Learners in their beginning stages of writing. They are often young children engaged in experimentations with the written language, through scribbling for example, to convey a written message.
A form of spelling which assists the development of phonological awareness and is appropriate to the stages of spelling development (precommunicative, semi-phonetic, phonetic, and transitional). It is also referred to as invented or temporary spelling.
The act of describing what one has read, which can provide insight into the reader’s ability to engage with, understand, interpret, and draw conclusions from the text.
In IRIs, an examination into the type of signals that a reader mistakenly makes to discover a pattern as well as to ascertain whether the mistaken cues impact the meaning of the text.
The threshold at which a student can comprehend 75% of the content read aloud, which often serves as an indicator of a reader’s ability to comprehend oral language or for reading expectancy. It is also known as listening comprehension level.
An evaluation method in which a teacher determines which types of environments will provide students with the most meaningful and effective reading experiences.
The standard of reading ability at which students are challenged but not frustrated to allow them to read successfully in the ordinary teaching and classroom environment.
The standard at which a learner is able to read and comprehend without assistance from someone else comfortably.
A reading assessment that uses a uniform testing standard for each grade level.
The degree of clarity and sharpness with which an individual can see.