becoming an Effective Teacher of Reading

The teacher reads a book aloud, often a big book, as a group of children follow along in the text

• Shared Reading

• Shared Writing

• Interactive Read Aloud

• Round Robin Reading

The ability to manipulate the sounds in words orally

• Shared Writing

• Pragmatics

• Phonemic Awareness

• Phonics

The distance between a child's actual developmental level and his or her potential level that can be reached with teacher scaffolding

• Writing Process

• Zone of Proximal Development

• Morpheme

• Guided Reading

An approach to measuring children's learning that's process-oriented, ongoing, and positive; in contrast to evaluation, which is product-oriented and judgmental; goal is to document children's growth, provide feedback, modify instruction when needed, and plan for future instruction

• Comprehension

• Phoneme

• Assessment

• Review

A Piagetian process in which learners create schemas because of new information or experiences

• Dialects

• Accommodation

• Assimilation

• Assessment

A Piagetian process in which learners modify or incorporate new information and experiences into existing schemas

• Assimilation

• Dialects

• Accommodation

• Assessment

Reading textbooks that are leveled according to grade

• Literature Focus Books

• Big Books

• Guided Reading

• Basal Readers

The phonological, semantic, syntactic, and pragmatic information that children rely on as they read

• Cueing Systems

• Metacognition

• Phonemes

• Schemas

Children's awareness of their own thought and learning process

• Pragmatics

• Schema

• Metacognition

• Assimilation

A written representation of a sound using one or more letters

• Morphemes

• Phonemes

• Graphemes

• Phonics