Assessment Activity Chapter 16 by Kendra Penland

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Visual displays of information to help a student bolster comprehension and compose written material or study for tests.

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Visual representations of information in expository or narrative text (e.g., webs, charts, diagrams) to help readers focus on specific concepts and their relationship to other concepts.

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A graphic organizer that highlights different categories of content in narrative text.

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Term used in discussing reading comprehension strategies; students use the structure of the text (story) to aid in the recall of content to answer questions about the text (story).

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K-W-L stands for three basic cognitive steps that are often particularly challenging to students with learning disabilities but that are essential to reading comprehension:

K Accessing what I already Know about the topic (activating prior knowledge)

W Deciding what I Want to learn (setting a purpose for reading, including deciding what categories of information or ideas are likely to be discovered)

L Recalling what I Learned as a result of my reading (including integrating that new information with what I already know)

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Peer assisted learning is a research-supported cooperative learning strategy in which a higher performing student is paired with a lower performing student from the same class and they work together frequently as reading partners in highly structured sessions.

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Instructional approach in which students work together rather than compete to solve a problem or to complete a task.

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Formal schemes designed to improve memory, including using key words, chunking, rhyming, and visualizing. Arbitrary learning is more difficult for the student with dyslexia than learning that is related and logical, so devices such as mnemonic strategies for grouping needed facts are essential.

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Strategies to enhance learning by talking about content aloud.

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Question–Answer Relationships is a program designed to help students label the type of questions being asked and then, as they considered both the text and their prior knowledge before they answered a question, use this information to assist them in formulating answers. The strategy can also be used to generate questions.