Southall Ch 5-6
The effective teacher using a diagnostic approach
Does both c and b (combines diagnosis and instruction within authentic reading experiences. & helps students gain an appreciation of and interest in reading.)
Explicit reading instruction requires teachers to deliver lessons from a curriculum manual or script to be effective.
False
Students' achievement and non-achievement are directly due to the teacher
False
Teachers should not spend any direct instructional time with good readers
False
Teachers with unplanned instructional time in the classroom will not be effective in teaching students to learn to read.
False
The curriculum chosen for reading instruction is the most essential factor in determining success in learning to read.
False
The purpose of small group reading instruction is primarily to provide support to lower performing students.
False
Effective teachers tend to have a sense of purpose that is broad, which goes beyond the immediate events/requirements.
True
Norm-referenced and criterion-referenced tests are used for evaluation.
True
Student success in learning to read can be influenced by grouping practices
True
Teacher expectations often influence students' learning behavior.
True
Teachers are often evaluated based on student performance
True
Teachers need continuous professional development to effectively teach all students to learn to read.
True
Explicit instruction includes
a and b only (well-stated goals and activities to accomplish those goals. teacher assessment of students paired with prompt feedback.)
Criterion-referenced tests are developed
all of the above
Planning serves the purpose of
all of the above
Teachers' effectiveness in reading diagnosis and improvement is affected by
all of the above
objective testing
all of the above
Some tests have been prepared so that
all of the above are true.
Standardized tests are
all the above
Criterion-referenced tests
are concerned with the mastery of instructional objectives.
Teachers determine how to group students for the purpose of instruction in word recognition
based on a combination of formal and informal assessments.
Reliability of assessment is most concerned with
controlling the influence of outside factors on students' results.
All tests are equally suitable for all students.
false
Standardized tests should always be administered at the end of the school year.
false
Teachers using reading diagnosis and improvement must
have good reading skills and strategies.
Children's learning in school is influenced by
many variables
If teachers wish to use tests in their diagnosis and improvement practices, they must
recognize the limitations of tests
When considering the results from standardized tests, teachers
should be cautious in interpreting standardized test results.
From a variety of reading research studies, it appears that
teachers are very influential in students' learning to read.
The criteria below that is NOT used to determine a good test is
the test has been adopted by a district curriculum committee.
A test is one way to gather information to interpret when teachers have specific questions about students.
true
Locator tests are useful for beginning the standardized testing process.
true
Practice tests are intended to support validity.
true
Raw scores do not convey meaningful information about standardized test results.
true
Standardized & informal classroom assessment results together provide ideas for individualized instruction.
true
Standardized tests, whether they are norm-referenced or criterion-referenced, have limitations.
true
Validity is the most important criteria for determining a good test.
true
Effective grouping practices in reading instruction
vary according to the teacher's purpose for instruction.
