Reading

A phonics screener can MOST effectively aid teachers in: A. selecting texts at the students' instructional reading level. B. targeting word analysis instruction for each student. C. designing authentic phonics assessments. D. planning oral language instruction.

B. targeting word analysis instruction for each student. Targeting word analysis can help determine which specific skills students need practice with.

Which of the following sounds is considered to be the MOST challenging? /bl/ /e/ /oi/ /cl/

C. /oi/. Diphthongs like /oi/ are challenging. This is because students must make a new vowel sound based on two vowels that do not represent the sounds most closely associated with their individual vowel sounds

A first-grade teacher using a phonics through spelling approach would MOST LIKELY encourage students to use which of the following strategies? A. segmentation B. deletion C. blending D. Substitution

A. segmentation. A phonics through spelling approach encourages students to segment words into their individual phonemes and then write each

A kindergarten teacher places several picture cards in front of students and asks them to sort them into piles based on initial letter sound. They place the cards under the letter that matches each. This activity is designed to promote which of the following? A. phonemic awareness B. morpheme analysis C. letter-sound correspondence D. concepts of print

C. letter-sound correspondence

A fourth-grade teacher asks a reading specialist for ideas to help students build oral fluency. Which of the following strategies is the specialist MOST LIKELY to recommend? A. paired reading in heterogenous groups B. reciprocal teaching in homogenous groups C. think-alouds that promote metacognition D. cloze exercises completed independently

A. paired reading in heterogenous groups

Students with hearing impairments are MOST LIKELY to experience difficulties with which of the following components of oral language? A. phonological component B. semantic component C. syntactic component D. orthographic component

A. Correct. The phonological component of oral language refers to the way sounds make language.

A reading specialist observes a third-grade teacher giving a high-quality lesson on homophones. However, the teacher has planned a traditional fill-in-the blank spelling test as the only assessment of student learning after the lesson. What should the reading specialist recommend to help students generalize knowledge? A. Have students write a paragraph using several homophone pairs correctly. B. Include homophones as part of a class-wide oral spelling bee to encourage students to further study the words. C. Ask students to study a high-frequency homophone list for a few minutes each day at home. Extend the lesson by having students examine the morphology of the homophones.

A. Correct. Using homophones correctly allows students to apply what they have learned and see the connection to their own writing.B. Incorrect. A spelling bee is only related to spelling in isolation and does not help students generalize spelling knowledge.C. Incorrect. Studying homophones at home is only memorization and not using spelling skills or applying them in context.D. Incorrect. Studying homophones' morphology might deepen knowledge of them, but it is not directly related to application or generalization of spelling skills.

Students who do not make progress during reading-focused interventions as part of an RTI framework are A. referred for evaluation for special education services after the parents give their consent. B. referred to a language proficiency assessment committee for further evaluation after the parents give their consent. C. placed into a self-contained special education classroom for the next semester. D. placed into a grade below the one they are currently in.

A. Referred for evaluation for special education services after the parents give their consent.. Part of the goal of RTI is to determine the need for special education services and provide referrals as necessary.

Schools using positive behavior intervention and supports (PBIS) often teach and use active listening because it A. can limit misunderstandings. B. promotes tolerance for diversity. C. is part of the first tier of intervention. D. is part of the second tier of intervention.

A. can limit misunderstandings.

Which of the following is an example of Jerome Bruner's iconic mode of representation? A. A student reads the word "gardening" by sounding out each letter sound. B. A student learns how to swing a baseball bat after explicit instruction. C. A student sees a picture of a pizza and says the word "pizza." D. A student understands that the plus sign indicates two quantities being joined together.

C. A student sees a picture of a pizza and says the word "pizza." Knowledge stored in picture form demonstrates iconic mode.

A fourth-grade teacher asks a reading specialist to help her ELL students interact more with peers and build oral language proficiencies. Which of the following activities should the reading specialist suggest? A. the Frayer Model B. list-group-label C. think-pair-share D. predict-o-gram

C. think-pair-share

English language proficiency standards (ELPS) are best integrated into instruction by A. pull-out services focusing on language proficiency. B. lesson planning using the Universal Design for Learning (UDL). C. push-in services provided by paraprofessionals. D. investigative activities as part of Renzulli's Enrichment Triad Model.

B. lesson planning using the Universal Design for Learning (UDL).

Instruction to help young children develop letter-sound correspondence should primarily use which of the following? A. digraph charts B. lowercase letters C. uppercase letters D. consonant blend charts

B. lowercase letters. Most words are written in lowercase letters,

Using texts with alliteration can help young children develop which of the following? A. oral automaticity B. phonemic awareness C. pre-phonetic spelling D. digraph recognition

B. phonemic awareness. Recognition of repeated sounds is part of overall phonemic awareness.

A first-grade teacher asks a crying student to take a deep breath and then use her words to describe the problem. In addition to helping this student develop emotional regulation, the teacher is also teaching the student about which of the following? A. semantics B. pragmatics C. orthography D. phonology

B. pragmatics. The way we use language for a practical purpose.

A student who believes that the pictures in a book are being read as opposed to the words lacks which of the following? A. phonemic awareness B. print awareness C. oral language skills D. written language skills

B. print awareness

A reading specialist conducting a curriculum-based measurement (CBM) determines that a third-grade student is reading at a rate of 150 words correct per minute. What next step should the specialist take? A. refer the student for evaluation for special education eligibility B. recommend possible enrichment opportunities to the student's teacher C. place the student in a cohort for Tier 2 interventions aimed at developing fluency D. place the student in a cohort for Tier 3 interventions aimed at developing fluency

B. recommend possible enrichment opportunities to the student's teacher

A fourth-grade student is faced with the following sentence: She was green with jealousy. Which of the following word attack strategies is MOST LIKELY to help the student determine what the word "green" means in this sentence? A. using graphophonic cues B. using orthographic patterns C. using context clues D. using morphemic analysis

C. using context clues

Which of the following is a requirement for learning, according to Albert Bandura? A. motivation B. stimulus C. reward D. movement

A. motivation

A reading specialist is helping a sixth-grade reading teacher with strategies to integrate reading and grammar instruction. Which of the following strategies should the specialist recommend? A. combining instruction in pronouns with point of view B. combining instruction in diagramming sentences with making inferences C. encouraging students to critique the way authors create a mood through word choice D. encouraging students to fuse together sentences from a short story to make run-ons

A. combining instruction in pronouns with point of view

A reading specialist works with a sixth-grade teacher to create a binder of critical thinking activities and projects that advanced learners can use when they have completed their classwork. This is an example of A. enrichment B. acceleration C. compacting D. accommodations

A. enrichment

Peer review activities can be an effective part of the writing process when they A. occur within a structured framework. B. use homogenous grouping. C. encourage brutal honesty. D. take place without teacher assistance.

A. occur within a structured framework.

Students diagnosed with dyslexia most often have which of the following? A. phonological deficits B. fine motor skills delays C. speech impediments D. negative transfer

A. phonological deficits. Seventy to eighty percent of students with dyslexia have phonological deficits.

Which of the following reading comprehension strategies could also provide students with opportunities for socio-emotional learning (SEL)? A. reciprocal teaching B. procedure C. list-group-label D. embedded phonics

A. reciprocal teaching

A preschool teacher observes that an infant knows that an object still exists even when it is out of the child's view. This child is MOST LIKELY in which of Piaget's stages of cognitive development? A. sensorimotor B. preoperational C. concrete operational D. formal operational

A. sensorimotor (At around seven months of age, children develop object permanence.)

Which of the following types of sounds are MOST difficult for students to form? A. stop sounds B. vowel sounds C. phones D. allophones

A. stop sounds

A ninth-grade English teacher asks students to submit possible topics for their 2,000-word research papers. One student submits the topic of "television." What is the BEST feedback for the teacher to provide? A. think about how to narrow the focus B. develop a pro/con list based on the topic C. focus on gathering primary sources D. begin with an outline to guide drafting

A. think about how to narrow the focus

A second-grade teacher wants to build student writing skills as well help them develop basic skills in summarization. Which of the following activities BEST meets her goals? A. written retellings B. neurological impress C. shared writing D. word experts

A. written retellings (students retell a story they have read in a shorter form in their own words.)

A reading specialist is mentoring a first-year fifth-grade teacher on using assessment data effectively. After checking the results of a summative assessment on Greek and Latin roots, the specialist notes that fewer than 50 percent of students achieved mastery. What is the BEST action for the reading specialist to recommend to the teacher? A. reconfigure ability-based reading groups based on assessment results B. plan for reteaching and reinforcement of unit objectives C. refer low-performing students for more intensive interventions D. attend a professional development event on reaching reluctant learners

B. plan for reteaching and reinforcement of unit objectives. Since so many students did not meet learning objectives, reteaching and reinforcement are needed.

In teaching strategies for comprehension of nonfiction texts, students should be encouraged to A. ask for teacher assistance any time they come to a work they don't know. B. use various fix-up strategies such as using the glossary and text features. C. read at a faster rate than they would use for reading fiction texts. D. skim the text instead of reading it in its entirety.

B. use various fix-up strategies such as using the glossary and text features. Fix-up strategies help students comprehend texts independently and use different methods to do so.

While on a trip to the capitol, a fourth-grade students take several pictures and later organize them in sequence. They work together to draft and revise a story about the field trip. Which of the following strategies is being described? A. writing workshop B. language experience approach C. reciprocal teaching D. think-alouds

B. Correct. In the language experience approach, the class shares an experience and then writes about it.

Which of the following literacy-based classroom activities will also aid students in social development? A. choral reading B. writing conferences C. the Frayer Model D. Elkonin boxes

B. Correct. Writing conferences help students learn to give constructive feedback and be aware of others' feelings.

A reading specialist notes that the school has limited communication with parents regarding students' reading progress. Which of the following actions should the reading specialist take to improve the situation? A. Make a plan to meet with each student's family at least once per grading period. B. Create templates that teachers can use to quickly send home information to parents via email or in print. C. Hold a professional development event for teachers that emphasizes the importance of communication with parents. D. Meet with teachers who lack solid communication skills and plan a training that will give them techniques for active listening.

B. Create templates that teachers can use to quickly send home information to parents via email or in print. Templates help improve communications if the materials are already created and the technique is easy to use.

A reading specialist examining quantitative assessment data notes that school-wide, seventh-grade students are not meeting expectations in terms of vocabulary development. What is the BEST initial question the reading specialist might ask to help guide the course of action? A. Which seventh-grade teacher has the most innovative instructional methods? B. Does the seventh-grade reading curriculum include enough vocabulary practice? C. How many seventh-grade students are receiving special education services? D. What are some appropriate vocabulary word lists for seventh-graders?

B. Does the seventh-grade reading curriculum include enough vocabulary practice

A fifth-grade reading teacher assigns a nonfiction passage with the following statement: The state of California is the best place on earth. Which of the following critiques should students make of this statement? A. It is incorrectly written in the present tense. B. It makes use of unsupported hyperbole. C. It contains a bandwagon appeal. D. It includes a dangling modifier.

B. It makes use of unsupported hyperbole.

An eighth-grade teacher wants to create a lesson on identifying logical fallacies. This lesson would MOST LIKELY be included in a unit on which of the following topics? A. author's purpose B. rhetoric C. fiction D. main idea

B. Rhetoric. Rhetoric refers to techniques (effective or ineffective) used to influence readers.

What common pitfall should teachers consider when teaching stop sounds? A. Students may confuse /m/ and /n/. B. Students may overextend the sound. C. Students may invert the sound. D. Students may speak too loudly.

B. Students may overextend the sound. Students often draw out stop sounds: /guh/ instead of /g/, for example.

A reading specialist gives the same assessment to a second-grade student on two different occasions. On the first occasion, there was road construction noise outside the room. On the second occasion, there was no noise. What can be said about this situation? The student will perform significantly better on the second occasion. The first assessment may contain significant measurement error. The second assessment most likely lacks validity. The student will perform better on the assessment that followed the standard deviation.

B. The first assessment may contain significant measurement error. Measurement error refers to all the variations that impact performance, such as outside noise

A reading specialist notes that a second-grade student finds a story challenging to read independently but has more success with it during neurological impress. What can be said about this situation? A. The story is at the student's independent reading level. B. The neurological impress created a zone of proximal development. C. The neurological impress helped the student understand symbolic representation. D. The story is at the student's frustrational reading level.

B. The neurological impress created a zone of proximal development. The zone of proximal development is the difference between what students can do independently and what they can do with help.

How many morphemes does the word "painted" have? A. one B. two C. three D. four

B. Two (Paint + ed is two morphemes. Morphemes are the smallest units of meaning in words. Endings that indicate tense or singularity or plurality are considered morphemes.)

The word "threw" contains A. two syllables. B. a consonant blend and a semivowel. C. a consonant blend and a short vowel. D. a consonant blend and a long vowel.

B. a consonant blend and a semivowel. /thr/ is a consonant blend, and /w/ acts as a semivowel.

Words selected for spelling lists should be at the student's A. frustrational reading level. B. instructional spelling level. C. independent spelling level. D. instructional reading level.

B. instructional spelling level. Words at the instructional spelling level can be spelled with 40 - 90 percent accuracy.

A government and economics teacher asks the reading specialist for strategies to help students acquire and retain content-specific vocabulary words. Which of the following strategies is the MOST appropriate for the reading specialist to recommend? A. providing students with a thesaurus to refer to as they encounter new vocabulary B. teaching students some of the most commonly used roots and affixes for content-area C. encouraging students to read fiction texts on similar topics that feature content-area words D. giving students a brief refresher on the basics of the graphophonic cuing system

B. teaching students some of the most commonly used roots and affixes for content-area. Morphemes like "micro" and "macro" and many others can help students as they encounter content-area words.

When should universal screening as part of a response to intervention (RTI) framework occur? A. at the beginning of each school year B. three times a year C. in kindergarten and third grade D. in prekindergarten

B. three times a year

A reading specialist observes a prekindergarten student write the following on a piece of paper at the classroom's writing center: 3R TTT AB This student is MOST LIKELY in which of the following developmental stages of writing? A. scribbling B. transitional writing C. invented spelling D. preconventional

B. transitional writing. characterized by spaces between groups of letters that are the first attempt at writing words.

A fifth-grade teacher plans a lesson on digital dictionary skills. What type of vocabulary instruction is being provided? A. incidental vocabulary learning B. word-learning strategies C. semantic impressions D. semantic features analysis

B. word-learning strategies

Which of the following BEST illustrates an effective use of curriculum compacting? A. A student selects their own topic for a research paper. B. A student moves through the first two chapters of the textbook more quickly than peers. C. A student skips the first two chapters of the textbook because the student has mastered these skills. D. A student researches a solution to a global problem and presents the results to the class.

C. A student skips the first two chapters of the textbook because the student has mastered these skills.

Which of the following activities BEST assesses knowledge of letter-sound correspondence for kindergarten students? A. timing students as they recite the alphabet B. timing students as they read from a sight word list C. checking off known phonemes from a chart D. checking off known letter names from a chart

C. Checking off known phonemes from a chart. Students can use a letter-sound chart to check off each phoneme, or letter sound, they know.

A reading specialist is asked to observe a first-year fourth-grade teacher and provide feedback on a lesson. The teacher is working on a unit on adjectives and descriptive writing. She asks students to first describe an object in the room with as many words as possible orally in small groups. Each group then decides on the adjectives they like best and writes a paragraph that describes the object in detail. What feedback might the reading specialist give this teacher? A. Oral language and written expression should be taught in a distinct, separate unit. B. Written language should always take precedence over oral language and be undertaken independently. C. Helping students see the connection between oral and written communication is a well-thought-out strategy. D. Having students work together to produce written assignments will make grading challenging.

C. Helping students see the connection between oral and written communication is a well-thought-out strategy. (This positive feedback on the teacher's plan is appropriate and might help to boost the first-year teacher's confidence.)

Why has universal screening for reading difficulties become standard practice for most elementary schools? A. It allows for a more systematic process of selection of a reading curriculum. B. It provides further data to support the efficacy of phonics instruction. C. It can identify at-risk students for prompt early intervention. D. It allows paraprofessionals to take a more active role in reading assessment.

C. It can identify at-risk students for prompt early intervention.

A reading specialist observes the classroom of a sixth-grade English teacher who uses class discussion on controversial issues as a pre-writing technique to help students form opinions for persuasive essay topics. The reading specialist notices that the discussion gets very heated, and several students appear to have hurt feelings. What feedback might the specialist give the teacher? A. Avoid oral discussion of controversial issues, as sixth graders lack the socio-emotional competence to understand diverse perspectives. B. Pre-writing activities should be conducted individually and not cooperatively, as diverse perspectives obscure the intended focus. C. Set class-wide ground rules about appropriate language and interactions with peers who express diverse or contradictory perspectives. D. Focus the discussion on topics that students have no fixed opinion about so that perspectives will be less diverse and discussions less heated.

C. Set class-wide ground rules about appropriate language and interactions with peers who express diverse or contradictory perspectives.

A high school biology teacher is concerned that his students' lack of note-taking skills will affect their understanding of the subject matter. What should the reading specialist do? A. Observe his class and suggest how to make lectures more engaging. B. Encourage him to allow all students to audio-record lectures instead of taking written notes. C. Suggest that he give explicit instruction on note-taking, such as the Cornell method. D. Hold a professional development session for all teachers on digital note-taking technology.

C. Suggest that he give explicit instruction on note-taking, such as the Cornell method.

Which of the following behaviors would be most likely to be observed in a student with an orthographic processing deficit? A. The student struggles to spell words correctly. B. The student has advanced word recognition skills. C. The student lacks speed and accuracy when reading aloud. D. The student can decode well but lacks inferencing ability.

C. The student lacks speed and accuracy when reading aloud.

As part of an initial assessment for language learning supports, a student is asked to repeat certain words and sounds after the examiner. The student has trouble with /ch/ and /th/ sounds. What conclusion might be drawn from these results? A. The student has a disability related to speech and language. B. The student will be at high risk for a reading difficulty. C. The student's native language may not contain these phonemes. D. The student's native language may discourage standard articulation.

C. The student's native language may not contain these phonemes. If the student is having trouble repeating and mimicking specific sounds, this might mean these sounds are not present in their native language.

Which of the following statements is true about phonemes? A. They are the smallest units of meaning in words. B. They are letters that represent sounds. C. They represent a single sound. D. They represent multiple sounds.

C. They represent a single sound. Phonemes are sounds.

Which of the following statements is always true of response to intervention (RTI) frameworks? A. They are needed in all individual education programs (IEPs). B. They require an extended school day for participants. C. They use progress monitoring to determine effectiveness. D. They do not include students eligible for special education services.

C. They use progress monitoring to determine effectiveness. C. A key component of RTI is progress monitoring

Which of the following is an evaluative question that a student might ask while reading? A. How many pet cats did Celeste have? B. What might happen to Celeste's cats? C. What do I think about Celeste as a person? D. How old is Celeste?

C. What do I think about Celeste as a person?

A reading specialist is working with a small group of students on identifying theme. Which of the following self-guiding questions should the specialist have students ask themselves? A. What did I like best about this story? B. Why did I read this story? C. What is the author trying to teach me in this story? D. How is the author different from others I have read?

C. What is the author trying to teach me in this story?

A reading specialist is working with a high school English teacher to develop more rigorous assessment items. The goal is to write questions that fall within Benjamin Bloom's second level of understanding. Which of the following assessment items meets this cognitive level goal? A. What is the name for writing that tries to persuade others? B. Critique the following persuasive essay for its use of rhetorical conventions. C. Write a three-sentence summary of the persuasive essay. D. Create an outline for a persuasive essay.

C. Write a three-sentence summary of the persuasive essay.

A reading specialist is working with a group of students with specific word-reading difficulties (SWD). Which type of instructional intervention is MOST useful for these students? A. a focus on vocabulary knowledge and inferencing skills B. practice with synthesis and summarization C. explicit, systematic phonics instruction D. instruction aimed at increasing reading rate and prosody

C. explicit, systematic phonics instruction. Word-reading difficulties are best addressed with phonics since these students are struggling to decode on the word level.

A dramatic play center can promote which of the following? A. overall phonics learning B. knowledge of orthography C. expressive oral language D. practice with non-continuant sounds

C. expressive oral language

A student who reads the word "cute" as /cut/ might benefit from instruction in which of the following A. closed syllables B. open syllables C. graphophonic cuing D. syntactic cuing

C. graphophonic cuing. If the student used graphophonic cuing to understand the pattern of vowel + consonant + e = long vowel, that would help the student decode this word.

The main goal of providing students with an arsenal of word attack strategies is to A. increase oral fluency and prosody. B. develop automaticity through sight word awareness. C. improve decoding of unfamiliar words. D. decrease reliance on context clues.

C. improve decoding of unfamiliar words

A reading specialist observing a sheltered ESOL seventh-grade classroom notes that one student who has just arrived in class from Taiwan is not participating in many activities. What should the specialist recommend? A. intensive interventions aimed at phonological awareness B. social skills training for the classroom teacher C. making the student feel comfortable during the preproduction period D. changing the classroom layout to ease student interaction

C. making the student feel comfortable during the preproduction period. The student is likely in the preproduction period, or silent period, of second-language acquisition. This is normal and expected.

A reading specialist working with a small group of students uses a sample from a textbook that illustrates conventions of letter writing. This text is BEST described as which of the following? A. mnemonic device B. literary guide C. mentor text D. phonogram pattern

C. mentor text. A text that students use as a sample to aid in writing in a certain format, style, organization, or particular feature is a mentor text.

One possible disadvantage of the phonics through spelling approach is that A. students may segment words into phonemes. B. students may progress to spelling words beyond those they can read. C. not all words have a phonemic spelling. D. some words appear infrequently in texts.

C. not all words have a phonemic spelling.

Which strategy would a reading specialist recommend to a fourth-grade teacher who wants to help her students develop prosody? A. audio-assisted reading B. analytic phonics C. reader's theater D. reading workshop

C. reader's theater

Comparing a fiction and nonfiction text on the same topic can help students to do which of the following? A. increase overall knowledge of morphology B. develop skills in identifying logical fallacies C. recognize differences among genres D. modify prosody based on audience

C. recognize differences among genres

A reading specialist wants to get qualitative data on the efficacy of the school's current reading intervention program. Which method should the specialist use? A. aggregate results from criterion-referenced tests B. aggregate results from norm-referenced tests C. results of interviews with teachers D. results of oral reading inventories

C. results of interviews with teachers. Interviews would allow teachers to share their thoughts about the current program and would provide qualitative data.

A reading specialist selects a poem with the following lines to use in a small-group intervention with high school students: hungrily she gobbled down the creamy gravy thick and brown without a thought she munched so loud her teeth chomping violently drew a crowd This stanza can be used for instruction in which of the following? A. figurative language B. free verse C. sensory imagery D. alliteration

C. sensory imagery

A teacher brings in a nature magazine, a thesaurus, a novel, and a history textbook. As he holds up each text, he asks students why they might read each. This is MOST LIKELY an anticipatory set for a lesson on which concept? A. making inferences B. choral reading C. setting a purpose D. identifying text structure

C. setting a purpose. Helps students think about the purpose they will have for reading different types of texts.

Which of the following writing strategies would be MOST beneficial for students with physical disabilities that impact fine motor skills? framed paragraphs data dump shared writing interactive writing

C. shared writing. The teacher scribes for the students, making it a beneficial activity for students with physical disabilities that impact fine motor skills.

What is the most common pattern of syntax in spoken English? verb + subject + object preposition + verb + subject subject + verb + object object + preposition + verb

C. subject + verb + object

When initially teaching letter sounds, teachers should do which of the following? A. teach long vowel sounds first B. avoid teaching vowel sounds C. teach the most common sound the letter makes first D. refrain from having students repeat the sounds orally

C. teach the most common sound the letter makes first. Learning the most common sound a letter makes helps students begin sounding out words.

Writing instruction in preschool usually focuses on which of the following? A. semantics and morphology B. spelling remediation C. the alphabetic principle D. syntax and mechanics

C. the alphabetic principle. Students begin to understand that written language is part of a "code" in which letters stand for certain sounds that create meaning.

In working with students to develop overall comprehension, teachers should encourage them to adjust their reading rate based on which of the following? A. level of interest B. current grade level C. presence of rhyme D. text complexity

D. text complexity

Which of the following is an essential characteristic of effective guided storybook reading? A. students seated in a semicircle around the teacher with a specific place on a carpet B. a story that is narrated in the first-person point of view from the perspective of the protagonist C. a follow-up activity in which students draw a picture based on the climax of the story D. an interactive experience in which students are engaged in oral responses

D. An interactive experience in which students are engaged in oral responses. . Guided storybook reading can help students develop oral language skills as they craft responses.

A teacher hangs a poster in the classroom that says, "I before E except after C or when sounded like ay as in neighbor and weigh." This poster gives an example of A. a continuum of spelling. B. a graphophonic cue. C. a phonogram. D. an orthographic pattern.

D. An orthographic pattern - This is a common spelling convention, or orthographic pattern, present in English.

A student who does not make progress in both Tier 2 and Tier 3 reading interventions may be A. placed in a different classroom. B. given Tier 1 interventions. C. given texts at an independent reading level. D. referred for evaluation for special education services.

D. Correct. An RTI framework can be helpful in screening all students for possible special education services. After Tier 3 interventions, students may be referred for evaluation, with parental consent.

Which of the following is a disadvantage of relying solely on Lexile level to determine overall text complexity? It is not a standardized measure. It does not account for sentence complexity. It cannot be used for nonfiction and fiction texts. It is unable to detect background knowledge demands.

D. It is unable to detect background knowledge demands. A text might be written with accessible language and syntax, but the subject matter may require significant knowledge demands that would still make it challenging for young readers.

Research indicates that in beginning reading instruction, letter sounds should be emphasized over letter names. Which of the following statements supports this finding? A. Students will learn letter names without any explicit instruction. B. Letter names are better learned through song. C. Students will not become good spellers if they know letter names. D. Letter names are not necessary to learn to read.

D. Letter names are not necessary to learn to read. Knowing the sounds of letters, not necessarily their names, is essential in learning to read.

Samantha is a fourth-grade student with many friends who is liked by her classmates. She is struggling to meet grade-level expectations for reading. Her teacher, who believes in Howard Gardner's theory of multiple intelligences, wants to tell Samantha's parents something positive about her. Which of the following statements should the teacher make? A. Samantha has strong verbal-linguistic intelligence. B. Samantha has strong spatial-visual intelligence. C. Samantha has strong intrapersonal intelligence. D. Samantha has strong interpersonal intelligence.

D. Samantha has strong interpersonal intelligence.

Which of the following is an advantage of a phonics through spelling approach? A. Students read a variety of connected texts. B. Students spell words only at their independent reading level. C. Handwriting instruction is embedded within phonics and spelling instruction. D. Spelling instruction is embedded within reading instruction and is begun early.

D. Spelling instruction is embedded within reading instruction and is begun early.

During a conference, a parent asks the reading teacher to explain her daughter's score of seventy-seventh percentile on the Stanford Achievement Test. How should the reading teacher explain the score? A. The student answered 77 percent of the questions on the test correctly. B. The student outperformed 23 percent of other test takers. C. The student outperformed 77 percent of other test takers. D. The student performed equal to or outperformed 77 percent of test takers.

D. The student performed equal to or outperformed 77 percent of test takers.

A high school teacher wants to help students understand themselves better and apply some of what they have learned about themselves to their overall learning goals and education. Which of the following assessment instruments would be MOST useful for the teacher to use? A. an intelligence test such as the Stanford-Binet Intelligence Scales (SBS) B. a norm-referenced test such as the Wechsler Individual Achievement Test (WIAT-III) C. a criterion-referenced test such as the Partnership for the Assessment of Readiness for College and Career Assessment (PARCC) D. a personality test such as the Myers-Briggs Type Indicator (MBTI)

D. a personality test such as the Myers-Briggs Type Indicator (MBTI)

Which of the following would make the greatest impact on students' writing abilities? A. inviting professional writers to share their experiences with the B. class setting aside time each day for sentence diagramming and C. oral drill having students write only about topics they care D. about deeply allowing time for writing each day or during each class

D. allowing time for writing each day or during each class

A seventh-grade teacher wants to activate students' background knowledge before reading a nonfiction passage on space exploration. Which of the following activities BEST meets this goal? A. asking students to freewrite a story set in outer space with extraterrestrial characters B. having students construct a Milky Way galaxy out of construction paper and glitter C. having students think about careers of the future that may be possible because of space exploration D. asking students to write down three things they know about space exploration

D. asking students to write down three things they know about space exploration

Students who need help confirming inferences they have made from the text should do which of the following? A. reread the text B. determine the text structure C. critique the text D. cite evidence from the text

D. cite evidence from the text

A third-grade student reads a nonfiction passage orally at a rate of 140 words correct per minute. However, after reading, the student is unable to answer the following questions: What was the passage mostly about? What did you learn from the passage? Based on this informal assessment, what area of reading proficiency does the student need practice in? A. decoding B. automaticity C. prosody D. comprehension

D. comprehension

A teacher hears a student read the following sentence: I blow bubbles with my brother. The student sounds out the words "blow" and "brother" as: /b/ /l/ /ow/ and /b/ /r/ /o/ /th/ /er/ Which of the following skills should the teacher emphasize? A. phoneme deletion B. syllabication C. r-controlled vowels D. consonant blends

D. consonant blends. /bl/ and /br/ are consonant blends and should be pronounced as single sounds

A prekindergarten teacher jots down notes as she observes a group of students at a literacy center. Which of the following is the BEST description of this method of assessment? A. formal, standardized assessment B. formal, unstandardized assessment C. informal, standardized assessment D. informal, unstandardized assessment

D. informal, unstandardized assessment. Observational records are an informal assessment method and are not standardized. Standardized assessments are generally multiple-choice published instruments.

Poetry written in free verse would not be amenable to assessment items written to test identification of which of the following? A. figurative language B. sybolism C. tone D. meter

D. meter

A third-grade student makes the following word reading errors: Word in TextRecorded Response (written phonetically) hair her dirt dip sure soar This student would benefit MOST from instruction in which of the following? A. prosody B. consonant blends C. digraphs D. r-controlled vowels

D. r-controlled vowels

A ninth-grade student has completed a data dump pre-writing exercise with the topic of "autonomous vehicles." What should she do next? A. use her word list to prepare an outline B. think of synonyms for each of the words C. draft her essay using all the words D. select the best words from the list

D. select the best words from the list. After a data dump, students can refine their list by circling the most closely associated words or crossing out unrelated words.

A fifth-grade teacher gives students words from a story the class will read and then asks them to write their own story using these words. Which of the following strategies is the teacher employing? A. neurological impress B. predict-o-gram C. word experts D. semantic impressions

D. semantic impressions. Students using semantic impressions compare the story they have written with the story they have read.

A student who is able to easily determine the meaning of homographs has strengths in which cuing system? A. graphophonic B. orthographic C. pragmatic D. semantic

D. semantic. The student is likely able to determine the meaning of homographs based on context and the meaning of surrounding words. This refers to the semantic cuing system.

A third-grade student is always first to finish his independent reading work, but he consistently misses many comprehension questions at a DOK level of 2 or 3. Which of the following strategies should his teacher recommend? A. making better use of graphophonic cues B. using a dictionary when needed C. reading texts at the instructional level D. slowing down the reading rate

D. slowing down the reading rate. A a helpful fix-up strategy when comprehension breaks down, and it can increase comprehension of challenging parts of a text.

"Hyperlexia" is a term that describes students with reading deficits in which of the following areas? A. phonology B. processing speed C. orthographic patterning D. specific comprehension

D. specific comprehension

Which member of the multidisciplinary team is MOST LIKELY to provide interventions to students to improve oral language skills? special education teacher reading specialist educational diagnostician speech language pathologist

D. speech language pathologis

The word "bread" contains a vowel team because it has A. two vowels in sequence. B. both a long and a short vowel sound. C. a consonant blend in the onset. D. two vowels that make one sound.

D. two vowels that make one sound. The definition of a vowel team is two vowels that make one sound.