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Participants in interpretive discussions are asked to interpret various aspects of texts or to hypothesize about intended interpretations using text-based evidence. Other types of discussion questions include fact-based and evaluative questions. Fact-based questions tend to have one valid answer and can involve recall of texts or specific passages.
Teachers should model these types of questions through "think-alouds" before, during, and after reading a text. When a student can relate a passage to an experience, another book, or other facts about the world, they are "making a connection". Making connections help students understand the author's purpose and fiction or non-fiction story. [33]
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests designed to evaluate key literacy skills among students in kindergarten through 8th grade, such as phonemic awareness, alphabetic principle, accuracy, fluency, and comprehension. The theory behind DIBELS is that giving students a number of quick tests, will ...
In literary criticism, close reading is the careful, sustained interpretation of a brief passage of a text. A close reading emphasizes the single and the particular over the general, via close attention to individual words, the syntax, the order in which the sentences unfold ideas, as well as formal structures. [1]
The texts do not stand alone in a reading classroom, and the type of text used influences how text is encountered and likely the instructional approach. [ citation needed ] Both decodable texts and whole language readers typically have levels to provide an indication of their reading difficulty.
A meta-analysis of 21 studies found that the F&P Text Level Gradient system did not lead to effective reading fluency interventions. [ 8 ] Matthew Burns, a reading researcher at the University of Florida, has studied assessments within the F&P Text Level Gradient system and found that they result in 54% total accuracy and correctly identify low ...