A listing of key terms and concepts to provide a better understanding of Iowa Reading Research Center content and a better understanding of literacy research in general.
Making meaning from text by using prior knowledge, understanding vocabulary and concepts, making inferences, and forming connections between critical ideas. Some examples of comprehension strategies include predicting, summarizing, identifying main ideas and details, visualizing, and understanding an author’s purpose and perspective.
Reading text at an appropriate pace/rate and with accuracy and expression to build understanding.
Formal and informal activities that motivate and support children as they work to become readers. These include reading aloud, reading together, choosing books, providing literacy-rich activities, and engaging in wide reading across a variety of genres, formats and settings.
Multi-Tiered System of Support (MTSS)
Also known as Response to Intervention (RtI), this is a process by which schools use data to identify the academic and behavioral needs of students, match student needs with evidence-based instruction and interventions, and monitor student progress to improve educational outcomes.
Speaking and listening skills are the foundation of literacy development in children. Oral language serves as the basis for written language.
A speech sound. It is the smallest unit of language and has no inherent meaning. Phonemic awareness involves hearing language at the phoneme level.
Phonics is a teaching and learning process based on applying knowledge of letter-sound correspondences and spelling patterns to learn to read written text.
The ability to identify, produce, and manipulate individual sounds in words. From birth, children begin to recognize the sounds of spoken language and develop an understanding of how sounds can be blended together, segmented, and manipulated.
Print awareness/concepts of print
A child’s understanding that print has a function. When developing print awareness children learn that print carries meaning, is organized in a specific way, and that there are rules for how one reads and writes.
Progress monitoring assessments
Routine checks of student learning, progress, and growth, administered to students to determine if they are benefiting from instruction or intervention. Progress monitoring is typically done once a week over a period of time to track the child’s progress on targeted reading skills.
The temporary assistance/support by the teacher to help students know how to do something, so that the student can complete a similar task alone. The Gradual Release of Responsibility model is an example of scaffolding.
The depth and breadth of the content to be taught at a specific grade level and the development of the content across grade levels.
The order in which the content should be taught for the best learning (building on past knowledge) within a grade level and across grade levels.
Common words used with high frequency in the English language. To develop into a fluent and efficient reader, a student must be able to recognize these words on sight, and read them instantly and automatically.
Universal screening assessments
A brief assessment that is done with all students in a grade-level or school to determine which students are on track for proficiency and which need additional, perhaps more intensive, instruction.
Oral vocabulary includes words and concepts understood through listening and speaking. Reading and writing vocabulary includes understanding and using words and concepts when reading and writing text.
Writing development includes a variety of skills along a continuum, from drawing, letter formation, and words and sentences to more sophisticated forms of writing that communicate ideas and convey information.