Entry-level, monitoring of progress, and summative are the three purposes of this.

When students identify, practice, and manipulate phonemes they are demonstrating this.

Accuracy, reading rate, and prosody are components of this.

Listening, speaking, writing, sight, and meaning are five different types of this.

The three levels of this are literal, inferential and evaluative.

Along with direct, explicit, skills and strategy lessons, a comprehensive instructional program should also provide students with many opportunities for this.

Strategies used to teach this may include reading aloud to students, shared reading, environmental print, as well as having a print-rich environment.

A student who reads with appropriate pitch, response to punctuation and expression is demonstrating this.

A reader should be to comprehend a text if one has a developed meaning vocabulary, academic language knowledge and this third type of knowledge.

During this pre-reading strategy a teacher shows the students the illustrations in a book without reading the words.

These lessons are teacher-directed with the intent to teach students a specific reading skill or strategy.

In modeling letter sound correspondence and blending of phonemes a teacher is targeting what skill.

The ability to decode automatically which boosts comprehension is this.

Frequency, utility, and level of knowledge are 3 factors teachers can consider when choosing this.

Think-pair-share, literature circles, and questioning the author are examples of these.

Greater familiarity with language patterns, increased reading fluency and vocabulary, a wider knowledge of content, and motivation to read more, are all potential advantages of this.

These two types of vowels are neither long no short.

Reading rate is assessed by calculating the _______________.

Contextual redefinition, semantic maps, semantic feature analysis, and words sorts are strategies used to teach this.

A table of contents, index, glossary, or guide words may be found in this type of text.

The type of assessment that analyzes a student's miscues, graphophonemic, semantic, and syntactic errors.

Teachers can focus on frequently occurring syllable patterns and affixes and related orthographic patterns to differentiate instruction for these types of learners.

Weak word analysis, pausing to decode, lack of familiar vocabulary, and lack of prior knowledge are factors that may hinder this.

Using affixes and root words to determine meaning of words is known as this.

By having students write these, teachers can further support reading comprehension.