With whom does assessment data need to be shared?

teachers, administration, parents, and students

report cast doubts on the nature of word recognition instruction in basal reading programs and the process of change was

methodical changing every decade or more.

The Collect-Interpret-Apply approach was designed to help students read,

novels and narrative non-fiction

is a vital way for increasing vocabulary size.

Effective comprehension is the result of the interaction of the following elements:

the reader, the text, and the activity

The research on reading instruction, especially small group instruction suggests

that teacher should vary time and task depending on students’ needs.

A student’s answers to comprehension questions on an informal reading inventory

allow some insights into how the students was thinking.

One-on-one fluency instructional techniques include

simultaneous repeated reading and partner reading.

In teaching students to decode multisyllabic words, it is important to

make the strategic aspect of the strategy explicit to aid in transfer.

The nature of literacy in the today’s and tomorrow world is changing because

of the demands of the Internet and the digital world

Whole-group instruction

allows for teachers to model and expand on strategies.

Instruction differs from practice in that

instruction showing dont know how to do.. practice something know how to do

Which is not one of the steps in learning to read a known word?

writing the definition of the word.

Over the past four decades the reading ability of American students has

Stayed about the same but there is room for concern

The informal reading inventory like the QRI

allows the teacher a deeper look into the reading process.

Cunningham’s studied predictable texts and found that these books included

Repeated decodable words often.

After decoding and fluency, reading comprehension requires which major components:

Knowledge, strategies and motivation.

The main purpose of Response to Intervention is

to identify students who struggle provide them with appropriate instruction

Preparing students to take a standardized test is most effective when

focusing on a few discrete test taking skills.

To build students’ vocabularies requires many different components and experiences because,

word learning is a product of direct and indirect instruction.

are useful in learning new words.

Which of the following best represents the automatic stage of the original method of repeated reading?

The child reads with little effort, with few errors.

Norm-referenced tests

measures an individual’s standing relative to others.

What advantages do novels provide over passages and short stories?

Novels push the reader to think and connect over longer spans of time.

All of the following are comprehension strategies used by mature readers except:

answering teacher generated questions.

Readers use cognitive strategies

to solve comprehension problems

Recent, widely accepted research from the National Reading Panel and other sources on reading instruction indicates that

phonemic awareness facility with letter-sound correspondences are crucial.

In the primary grades the text used to develop reading comprehension should be.

High quality children’s literature.

Book levels, like Fountas and Pinnell, are

leading teachers to many unintended consequences

Students add to their reading, writing, speaking and listening vocabularies most effectively by

a combination of independent word and direct teaching of individual words.

Phonemic awareness refers to

knowledge that spoken words are composed of somewhat separable sounds.

In order to develop automaticity in reading, students need to

frequently read text at or below their reading level

children recording the sounds they hear in words

Read-alouds with young children build comprehension through

Exposure to new vocabulary and concepts

Progress monitoring students with curriculum-based measures allows teachers to

revise the intervention if it is ineffective.

Which word-learning task is the most difficult?

teaching a new word that represents a new concept.

The gradual release of responsibility moves from

modeling and explanation to practice and application.

26 letters and approximately 44 phonemes.

Which of the following is the least valuable in a print-rich environment?

posters purchased from a teacher-supply store

Read ability formulas measure.

Sentence complexity and vocabulary level

The advantages of decodable text include:

students being offered an immediate rationale for phonics instruction.

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READ 3310-110 Final Review

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Questions 100

Answers

1
With whom does assessment data need to be shared?
teachers, administration, parents, and students
teachers and parents
principals and administration only
teachers and administration
2
The following is not a component of an effective literacy curriculum
independent reading and reading response
phonics
vocabulary
worksheets
3
report cast doubts on the nature of word recognition instruction in basal reading programs and the process of change was
slow with change coming only thirty years later.
methodical changing every decade or more.
rapid, quickly incorporating new techniques.
resistant to change even up to the present.
4
The Collect-Interpret-Apply approach was designed to help students read,
poems
information articles
short stories
novels and narrative non-fiction
5
Wide reading
is only an effective method for vocabulary for more proficient readers.
does little to increase vocabulary size.
is done by most students.
is a vital way for increasing vocabulary size.
6
A strong vocabulary program requires all of the follow except
teaching students to use word learning strategies
extensive independent reading
regular vocabulary assessments
engaging discussions with a text read aloud
7
Effective comprehension is the result of the interaction of the following elements:
the reader and the worksheet
the text, the reader, and the author
the reader, the text, and the activity
the reader and the text
8
The research on reading instruction, especially small group instruction suggests
that all students need the same amount of time with the teacher.
that all weak readers need more focus on word recognition.
that teacher should vary time and task depending on students’ needs.
that only the strongest readers need focus on vocabulary.
9
A student’s answers to comprehension questions on an informal reading inventory
should be ignored in favor of standardized tests.
should always be graded right or wrong.
allow some insights into how the students was thinking.
are invalid because children cannot think aloud.
10
One-on-one fluency instructional techniques include
readers theater and echo reading.
choral reading and readers’ theater.
simultaneous repeated reading and partner reading.
modeling and fluency-oriented reading instruction.
11
In teaching students to decode multisyllabic words, it is important to
allow students to practice reading words only in isolation.
focus on the CVC pattern.
not isolate single words, but rather focus on words in context.
make the strategic aspect of the strategy explicit to aid in transfer.
12
The nature of literacy in the today’s and tomorrow world is changing because
critical skills are more vital than ever before.
in the contemporary world people will read less.
fewer people have the desire to read.
of the demands of the Internet and the digital world
13
Whole-group instruction
is effective only at the beginning of a reading block.
offers students instruction in phonics on their level.
allows for teachers to model and expand on strategies.
is an ineffective use of a teacher’s time.
14
Instruction differs from practice in that
instruction involves a repeated action while practice is not.
the practice involve showing student. something they already know how to do
instruction is from traditional perspective... sociocultural perspective
instruction showing dont know how to do.. practice something know how to do
15
Which is not one of the steps in learning to read a known word?
rehearsing the connection between print and pronunciation repeatedly.
wide reading in books that contain many repetitions of the word.
writing the definition of the word.
students looking at the word at the same time it is pronounced.
16
Over the past four decades the reading ability of American students has
new challenges especially reading digital text
Stayed about the same but there is room for concern
increased steadily except for African American students
declined significantly for all students
17
The informal reading inventory like the QRI
should be given to all students.
is a good way to monitor progress.
is an excellent summative tool at the end of the year.
allows the teacher a deeper look into the reading process.
18
Cunningham’s studied predictable texts and found that these books included
Too many decodable words.
Repeated decodable words often.
predictable text that taught word recognition.
Too few high-frequency words.
19
After decoding and fluency, reading comprehension requires which major components:
Conceptual and text structure knowledge.
Knowledge, strategies and motivation.
Comprehension and metacognitive strategies.
Setting a purpose and monitoring that purpose.
20
The main purpose of Response to Intervention is
to identify students who struggle provide them with appropriate instruction
to move students through all tiers of intervention quickly.
to allow struggling students to be instructed outside of the classroom.
to make the process of identifying special education students easier.
21
Preparing students to take a standardized test is most effective when
teachers emphasize competition.
focusing on a few discrete test taking skills.
focusing year-long instruction on the material to be presented in the text.
rote practice of test questions that mirror the test to be taken.
22
To build students’ vocabularies requires many different components and experiences because,
different age groups of children require different techniques.
different techniques are needed for different words.
word learning is a product of direct and indirect instruction.
All children are different and require differ kinds of instruction.
23
Prefixes
only exist in words which are related to Greek or Latin.
are useful in learning new words.
are infrequent in English words.
are too abstract to make them worthwhile learning in elementary grades.
24
Which of the following best represents the automatic stage of the original method of repeated reading?
The child reads words accurately, but hesitantly.
The child reads with little effort, with few errors.
The child reads quickly, but without comprehension.
The child reads slowly, but with few errors.
25
Norm-referenced tests
measures an individual’s standing relative to others.
compare a student’s performance against an absolute standard.
are included in many basal systems.
became popular in the 1960s for providing objective information.
26
What advantages do novels provide over passages and short stories?
Novel help to build students fluency and endurance.
Novels push the reader to think and connect over longer spans of time.
Novels come in more genres than to short stories.
None. The same strategies can be taught with both types of text.
27
All of the following are comprehension strategies used by mature readers except:
answering teacher generated questions.
determining what is important.
asking questions.
making inferences.
28
Informal reading inventories (IRIs) assess
a student’s decoding strategies and comprehension.
a student’s reading rate and fluency.
all of the above.
appropriateness of texts for individual students.
29
Readers use cognitive strategies
to improve fluency
to solve comprehension problems
for specific purposes
when skills break down
30
The teacher’s role in literature circles is generally that of
leader
note-taker.
facilitator
participant
31
Recent, widely accepted research from the National Reading Panel and other sources on reading instruction indicates that
the whole-word method has produced somewhat better results.
phonemic awareness facility with letter-sound correspondences are crucial.
there is no instructional difference due to method.
there is not enough statistical data to arrive at a conclusion.
32
The following are all effective pre-reading activities except:
activating prior knowledge
preteaching vocabulary
purpose setting
summarizing
33
In the primary grades the text used to develop reading comprehension should be.
Always at the students reading level.
Easy decodable text.
High quality children’s literature.
Consistently reflective of their culture.
34
Modeling and encouraging adept diction and the use of word play such as rhymes and puns are ways of
fostering word consciousness.
teaching meaningful word parts.
using context cues.
providing intensive instruction.
35
Book levels, like Fountas and Pinnell, are
a more precise measure for placing students.
leading teachers to many unintended consequences
firm guidelines for placing students in books.
only vague indications of the right books for students.
36
Elkonin boxes allow for students to practice
identifying letter-sound relationships.
responding to reading authentically.
segmenting words in sounds.
invented spelling.
37
Students add to their reading, writing, speaking and listening vocabularies most effectively by
using context clues for unknown words.
a combination of independent word and direct teaching of individual words.
memorizing weekly lists of vocabulary words.
listening to read alouds and books on tape.
38
Phonemic awareness refers to
knowledge that spoken words are composed of somewhat separable sounds.
knowledge about the letters that represent particular sounds.
knowledge about spelling patterns.
knowledge of the alphabet.
39
Choice in student learning is considered
an option for enrichment for certain students.
a powerful motivating tool.
appropriate within basal programs only.
detrimental to classroom management.
40
What type of text is mentioned as particularly useful in developing fluency in readers?
narrative nonfiction
series books
series books
predictable text
41
Wide reading relates to word recognition skills in that
B. it allows for comprehension practice.
C. it provides students opportunities to acquire word knowledge
A. it provides students opportunities to apply phonics knowledge
both a and c.
42
In order to develop automaticity in reading, students need to
frequently read text at or below their reading level
practice with word lists
respond to many questions
increase their attention capacity
43
Invented spelling is
conventional spelling of words.
children recording the sounds they hear in words
a discarded traditional method.
a misguided effort to build children’s self-esteem.
44
Read-alouds with young children build comprehension through
Exposure to new vocabulary and concepts
Modeling fluent reading and expression
Sharing of exciting authors.
Explicit teaching of comprehension strategies.
45
Progress monitoring students with curriculum-based measures allows teachers to
revise the intervention if it is ineffective.
assess students’ higher-order thinking skills.
work with smaller groups of students.
effectively utilize all specialists in the classroom.
46
Which word-learning task is the most difficult?
teaching a new term for a known concept.
clarifying the meaning of a known word.
teaching a new word that represents a new concept.
teaching students to read a word already in their oral vocabulary.
47
The gradual release of responsibility moves from
cooperative learning to individual learning.
guided reading to direct instruction.
phonics to whole-word learning.
modeling and explanation to practice and application.
48
In English there are
26 letters and approximately the same number of phonemes
32 letters and 40 phonemes.
26 letters and 50 phonemes.
26 letters and approximately 44 phonemes.
49
Which of the following is the least valuable in a print-rich environment?
anchor charts created by teachers and students
posters purchased from a teacher-supply store
published fiction and non-fiction books
material written by students
50
Read ability formulas measure.
Vocabulary level and paragraph structure
Students’ reading comprehension
Sentence complexity and vocabulary level
A score based on a Lexile scale
51
The advantages of decodable text include:
students being offered an immediate rationale for phonics instruction.
a text that offer opportunitie for application of comprehension strategies
making the purpose of reading explicit for all students.
their appropriateness for all students in a classroom.
52
Teaching for transfer allows students to
apply learning to novel situations.
learn cooperatively.
complete phonics worksheets.
exercise choice in reading.
53
Research supports that teaching phonics skills
results in minimal reading achievement gains.
is unnecessary, as most children will skills without formal instruction.
is beneficial when taught explicitly and systematically
is harmful, as formal instruction to dull children's interest in reading.
54
Scaffolding is
the way in which students perceive a task.
not particularly useful or effective.
an instructional model that supports learning.
a difficult concept for students to learn.
55
Teachers need to focus on assessment
when students show difficulty with material
throughout the year
at the end of the year.
at the beginning of the year.
56
A considerate text has,
Voice and audience appropriateness.
Unity and structure.
All of the above.
Coherence and voice.
57
Constructivism is a social construct because
all meaning from text is subjective
the social world influences the meaning we construct
social interaction is a condition for learning
social people tend to learn better
58
High stakes state assessments of reading have led to
a rigid curriculum in many schools.
significant reforms in American education.
more negative outcomes than positive.
more positive outcomes than negative.
59
Teachers can promote students’ comprehension development through
questions at the end of reading selections.
phonemic awareness activities
invented spelling
interactive read alouds.
60
Student-teacher conferences are a good way to.
assist only English learner and struggling readers.
explore students motivation and thinking more deeply.
push students to try harder.
conduct summative assessments.
61
Coaching for word recognition
involves focusing on multisyllabic words.
foster student knowledge of word analysis with the context of real reading
is detrimental to students’ word learning.
provides opportunities for explicit phonics instruction.
62
The recommended approach who are making progress in fluency whose rate are near/above the norm for their grade level is
tape-assisted reading.
partner reading.
repeated reading and echo reading.
silent reading of a wide variety of materials.
63
Fluency includes prosody, which is
speed and expression.
rate and accuracy.
appropriate reading level.
intonation, stress, and phrasing.
64
Cloze reading is a style of guided reading that
allows a wide range of interpretations.
works well with long text – novel and trade books.
should not be attempted with English learners.
minimizes the use of prior knowledge.
65
The English language
is not governed by any reliable phonetic rules.
has no particular letter sequences more likely to occur than others.
is highly structured and predictable
lends itself to a somewhat systematic analysis of words.
66
Effective student use of comprehension strategies leads to
decreased student motivation.
increased decoding abilities.
deeper understanding of the texts read.
more fluent reading.
67
By the time children leave kindergarten, it is most critical that they know
all the English phonemes
all the letters in the alphabet.
that letters represent sounds.
the difference between vowels and consonants.
68
The Frayer method of teaching new words that represent new concepts
is not as powerful as the semantic mapping method.
is a method used only for less skilled readers.
is more powerful but takes more time than other methods.
takes less time than the semantic feature analysis.
69
The scaffolded reading experiences includes the following:
pre-, during, and post reading activities.
discussion webs, story grammar, and KWLs.
knowledge development, guided questions and writing.
story maps, reading guides, and semantic weaving.
70
Children who have not developed phonemic awareness are
in need of drilling on the letters and sounds of the alphabet
in need of activities such as rhyming and segmenting sounds.
not yet ready for literacy instruction.. in confidence-building activities.
not yet ready for school and should wait another year to enter.
71
Whole class instruction plays the most prominent role in,
Reader’s workshop.
Guided reading.
Basal reading programs.
All of the approaches.
72
Grouping students for instruction is useful for all the following reasons except:
it increases student engagement
it allows the teacher to meet individual student needs
it allow the teacher to step away teaching and for student teach each other
it keeps students on task
73
The zone of proximal development
is an instructional technique that applies only to reading.
suggests that learning is not a social phenomenon.
the range within students can learn at a particular time in development.
outlines the topics that students can read about at different ages.
74
Another term for rime commonly used in curricular material is
phonogram
CVC
syllable
onset
75
Formative assessment is
an aid to teachers in guiding instruction.
administered when a student is not making adequate progress.
ineffective as a classroom procedure.
the assessment of students’ mastery at the end of the school year.
76
Repeated oral readings are most effective when texts are
on grade-level.
read aloud in a group.
slightly challenging.
easy and automatic.
77
Phonemic awareness is necessary for
speaking
listening
all of the above
reading
78
Qualitative measures of text complexity should consider the text activity relationship because,
because readability does not work in upper grades.
many texts can serve the same purpose.
the text should fit the purpose of the activity.
readers have a wide range of interests.Correct Answer
79
The call for balanced literacy was supposed to,
place equal emphasis on fiction and non-fiction.
balance teacher and students centered approaches.
end the phonics and whole word “reading wars.”
balance skills and meaning approaches.
80
Text coherence is most important when the reader’s prior knowledge of the topic is,
High compared to the demands of the text.
Not an important issue.
Weak compared to the demands of the text.
Totally consistent with idea in the text.
81
Which factor is the strongest predictor of children’s success in reading?
parents’ occupational status
whether or not the child attended preschool
number of books the child owns
phoneme segmentation ability
82
Reader-response theory suggests that
meaning is determined by the reader.
reading is a transaction between the reader and the writer
the reader comes to the text empty, hoping to be filled.
meaning is determined by the reader.
83
Teachers of English learners should
supply students with weekly word lists to study and learn.
establish a broad multi-pronged system for building word knowledge.
afford opportunities native language and English, but not read them yet.
build their oral vocabularies rather than their reading vocabularies.
84
Data driven instruction has generally made teachers
ignore some important parts of instruction.
confident in their ability to teach.
plan instruction in very logical ways.
efficient and predictable.
85
The negative aspects of Matthew Effects in reading
if good readers are offered strong comprehension instruction.
apply only to the youngest students in the classroom.
can be prevented if young readers are offered strict phonics instruction
apply only to the oldest student in the classroom.
86
The ultimate goal of word study instruction is
comprehension.
sight word reading.
effective decoding.
analogizing.
87
The validity of classroom-based assessments comes from
integrating formative and summative assessments.
establishing norms within the classroom.
integrating data from several sources and triangulating these measures.
regularly giving students pre and post-tests.
88
When identifying vocabulary to teach, all of the following should be considered except:
if the word’s meaning is able to be accessed by context
the utility of the word outside of the context of the text
the word’s necessity in the overall meaning of the text
the number of syllables in the word
89
When using the language-experience approach,
the teacher reads a range of genres to students.
the teacher reads her journal to the children.
the child dictates words to the teacher and then reads her own words.
students identify rhyming words.
90
After decoding and fluency, reading comprehension requires which major components:
Knowledge, strategies and motivation.
Setting a purpose and monitoring that purpose.
Comprehension and metacognitive strategies.
Conceptual and text structure knowledge.
91
Which of the following is not part of a literate environment?
students reading books in static groups based on their reading ability.
inviting places to read, write, and discuss ideas.
many books and magazines on different levels for different interests.
modeling of reading and the pleasure that it provides.
92
The smallest unit of meaning is a
phoneme
vowel
morpheme
syllable
93
All the following are processes skilled readers use to recognize words except:
contextual guessing
decoding
analogizing
sight word reading
94
The cognitive-constructivist view of reading supports that
reading is an active process
reading is a sequential process
there is only one true meaning of a text
all readers follow the same process in constructing meaning
95
When assessing the difficulty of a text, which factors are important to consider?
vocabulary and sentence structure
coherence and unity
length and elaboration
all of the above
96
Sight words are
low frequency words.
words instantly recognized.
only content words.
only function words.
97
Children are more motivated to read when they
chose books above their reading level.
answer questions about the books they read.
are allowed to choose what they read as often as possible.
practice reading skills in workbooks.
98
Which component is not considered when assessing fluency?
comprehension
rate
vocabulary
expression
99
Why did the Common Core State Standards initiate the focus on reading complex texts?
Complex text exposes student to better vocabulary words.
They felt that complexity pushes reader to think harder.
It was found that student did well college admission test read complex text
They felt that school books at all grade levels were too easy to read.
100
Which of these marks good fluency instruction?
Students do a lot of reading in non-taxing situations.
Teachers make students’ progress public.
Students do lots of round robin reading in groups.
Students read only easy material.

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