Teaching_Readers_of_English

430 Subject Index semantic mapping 310–11 semantic networks 290 previewing text 166–8, 201–4, 262 semantics 83, 285, 290, 310–11 production skills 215 shallow orthographies see transparent productive vocabulary knowledge 285, 289 proficiency assessments 326–7 orthographies progress assessments 327 short-answer tasks 354–6 punctuation 89–90 sinograms 9–11 purposes for reading 63, 165–6 skills see reading skills social and affective strategies 40 questioning (as reading strategy) 168, 178 sociocognitive view (reading processes) 28 Spanish 12, 83–4 radicals 82 specialized vocabularies 303–4 rational deletion exercises 348–9 specifications (reading assessments) 338 rauding 230, 293 SQ3R 168 readability 87–9, 230–1, 258–9, 339 standards (literacy) 58, 208, 337–8 reader response theory 32 strategies (L2 reading) 38–42, 69–71, readers see L2 readers reading aloud 68 123–4, 175–80, 291–6 reading assessment see assessment structure (text) 90–1, 95–6, 101, 105, 183, reading journals 363–4 reading materials 227–32; see also text 184 students 51–5, 121, 221–2; see also L2 selection reading processes 2, 13–14; bottom-up readers styles of learning 64–9, 123–4 metaphors 17–22; definitions 15–18; stylistic analysis 182–3 interactive metaphors 17–18, 27–32; L2 summarizing 185–6, 262–3, 357–8 readers 32–42; top-down metaphors summative assessments 328, 333 17–18, 23–7 surveying text 166–8, 201–4 reading skills 35–40, 291–6 sustained silent reading (SSR) 135, 218, reading strategies 38–42, 69–71, 123–4, 175–80, 291–6 223, 233; see also extensive reading; free reading–vocabulary connections 291–6; voluntary reading see also incidental learning syllabic orthographies 11, 80 reading–writing connections 188–9, 215, syllabus design 71–2, 116–17, 130–5, 252–3 155–7, 232–3, 259–61; see also receptive vocabulary knowledge 285, instructional planning 288–9 synonymy 81, 83 reliability (reading assessments) 329–30 syntax 84, 86–7, 96, 101, 182, 213–14 resources (for students) 218, 227–30 synthetic phonics 21–2 Respondus software 341, 354 systematic vocabulary work 304–6 response (as reading strategy) 178, 186 restricted-interaction model 30–1 tasks (reading assessments): constructed rich instruction 295–6 response 353–62; controlled response Roman alphabet 12, 82 341–52 rubrics 358–61 running words see tokens task-specific rubrics 359–60 Teacher’s Word Book of 30, 000 Words, The scales (rubrics) 358 scanning tasks 350–1 (Thordike & Lorge) 300–1 schema activation 163–4, 262 technological testing methods 363 schema development 164–5, 262 tests see assessment schemata 57–61, 119–21, 210–11, 212–13 test specifications 338 schema theory 26 text analysis tools 87–9, 94–5, 231 scoring rubrics 358–61 textbooks 135–9, 158–9 scripts see writing systems text cohesion 89, 96–7, 101, 104, 181–2 second language reading see L2 reading text selection 72, 92–8, 227–8, 230–2, self-assessment 367–9 260–1, 265–6, 269, 339 text structure 90–1, 95–6, 101, 105, 183, 184 textual elements 79–91, 98–106

time management 144 Subject Index 431 tokens 285–7 top-down metaphors (reading processes) tools 100–1, 102, 181, 296–313; and text selection 93–5, 100–1; vocabulary– 17, 18, 23–7 reading connections 291–6; word traditional students 121 knowledge 81–4, 100–1, 284–91 transparent orthographies 12–13 Vocabulary Levels Test 297 types (word knowledge) 287 Vocabulary Profiler (VP) 94–5, 169, 181 typography 89–90, 101–3, 105 washback 333–4, 360 Understanding Reading (Smith) 208–9 Whole Language movement (WL) 26–7, University Word List, A (Xue & Nation) 208–9 301 word cards 311–12 use (words) 285 word families 287–8 word form 285 validity (reading assessments) 330–1 word frequency lists 298, 299–304 Verbal Efficiency Theory (VET) 30–1, word knowledge 284–91 word meaning 83, 285, 290 34 word recognition 81–3, 99–100 visual learning styles 67–9 words (as textual units) 81–4, 285–8 visual-nonverbal learning styles 68 word use 285 visual-verbal learning styles 68 writing 5, 188–9, 215, 252–3 vocabulary: development 211, 283–4; writing systems 8–13 direct instruction 168–71, 181, 295–6, zone of proximal development (ZPD) 134, 304–13; incidental learning 211, 213–14, 228 250, 292–4; size 122, 296–9; teaching