Part I

1.How does a reader's definition of reading (as discernible from the Burke Interview) affect the way he/she goes about reading? How might this give you clues as to what was going on with a middle school student's reading (make up a scenario if you need to)? If you have a tutee, talk in terms of what you learned from your tutee. How might different answers to the Burke Interview indicate different understandings of reading? How might teachers help students develop a useful definition of reading?

2. What are schema? How do they work in conjunction with transaction vs. transmission models/paradigms of learning? How is this connected with literacy?

3. Describe the three language cues/reading strategies used during reading? How does the reader use context (preceding or following) in connection with all three and how does the reader use all three systems together to read? Explain how miscue analysis can lead to both knowledge about a readers strategies and clues as to how to improve their reading.

4. In what ways do prior knowledge, knowledge about story structure, genre structure, mechanics, and textual conventions, reduce uncertainty and improve comprehension in reading? What strategies can teachers and students use to heighten this information as they go into the reading process?

5. How might you orchestrate literacy events in a middle school or high school setting to optimize the development of prediction and confirmation skills in the still developing reader?

6. Reading is a construction of meaning from text. How is it an active, cognitive, and affective process? How do environments rich in literacy experiences, resources and models facilitate reading development? In what ways might you make your classroom a rich environment for literacy?

7. When students don't have big vocabularies (many throughly entrenched lexical entries), reading is difficult because they cannot predict what a word or phrase will mean or be from the information they have in their lexicon? Explain this in relation to a student reading a sentence that you make up. In what ways can you expand a students' vocabulary in order to assist his/her reading.

Part II- Vocabulary

lexical access/ lexicon

orthography

miscue, miscue analysis

subvocalization

visualization

think aloud
grapho-phonemic cue
schema/schemata theory
syntactic cue
semantic cue
metacognition
basal reader/ chapter books
comprehension

reduction of uncertainty

questioning,

predicting,

sampling,

confirmation
semantic priming
discourse community
saccades and eye fixation

recursion
part-centered skills

whole language
shared reading
metacognition

efferent and aesthetic purposes

reciprocal reading- support in questioning, predicting, clarifying, and summarizing

uninterrupted sustained silent reading

direct instruction vs. scripted instruction

Part III-

You will be given a story to consider in terms of a variety of approaches to its teaching. You will be assigned one approach when the exam is handed out and will be asked to develop a twenty minute lesson focussing on one of the following approaches: reader response, character actions/dialogue, analyzing conflict, making predictions, constructing settings or social worlds, inferring rules or norms, thematic meanings (see Beers and Beach/Appleman, pp 131-136). You may use strategies suggested by Beers and/or by Beach/Appleman or any that you come up with on your own.

Final Examination

1. If tutored a student and if you had your tutoring experience to do over, what are the things that you would do differently? In what ways was the tutoring experience productive for your tutee? What did you learn from the experience?

OR: If you did a classroom inquiry, what things would you do differently in its planning and implimentation? Hopefully, we will learn what you learned in the actual presentation of the inquiry.

 If you did neither a classroom inquiry or tutoring, reflect on what you saw of reading instruction or the occurrence of reading in your apprenticeship class.

2. As an instructor, I have tried to model teaching techniques that are considered sound according to recent research in the teaching of literature and reading. Nevertheless, every learner is different. Use the sheet that describes different learning intelligences and analyze yourself using this guide. How did the methods used in this class affect your learning? What about you as a learner made some lessons/methods effective and some less effective? If all learners in the class learned the same way that you learn, what should be changed about the course to make it perfect for you. It is important that this isn't praise or criticism of the course (you will have another chance for that), but rather an analysis of your learning style and its relationship to the methods modeled.