Working Definitions for the Wiki

Based on NELP 2008 (pgs 42-43)

Variables- Definitions

Note: The possible limitations of the NELP report are that reading/literacy is such a complex, overlapping system that the panel could only test the components of literacy that lend themselves to testing. While the NELP panel's conclusions are based on academic research, and they will no doubt help future researchers as to uncover more viable facts about early literacy, the panel report gives the impression that teaching reading should be a fragmented exercise. This is problematic, as there are students at risk who know the letters and sounds of the letter, they know the meaning of the individual words, but they can't put the meaning together in order to actually comprehend the text. These students have all of the pieces but they can't see the whole picture. This website reinforces the value of reading instruction in a more holistic manner and offers many successful programs that have a positive history of helping parents promote early literacy.

American Educational Research Association.  (2010).  Educational Researcher, 39(4) pp.384.  Retrieved from http://er.aera.net
 

          LITERACY  is defined yesterday. . .

by Bormuth, John, R. (1973) reading involves more than just "word recog

nition behaviors" and should  inclue comprehending language, evaluation text for relevance and truth, and appreciating aesthetic qualities (p.17).

          LITERACY  is redefined. . .

by A. Luke and Freebody (2000) "Literacy is the flexile and sustainable mastery of a repertoire of practices with the texts of  tradition and new communication technologies via spoken, print, and multimedia " (p. 9) 

          LITERACY is defined in a multiliterate, multimedia world. . .

According to Michele Anstey and Bill Geoff (2006) Literacy is flexible and strategically responsible to changing literacies. It exhibits many skills, within a range of knowledge, and literate students understand what strategies are appropriate to use in a variety of situations (p.19).

• Alphabetic Knowledge-Knowledge of letter names or letter sounds.

• Arithmetic- Ability to perform mathematical operations, such as addition, subtraction or counting, and knowledge of numbers.

• Concept knowledge-Knowledge of general concepts, such as colors, comparatives, directions, materials, positions, quantities, relationships, sequences, shapes, sizes, social and emotional states, characteristics, textures and time.

• Concepts about print-Knowledge of print conventions (left-right, front-back) and concepts (book cover, author, and text).

• Decoding nonwords-Use of symbol sound relations to verbalize pronounceable nonwords (e.g. “gleap,” “taip,”).

• Decoding not otherwise specified-Use of symbol sounds relations to verbalize real words, pronounceable nonwords, or both.

• Decoding words-Use of symbol-sound relations to verbalize real words or use of orthographic knowledge to verbalize sight words (e.g., “have,” “give,” “knight”).

• Environmental Print-Ability to identify product or company name for common product or establishment (e.g., “Coke,” “McDonalds”).

• Invented spelling-Ability to use sound-symbol relations but not necessary orthographic rules to write words (e.g., “BK” for bike, “RM” for arm).

• IQ-Scores from full scale intelligence measures, such as the Wechsler Preschool and Primary Scales of Intelligence or Stanfor-Binet Intelligence Scale.

• Oral language-Ability to produce, comprehend, or both aspects of spoken language, including semantics, syntax, or both.

• Performance IQ-Scores from non-verbal subtests or subscales from intelligence measures, such as the Wechsier Preschool and Primary Scales of Intelligence or Stanford-Binet Intelligence Scale.

• PA-Ability to detect, manipulate, or analyze components of spoken words independent of meaning. Examples include detection of common onsets between words (alliteration detection) or common rime units (rhyme detection); combining syllables, onset rimes or phonemes to form words; deleting sounds from words; counting syllables or phonemes in words; or reversing phonemes in words.

• Phonological NOS-Phonological task with insufficient information provided to determine whether PA, phonological memory, or a combination.

• Phonological STM-Ability to remember spoken information for a short time period of time.

• Print awareness-Tasks combining elements of alphabetic knowledge, concepts about print, and protodecoding (beginning or early decoding).

• RAN letters or digits-Rapid naming of sequentially repeating random sets of letters, digits, or both.

• RAN objects or colors-Rapid naming of sequentially repeating random sets of pictures of objects Readiness-Composite measure including combinations of aspects of alphabetic knowledge, concepts of print, vocabulary, memory, and PA.

• Reading comprehension-Measures of comprehension of meaning of written language passages.

• Reading NOS-Measure of reading with insufficient information provided to determine whether Spelling-Ability to use sound-symbol relations and orthographic rules to write words using conventional spelling.

• Visual memory-Short-term recall of visually presented information (e.g., recall of object or shape presented to child).

• Visual motor-Ability to copy or draw figure or shape from a model.

• Visual perception-Ability to match or discriminate visually presented symbols.

• Writing or writing name-Ability to learn letters in isolation on request or write one’s own name.

     References 

American Educational Research Association.  (2010).  Educational Researcher, 39(4) pp.384.  Retrieved from http://er.aera.net

Anstey, Michele and Geoff Bull. (2006). Teaching and Learning Multiliteracies, changing times, changing literacy. International Reading Association Inc. and the Australian Literacy Educators Association, Kensington Gardens, SA. Australia.

Bormuth, John R. (1973-1974). Reading Literacy: Its Definition and Assessment. Reading Research   Quarterly, 9, 1. 

Krashen, Stepehen. (2002). Phi Delta Kappan. Bloomington: 83. 10. P. 748