Reading 360 Quizzes

A. understanding how to incorporate explicit instruction within meaningful contexts

A comprehensive approach to teaching reading includes: A. understanding how to incorporate explicit instruction within meaningful contexts B. the ability to follow prescribed methods of teaching C. studying a few meaningful topics in depth D. All of the above

D. articulate the strategies he used when comprehension became difficult

A metacognitive reader is able to A. use phonics to sound out unknown words B. read every word accurately C. know the meaning of each word on the page D. articulate the strategies he used when comprehension became difficult

A. is a serious detriment to success in reading

A small vocabulary A. is a serious detriment to success in reading B. has little influence on success in reading C. can be remedied by direct instruction of unknown words D. is detrimental to success in reading only in the upper elementary grades

D. all of the above

A student's schema about the sun can help her learn about other stars because she A. use her previous knowledge to make sense of the new information B. makes inferences about other stars based on what she already knows about the sun C. predicts what might be in a passage about stars based on what she already knows about the sun D. all of the above

B. semantic webs, KWLs, and reading guides

Activities to support comprehension of expository text include: A. discussion webs, story grammar, and KWLs B. semantic webs, KWLs, and reading guides C. story maps, reading guides, and semantic weaving D. guided reading, questioning the author, and story maps

D. less proficient readers

Additional scaffolding is needed when working with A. post-reading activities B. narrative texts C. during reading activities D. less proficient readers

A. coarticulation

All the following are processes skilled readers use to recognize words EXCEPT: A. coarticulation B. contextualized guessing C. analogizing D. sight word reading

A. coarticulation

All the following are processes skilled readers use to recognize words excepts: A. coarticulation B. contextual guessing C. analogizing D. sight word reading

B. the teacher stops providing feedback to students

As a comprehension strategy unit progresses, the following changes must be made except: A. the teacher allows the students to do more of the work B. the teacher stops providing feedback to students C. the strategy is practices using more difficult texts D. the strategy is applied to authentic literacy tasks

C. construct meaning from both what is on the page and in their heads.

As described by the interactive model, readers A. combine letters to form words and words to form sentences B. pronounce the words on the page to get meaning C. construct meaning from both what is on the page and in their heads D. form hypotheses about the content and then sample the text to see if they are correct

C. construct meaning from both wha tis on the page and in their heads

As described by the interactive model, readers A. combine letters to form words and words to forms sentences B. pronounce the words on the page to get meaning C. construct meaning from both what is on the page and in their heads D. form hypothesis about the content and then sample the text to see if they are correct.

B. students' perceptions of the causes of success and failures in their learning.

Attribution theory focuses on A. teachers' strategies for working with struggling learners B. students' perceptions of the cause of successes and failures in their learning C. the creation of a literate environment that promotes student success D. the grouping of students for instruction

B. necessary to allow for effective comprehension

Automaticity in reading is A. a skill to be practiced in isolation B. necessary to allow for effective comprehension C. not necessary if students are in the primary grades D. important for students to read fast

C. that letters represent sounds

By the time children leave kindergarten, it is most critical that they know A. all the letters in the alphabet B. all the english phonemes C. that letters represent sounds D. the difference between vowels and consonants

A. are allowed to choose what they read as often as possible

Children are more motivated to read when they A. are allowed to choose what they read as often as possible B. answer questions about the books they read C. choose books above their reading level. D. practice reading skills in workbooks

C. in need of activities such as rhyming and segmenting sounds

Children who have not developed phonemic awareness are A. not yet ready for school and should wait another year to enter B. not yet ready for literacy instruction and should spend much of their time in confidence -building activities C. in need of drilling on the letters and sounds of the alphabet D. in need of activities such as rhyming and segmenting sounds

D. in need of activities such as rhyming and segmenting sounds

Children who have not developed phonemic awareness are A. not yet ready for school and should wait another year to enter B. not yet ready for literacy instruction and should spend much of their time in confidence-building activities. C. in need of drilling on the letters and sounds of the alphabet D. in need of activities such as rhyming and segmenting sounds

C. Fosters student knowledge of word analysis within the context of real reading

Coaching for word recognition A. involves focusing on multisyllabic words B. is detrimental to students' word learning C. fosters student knowledge of word analysis within the context of real reading D. provides opportunities for explicit phonics instruction

C. are deliberate and performed with intention

Comprehension strategies differ from comprehension skills in that strategies A. are performed with little conscious attention B. are unable to be explicitly taught C. are deliberate and performed with intention D. can be applied to a limited range of texts

B. segmenting words in sounds

Elkonin boxes allow for students to practice A. responding to reading authentically B. segmenting words in sounds C. invented spelling D. identifying letter-sound relationships

D. intonation, stress, and phrasing

Fluency includes prosody, which is A. speed and expression B. appropriate reading level C. rate and accuracy D. intonation, stress, and phrasing

B. give them challenges appropriate for their skills

For students who find school difficult, teachers should A. not encourage them to take risks B. give them challenges appropriate for their skills C. give them extra literacy homework D. let them work on their own

B. an aid to teachers in guiding instruction

Formative assessment is A. the assessment of students' mastery at the end of the school year. B. an aid to teachers in guiding instruction C. administered when a student is not making adequate progress D. ineffective as a classroom procedure

D. engaging in vocabulary activities before reading

Identify the characteristic that is NOT based on the top-down belief system: A. using context clues B. allowing a choice of reading materials C. less emphasis on correcting word errors D. engaging in vocabulary activities before reading

D. established level

If students have learned a word so that they are able to use the word in speaking and writing, they know the word at the A. production level B. acquainted level C. independent level D. established level

B. 26 letters and approx. 44 phonemes

In English there are A. 26 letters and approx. the same number of phonemes B. 26 letters and approx. 44 phonemes C. 32 letters and 40 phonemes D. 26 letters and 50 phonemes

B. students need to read widely in addition to basal selection

In Fluency-orientated reading instruction A. the focus is on rate and accuracy before comprehension B. students need to read widely in addition to basal selection C. reading instruction is focused on one basal reading selection for the week D. students work exclusively in small groups for fluency practice.

D. frequently read text at or below their reading level

In order to develop automaticity in reading, students need to A. practice with word lists B. increase their attention capacity C. respond to many questions D. frequently read text at or below their reading level

D. frequently read text at or below their reading level

In order to develop automaticity in reading, students need to A. practice with word lists B. increase their attention capacity C. responds to many questions D. frequently read text at or below their reading level

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

In teaching students to decode multisyllabic words, it is important to A. make the strategic aspect of the strategy explicit to aid in transfer B. allow students to practice reading words only in isolation C. not isolate single words, but rather focus on words in context. D. focus on the CVC pattern

D. all of above

Informal reading inventories (IRIs) assess A. appropriateness of texts for individual students B. a student's reading rate and fluency C. a student's decoding strategies and comprehension D. all of the above

D. instruction involves showing students how to do something they do not know how to do while practice is asking students to do something they already know how to do

Instruction differs from practice in that A. instruction is from traditional perspective while practice is from the sociocultural perspective B. practice involves showing students how to do something they do not know how to do while instruction is asking students to do something they already know how to do C. instruction involved a repeated action while practice is not D. instruction involves showing students how to do something they do not know how to do while practice is asking students to do something they already know how to do.

C. modeling how to look for cues and letting students practice using cues

Instruction on the use of context cues involves A. explaining that context cues always provide a meaning of the new word B. teaching the names of the various cues and testing students on this knowledge C. modeling how to look for cues and letting students practice using cues D. showing students how to find the exact meaning of the new word

A. children recording the sounds they hear in words

Invented spelling is A. children recording the sounds they hear in words B. a misguided effort to build children's self-esteem C. conventional spelling of words D. a discarded traditional method

A. fostering word consciousness

Modeling and encouraging adept diction and the use of word play such as rhymes and puns are ways of A. fostering word consciousness B. providing intensive instruction C. teaching meaningful word parts D. using context clues

D. are stories that usually recount events in chronological order

Narrative texts A. are superior to exposition B. have no single prototypic structure C. are lists, descriptions, and explanations D. are stories that usually recount events in chronological order

C. knowledge that spoken words are composed of somewhat separable sounds

Phonemic Awareness refers to A. knowledge about spelling patterns B. knowledge about the letter that represent particular sounds C. knowledge that spoken words are composed of somewhat separable sounds D. knowledge of the alphabet

A. reading

Phonemic awareness is necessary for A. reading B. listening C. speaking D. all of the above

D.. are useful in learning new words

Prefixes A. are infrequent in English words B. only exist in words which are related to Greek or Latin C. are too abstract to make them worthwhile learning in elementary grades. D. are useful in learning new words

B. different readers will have somewhat different interpretations of what they read.

Reader response theory suggest that A. all readers will arrive at the same meaning for what they read B. different readers will have somewhat different interpretations of what they read C. different readers will have completely different interpretations of what they read D. it is the teacher who should decide just which answer is correct

C. eagerly read a variety of written text with understanding

Reading instruction is successful when students A. are able to perform the individual skills of reading in isolation B. do well on the unit and standardized tests of reading comprehension C. eagerly read a variety of written text with understanding D. are in the top reading group

D. underlying skills such a phonemic awareness and facility with letter-sound correspondences are crucial.

Recent, widely accepted research on reading instruction indicated that A. there is no instructional difference due to method B. the whole-word method has produced somewhat better results C. there is not enough statistical data to arrive at a conclusion D. underlying skills such a phonemic awareness and facility with letter-sound correspondence are crucial.

D. underlying skills such a phonemic awareness and facility with letter-sound correspondences are crucial.

Recent, widely accepted research on reading instruction indicates that A. there is no instructional difference due to method B. the whole-word method has produced somewhat better results C. there is not enough statistical data to arrive at a conclusion D. underlying skills such a phonemic awareness and facility with letter-sound correspondences are crucial.

D. is an activity which involves both students and the teacher

Reciprocal teaching A. produces positive results only for primary grade students B. seeks to improve students' understanding of simple texts C. is a cooperative-learning procedure that does not involve the teacher D. is an activity which involves both students and the teacher

D. activating and building background knowledge

Recognizing culturally and linguistically diverse students is particularly important in A. building text-specific knowledge B. planning direction setting activities C. suggesting comprehension strategies D. activating and building background knowledge

D. is beneficial when taught explicitly and systematically

Research supports that teaching phonics skills A. is unnecessary, as most children will acquire these skills without formal instruction B. results in minimal reading achievement gains C. is harmful, as formal instruction in these skills is likely to dull children's interest in reading D. is beneficial when taught explicitly and systematically

B. some knowledge of the new concept

Semantic feature analysis is useful when students have A. no knowledge of the new concept B. some knowledge of the new concept C. more words to learn than they can learn independently D. already worked extensively with semantic mapping.

D. they allow students to create a visual representation of the text

Semantic maps are useful tools for comprehension because A. the map helps students see where a story takes place B. students can express their feelings about the text C. the teacher creates the map for the student D. they allow students to create a visual representation of the text

A. words instantly recognized

Sight words are A. words instantly recognized B. only function words C. only content words D. low frequency words

C. predictive and reliable

Standardized tests results are A. not valid forms of reading assessment B. always norm-referenced C. predictive and reliable D. useful in planning instruction for individual students

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

Students add to their reading, writing, speaking, and listening vocabularies most effectively by A. using context clues for unknown words B. listening to read alouds and books on tape C. a combination of independent word learning and direct teaching of individual words D. memorizing weekly lists of vocabulary words

D. All of the above

Successful reading experiences occurs when A. the reader understands what he reads B. the reader finds it enjoyable, entertaining, informative, or thought provoking C. the reader understands the reading act as a means to a larger goal D. all of the above

A. has been validated by research

Tape assisted reading in developing fluency A. has been validated by research B. has been proven to be less valuable than one-to-one repeated reading C. is not recommended for students below fourth grade D. is ineffective for struggling readers

D. interactive read alouds

Teachers can promote students' comprehension development through A. a phonemic awareness activities B. segmenting words in sounds C. invented spelling D. interactive read alouds

D. interactive read alouds

Teachers can promote students' comprehension development through A. phonemic awareness activities B. questions at the end of reading selections C. invented spelling D. interactive read alouds

D. All of the above

Teachers in primary grades should encourage children to use invented spelling because it helps them to A. make a connection between the sounds and the letters that make up the words B. write using more words than they can spell C. become better readers D. all of the above

C. establish a systematic word study for home and school

Teachers of English language learners should A. build their oral vocabularies rather than their reading vocabularies B. afford opportunities for students to listen to texts in their native language and English, but not read them yet. C. establish a systematic word study for home and school D. supply students with weekly word lists to study and learn

D. apply learning to novel situations

Teaching for transfer allows students to A. exercise choice in reading B. learn cooperatively C. compete phonics worksheets D. apply learning to novel situations

C. teaching fewer topics, but with greater depth

Teaching for understanding involves A. using authentic literature to teach reading B. following the five elements of reading instruction outlines by the NRP C. teaching fewer topics, but with greater depth D. completing all lessons outlines in a teachers manual

D. instruction from which many students can profit

Teaching students to use the dictionary is A. unnecessary beyond grade 6 or so B. detrimental to students' word consciousness C. an outdated practice D. instruction from which many students can profit

C. has been criticized for its rigid approach to reading instruction

The Directive Reading Activity A. is a new procedure for directing students through an expository text B. is an effective oral-reading practice C. has been criticized for its rigid approach to reading instruction D. provides a structure for which all reading selection instruction should follow

C. lends itself to systematic analysis of words

The English Language A. is highly structured and predictable B. has no particular letter sequences more likely to occur than others C. lends itself to systematic analysis of words D. is not governed by any reliable phonetic rules

C. is more powerful but takes more time than other methods

The Frayer method of teaching new words that represent new concepts A. is not as powerful as the semantic mapping method B. takes less time than the semantic feature analysis C. is more powerful but takes more time than other methods D. is a method used only for less skilled readers

A. reading is an active process

The cognitive-constructivist view or reading supports that A. reading is an active process B. there is only one true meaning of a text C. all readers follow the same process in constructing meaning D. reading is a sequential process

B. start where the child is

The first principle of word-study instruction is to A. apply word study skills in the context of reading B. start where the child is C. create journals D. end with multisyllabic words

A. worksheets

The following is not a component of an effective literacy curriculum A. worksheets B. phonics C. independent reading and reading response D. vocabulary

D. continually growing

The need for literacy in present-day society is A. reduced because of the widespread use of computers B. about the same as in much of the twentieth century C. defined at the eight grade level D. continually growing

C. identified the five elements of reading instruction supported by research

The report of the National Reading Panel has A. mandated the reading materials to be used by schools B. ultimately not had much impact on policy C. identified the five elements of reading instruction supported by research D. found the traditional principles of instruction to be outdated

B. morpheme

The smallest unit of meaning is a A. vowel B. morpheme C. phoneme D. syllable

C. combines assessment data into a consistent and understandable portrait

The teacher's logbook A. is a standardized method for assessing student writing performance B. is equivalent to a grade book C. combines assessment data into a consistent and understandable portrait D. is an alternative to assessment

A. guides students toward independent application of strategies

The traditional gradual release of responsibility is an instructional concept that A. guides students toward independent application of strategies B. involves cooperative learning for students to teach each other C. was a traditional principle that is no longer shown to be effective D. is teacher-centered

B. describes the range within students can learn at a particular time in development

The zone of proximal development A. outlines the topics that students can read about at different ages B. describes the range within students can learn at a particular time in development C. is an instructional technique that applies only to reading D. suggests that learning is not a social phenomenon

B. can help guide effective instruction

Traditional instructional principles A. have been replaced by more contemporary ones B. can help guide effective instruction C. shouldn't be challenged D. are largely child-centered

D. series books

What type of text is mentioned as particularly useful in developing fluency in readers? A. predictable text B. narrative nonfiction C. grade-level texts D. series books

B. providing practice in identifying the letter "o"

When a teacher asks students to circle all the words on a page that begins with "o" she is A. providing instruction in identifying the letter "o" B. providing practice in identifying the letter "o" C. scaffolding the students' efforts D. encouraging them to take responsibility for their learning

D. all of the above

When assessing the difficulty of a text, which factors are important to consider? A. vocabulary and sentence structure B. length and elaboration C. coherence and unity D. all of the above

D. both a and c

When children repeatedly attribute failure in reading to forces that are beyond their control, they A. are apt to be nervous, withdrawn, and discouraged B. work harder to overcome those difficulties C. are likely to fall into a learned-helplessness syndrome D. both a and c

C. consider the background knowledge and needs of the reader

When establishing reading purposes, teachers should A. never set a purpose for reading but let students set one B. always set multiple purposes C. consider the background knowledge and needs of the reader D. make the purpose a creative product for the student to create after reading

B. the number of syllables in the word

When identifying vocabulary to teach, all fo the following should be considered except A. the number of syllables in the word B. the utility of the word outside of the context of the text C. if the word's meaning is able to be accessed by context D. the word's necessity in the overall meaning of the text

A. interact with the pictures and story

When listening to an adult read a book, the child should be encouraged to A. interact with the pictures and story B. listen quietly showing courtesy C. memorize the story to answer comprehension questions D. playfully interact with other children nearby

C. choose a few key strategies to teach in-depth

When planning a year-long strategy instruction curriculum A. plan to teach all nine comprehension strategies in the school year B. teach exactly what your core reading program suggests C. choose a few key strategies to teach in-depth D. start the year with teaching inferencing

C. most of the words they encounter at the acquainted level

When reading, students need to know A. most of the words they encounter at the established level B. all of the words they encounter at the established level C. most of the words they encounter at the acquainted level D. 50% of the words they encounter at the established level

A. pay little attention to meaning

When students frequently read orally and face criticism for bring incorrect, they A. pay little attention to meaning B. learn to read the words fluently C. develop automatic recognition of words D. learn to use context as a means of word identification

D. all of the above

When students read fluently they typically read with A. accuracy B. expression C. comprehension D. all of the above

A. to coordinate the use of multiple strategies.

When teaching comprehension strategies, it is critical to teach students A. to coordinate the use of multiple strategies B. to use the strategy with every text they read C. to only use one strategy at a time D. to use strategies only with easy tasks

B. supported reading

Which activity is not a prereading activity? A. motivating and setting purposes for reading B. supported reading C. building text-specific knowledge D. relating the reading to students' lives

C. phonemes segmentation ability

Which factor is the STRONGEST predictor of children's success in reading A. parents' occupational staus B. whether or not the child attends preschool C. phoneme segmentation ability D. number of books the child owns

C. phonemes segmentation ability

Which factor is the strongest predictor of children's success in reading? A. parents' occupational status B. whether or not the child attended preschool C. phoneme segmentation ability D. number of books the child owns

C. studying a few meaningful topics in depth

Which is likely to be engaging and motivating for most students? A. worksheets that require rote learning B. grouping students by ability only C. studying a few meaningful topics in depth D. all of the above

B. writing the definition of the word.

Which is not one of the steps in learning to read a known word A. students looking at the word at the same time it is pronounced B. writing the definition of a word C. rehearsing the connection between print and pronunciation repeatedly D. wide reading in books that contain many repetitions of words

B. the child reads with little effort, with few errors

Which of the following best represents the automatic stage of the original method of repeated reading? A. the child reads words accurately, but hesitantly B. the child reads with little effort, with few errors C. the child reads slowly, but with few errors D. The child reads quickly, but without comprehension

C. Choral read

Which of the following is NOT TRUE of the reciprocal reading procedure? Students A. generate questions B. clarify issues C. choral read D. make predictions

C. parsing

Which of the following is not part of the constructivist/sociocultural perspective on learning? A. scaffolding B. the gradual release of responsibility C. parsing D. cooperative learning

C. Posters purchased from a teacher-supply store

Which of the following is the least valuable in a print-rich environment? A. published reading material B. material written by students C. posters purchased from a teacher-supply store D. anchor charts created by teachers and students

C. Students do a lot of reading in non-taxing situations.

Which of these marks good fluency instruction? A. students do lots of round robin reading in groups B. teachers make students' progress public C. students do a lot of reading in non-taxing situations D. Students read only easy material

C. teaching a new word that represents a new concept

Which word-learning task is the most difficult? A. teaching a new term for a known concept B. teaching students to read a word already in their oral vocabulary C. teaching a new word that represents a new concept D. clarifying the meaning of a known word

A. is among the best predictors of vocabulary size

Wide reading A. is among the best predictors of vocabulary size B. does little to increase vocabulary size C. is done by most students D. is only an effective method for increasing vocabulary for more proficient readers.

D. Both A & C

Wide reading relates to word recognition skills in that A. it provides students opportunities to apply phonic knowledge B. it allows for comprehension practice C. it provides students opportunities to acquire word knowledge D. both A & C

C. Affix. (prefixes & suffixes)

uncommon, unreliable, and uncomfortable are words that share a(n) A. phonogram B. morpheme C. affix D. word family