OAE090 - Foundations of Reading

What is a sonnet?

14 lines of iambic pentameter

Instructional Reading Level accuracy percentages

90-95

Independent Reading Level accuracy percentages

95-100

What is a limerick poem?

A limerick is a poem that consists of five lines in a single stanza with a rhyme scheme of AABBA

What is a maze test

A maze test is a specific type of cloze test

What is dysgraphia?

A specific learning disability related to writing; mainly with handwriting legibly and at age-appropriate speed.

What is a villanelle poem

A villanelle is a poem of nineteen lines, and which follows a strict form that consists of five tercets (three-line stanzas) followed by one quatrain (four-line stanza)

An ORF is: A. An Oral Reading Fluency assessment B. An Occasional Reading Function assessment C. An Oscar Reynolds Feinstein assessment D. An Overt Reading Failure assessment

A. An Oral Reading Fluency assessment

Which of the following first-grade students has attained the highest level of phonemic awareness? A. a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit B. a student who can orally segment the word wonderful into won-der-ful C. a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/ D. a student who can orally segment the word train into its onset and rime

A. a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit

A teacher can most effectively support first graders' development of rapid automatic word recognition by first teaching students how to: A. apply consistent phonics generalizations in common words. B. use context clues to determine the meanings of words. C. identify the constituent parts of multisyllable words. D. look up unfamiliar words in the dictionary.

A. apply consistent phonics generalizations in common words.

A second-grade teacher pairs students who are reading at approximately the same independent reading level for a partner- reading activity. During the activity, the two partners sit side by side and take turns reading aloud from a shared text. Over a period of several days, the partners read a large number of independent-level texts together. This activity is best designed to promote students': A. development of reading rate and automaticity. B. awareness of key aspects of prosodic reading. C. development of comprehension skills and strategies. D. awareness of new phonics elements.

A. development of reading rate and automaticity.

Students are paired together to read parts of a text out loud to each other. The students are coached to listen carefully for any mishaps in pronunciations, blends, and common word recognition. Research suggests that this type of activity can promote which of the following? A. increased alphabetic awareness B. increased comprehension skills C. increased reading fluency D. increased intrapersonal skills

A. increased alphabetic awareness

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who: A. needs help developing phonemic segmentation skills. B. is performing below grade-level benchmarks in reading fluency. C. lacks automaticity in word recognition. D. has difficulty sounding out phonetically regular one-syllable words.

A. needs help developing phonemic segmentation skills.

Which of the following statements best describes how oral vocabulary knowledge is related to the process of decoding written words? A. A reader applies decoding skills to unfamiliar written words in order to increase his or her oral vocabulary knowledge. B. A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written words. C. A reader must have extensive oral vocabulary knowledge in order to learn decoding processes. D. A reader's oral vocabulary knowledge is dependent on his or her development of strong decoding skills.

B. A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written words.

Which of the following types of assessments would best provide information about the comparative reading proficiency of students in an elementary school? A. a test of vocabulary development B. a norm-referenced survey test C. a reading miscue inventory D. a diagnostic portfolio

B. a norm-referenced survey test

A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first-grade teacher to consider when addressing the needs of this student? A. Are the target words in the student's oral vocabulary in English? B. Does the student's primary language have consonant blends? C. Can the student distinguish between short and long vowel sounds in English? D. Do the target words have cognates in the student's primary language?

B. Does the student's primary language have consonant blends?

"Coarticulation" affects: a) Blending awareness b) Phonemic awareness c) Sequencing d) Aural awareness

b) Phonemic awareness

Lewyn is an emergent reader. He strives to read road signs when traveling in the car with his mom. At breakfast, Lewyn likes to read cereal boxes. Which of the following most accurately describes Lewyn's experiences? A. Lewyn has a strong understanding of consonant digraphs and diphthongs. B. Lewyn enjoys reading environmental print. C. Lewyn has an older sibling that helped him learn how to read D. Lewyn is an emergent reader

B. Lewyn enjoys reading environmental print.

Which of the following is the most important reason for a fourth-grade teacher to assign a variety of high-quality trade books as a component of reading instruction? A. The themes typical of children's literature tend to reinforce students' development of literal comprehension skills. B. Reading across genres helps students develop an understanding of the structures and features of different texts. C. Simplified syntax and controlled vocabulary provide necessary scaffolding for students who are struggling readers. D. Reading diverse texts helps to promote students' development of phonological and phonemic awareness skills.

B. Reading across genres helps students develop an understanding of the structures and features of different texts.

At the end of each school day, a preschool teacher encourages the children to talk about the day's events. As the children describe each event, the teacher writes it on large block paper. Afterward, the teacher reads the list back to the class. This activity would contribute to the children's literacy development primarily by promoting their: A. basic understanding of the alphabetic principle. B. awareness that speech can be represented by writing. C. basic understanding of word boundaries. D. awareness of the relationship between syllables and the spoken word.

B. awareness that speech can be represented by writing.

Pointing out the title, beginning, middle, and end of a book to a group of preschool children before reading the book aloud to them contributes to their reading development primarily by promoting their: A. understanding of text directionality. B. development of book-handling skills. C. understanding of the concept of schema. D. development of literal comprehension strategies.

B. development of book-handling skills.

What is letter-sound correspondence

relies on the relationship between a spoken sound or group of sounds and the letters conventionally used in English to write them

A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by: A. helping them recognize distinct syllables in oral language. B. encouraging them to divide words into onsets and rimes. C. teaching them how to distinguish between consonants and vowels. D. promoting their awareness of letter- sound correspondence.

B. encouraging them to divide words into onsets and rimes.

A teacher shows a student pictures of familiar objects. As the teacher points to the first picture, she asks the student to name the object in the picture. Next, she asks the student to count on his fingers the number of sounds he makes as he says the word again. This activity is most likely to promote which of the following? A. understanding of the alphabetic principle B. phonemic awareness skills C. development of letter-sound correspondence D. word identification skills

B. phonemic awareness skills

A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the target spelling patterns and to engage in word sorts focused on previously taught spelling patterns. These types of activities are likely to promote students' reading proficiency primarily by developing their: A. knowledge of grade-level vocabulary. B. reading fluency with respect to accuracy. C. awareness of different types of morphemes. D. word recognition with respect to sight words.

B. reading fluency with respect to accuracy.

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to: A. count the number of words the child hears in a sentence as the teacher says the sentence. B. say the word cat, then say the first sound the child hears in the word. C. point to the correct letter on analphabet chart as the teacher names specific letters .D. listen to the teacher say boat and coat, then identify whether the two words rhyme.

B. say the word cat, then say the first sound the child hears in the word.

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students: A. recognize and understand sight words in a text. B. use knowledge of letter-sound correspondence to decode words. C. guess the meaning of unfamiliar words from their context. D. divide written words into onsets and rimes.

B. use knowledge of letter-sound correspondence to decode words.

Considerations of validity in test construction relate most closely to: A. how a particular examinee's test performance relates to a pre-established standard. B. whether the test questions effectively measure their specified content. C. how a particular examinee's test performance compares to the performance of other examinees. D. whether the test results are likely to be repeatable with a similar examinee test group.

B. whether the test questions effectively measure their specified content.

Caret, carrot, to, two, and too share something in common. They: A. Are nouns B. Are monosyllabic C. Are homophones D. Represent things in nature

C. Are homophones

Another name for a persuasive essay is: A. Dynamic essay B. Convincing essay C. Argumentative essay D. Position paper

C. Argumentative essay

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them: A. recognize different ways in which one sound can be represented in print. B. count the number of syllables in a written word. C. identify in spoken language separate sounds that can be mapped to letters. D. understand the concept of a silent letter.

C. identify in spoken language separate sounds that can be mapped to letters.

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? A. a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s) B. a student who listens to the words sing, ring, fling, and hang and can identify that hang is different C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/ D. a student who listens to the word magazine and can determine that it contains three syllables

C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

A preschool teacher is reading a story to his class. As he reads, he holds the book so the children can see the words and pictures while his finger follows the line of print. This activity would contribute to the children's reading development primarily by: A. promoting their development of letter recognition skills. B. helping them recognize phonemes that occur frequently in print. C. developing their awareness of left-to- right directionality. D. promoting their understanding of letter-sound correspondence.

C. developing their awareness of left-to- right directionality.

Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words? A. giving students opportunities to read literature that offers repeated exposure to predictable text B. prompting students to sound out the individual phonemes that compose multisyllable words C. encouraging students to compare the parts of new multisyllable words with known single-syllable words D. reinforcing students' recognition of high-frequency multisyllable words using drills and flashcards

C. encouraging students to compare the parts of new multisyllable words with known single-syllable words

A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins to "pretend read" the story. These behaviors suggest that the child most likely: A. has well-developed book-handling skills. B. knows where individual words begin and end. C. has developed an understanding that print carries meaning D. understands the concept of print directionality.

C. has developed an understanding that print carries meaning

Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who: A. have a relatively low level of phonological awareness. B. are beginning to develop systematic phonics skills C. have a relatively high level of phonemic awareness. D. are beginning to master the alphabetic principle.

C. have a relatively high level of phonemic awareness.

According to basic principles of research- based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first? A. ir B. kn C. th D. oi

C. th

What is a cultural load

Cultural load is concerned with how the relationship between language and culture can help or hinder learning

Which of the following best describes the relationship between word decoding and reading comprehension in a beginning reader's development? A. Decoding skills and reading comprehension skills tend to develop independently of one another. B. Reading comprehension skills directly facilitate the development of decoding skills. C. Development of decoding skills is secondary to the development of reading fluency and comprehension skills. D. Rapid automatic decoding skills help facilitate development of reading fluency and comprehension.

D. Rapid automatic decoding skills help facilitate development of reading fluency and comprehension.

Which of the following provides the best rationale for incorporating spelling instruction into a first-grade reading program? A. Spelling promotes phonemic awareness by teaching students to break words into onsets and rimes. B. Spelling facilitates vocabulary development by introducing students to new words. C. Spelling simplifies the reading process by focusing students on a limited set of decoding rules. D. Spelling supports word recognition by helping students learn and retain common phonics patterns.

D. Spelling supports word recognition by helping students learn and retain common phonics patterns.

Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who are having difficulty: A. internalizing the alphabetic principle. B. recognizing that print carries meaning. C. understanding the relationship between spoken and written language. D. developing letter formation skills.

D. developing letter formation skills.

A kindergarten teacher hangs labels on key objects in the classroom, puts up posters that include words and captions, and always has a big book on display for the children's use. This kind of classroom environment is most likely to help promote children's: A. recognition that words are composed of separate sounds. B. recognition of high-frequency sight words. C. development of automaticity in word recognition. D. development of an awareness of print.

D. development of an awareness of print.

A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely: A. is ready to learn the concept of letter- sound correspondence. B. is beginning to develop awareness that words are made of distinct phonemes. C. has a basic understanding of the alphabetic principle. D. has grasped the idea that the function of print is distinct from that of pictures.

D. has grasped the idea that the function of print is distinct from that of pictures.

What happens in a cloze test

In a cloze test, words are deleted and the reader must supply the missing words using contextual clues and vocabulary that is familiar

Frustration Reading Level accuracy percentages

Less than 90

What is the emergent literacy theory

Literacy development starts at birth and is ongoing Children's literacy ability correlates closely with literacy environment

what is strategy instruction

Strategic instruction involves teaching a methodic approach to solving a reading problem. It consists of strategies done in steps which aid the reader in eliminating incorrect responses.

What is segmentation?

The ability to separate the sounds of a word

What does an ORF do?

This assessment measures the words correct per minute (WCPM) by subtracting the number of errors made from the total number of words orally read in a one- to two- minute period of time. It is used to find a student's Instructional reading level, to identify readers who are having difficulties, and to track developing fluency and word recognition over time.

What is syntactical awareness?

Understanding the underlying structure of a sentence is key to understanding meaning

What is a semantic map?

a structure of information in a graphical form. These maps are also called graphic organizers

What is expository writing?

a text that explains, tells, and gives information

What is a sestina?

a complex, thirty-nine-line poem featuring the intricate repetition of end-words in six stanzas and an envoi

what is predictive analysis

a form of advanced analytics that encompasses a range of statistical techniques and makes predictions about the future or other unknown events based on the information provided

What is a narrative?

a spoken or written account of connected events; a story.

When working with English Language Learners, the teacher should: a) Avoid idioms and slang, involve students in hands-on activities, reference students' prior knowledge, and speak slowly b) Speak slowly, use monosyllabic words whenever possible, repeat each sentence three times before moving to the next sentence, and employ idioms but not slang c) Use monosyllabic words whenever possible, repeat key instructions three times but not in a row, reference students' prior knowledge, and have students keep a journal of new vocabulary d) Have students keep a journal of new vocabulary, reference students' prior knowledge, speak slowly, and involve students in hands-on activities

a) Avoid idioms and slang, involve students in hands-on activities, reference students' prior knowledge, and speak slowly

Components of "explicit instruction" include: a) Clarifying the goal, modeling strategies, and offering explanations geared to a student's level of understanding b) Determining the goal, offering strategies, and asking questions designed to ascertain whether understanding has been reached c) Reassessing the goal, developing strategies, and determining whether further reassessing of the goal is required d) Objectifying the goal, assessing strategies, and offering explanation geared toward a student's level of understanding

a) Clarifying the goal, modeling strategies, and offering explanations geared to a student's level of understanding

Syllable types include: a) Closed, open, silent e, vowel team, vowel-r, and consonant-le b) Closed, open, silent, double-vowel, r, and le c) Closed, midway, open, emphasized, prefixed, and suffixed d) Stressed, unstressed, and silent

a) Closed, open, silent e, vowel team, vowel-r, and consonant-le

Collaborative Strategic Reading (CSR) is a teaching technique that depends on two teaching practices. These practices are: a) Cooperative learning and reading comprehension b) Cooperative reading and metacognition c) Reading comprehension and metacognition d) Cooperative learning and metacognition

a) Cooperative learning and reading comprehension

Editing involves: a) Correcting surface features such as sentence fragments, spelling, and punctuation b) Fine-tuning the underlying structure of the piece to make the theme stand out c) Reconsidering ideas, adding or subtracting information, and changing the underlying structure d) Adding illustrations, charts, and other useful addenda

a) Correcting surface features such as sentence fragments, spelling, and punctuation

A third grader knows he needs to write from left to right and from top to bottom on the page. He knows what sounds are associated with specific letters. He can recognize individual letters and can hear word families. He correctly identifies prefixes, suffixes, and homonyms, and his reading comprehension is very good. However, when he is asked to write, he becomes very upset. he has trouble holding a pencil, his letters are very primitively executed, and his written work is not legible. He most likely has: a) Dysgraphia b) Dyslexia c) Dyspaxia d) Nonverbal learning disorder

a) Dysgraphia

It is the beginning of the school year. To determine which second-grade students might need support, the reading teacher wants to identify those who are reading below grade level. She works with students one at a time. She gives each child a book at a second-grade reading level and asks the child to read out loud for two minutes. Children who will need reading support are those who read: a) Fewer than 100 words in the time given b) Fewer than 200 words in the time given c) More than 75 words in the time given d) The entire book in the time given

a) Fewer than 100 words in the time given

All members of a group of kindergarten students early in the year are able to chant the alphabet. The teacher is now teaching the students what the alphabet looks like in written form. The teacher points to a letter and the students vocalize the correspondent sound. Alternatively, the teacher vocalizes a phoneme and a student points to it on the alphabet chart. The teacher is using ______________ in her instruction. a) Letter-sound correspondence b) Rote memorization c) Predictive analysis d) Segmentation

a) Letter-sound correspondence

Phonological awareness activities are: a) Oral b) Visual c) Both A and B d) Semantically based

a) Oral

A class is reading The Heart Is a Lonely Hunter. The teacher asks students to write a short paper explaining the story's resolution. She is asking them to locate and discuss the story's: a) Outcome b) Highest or most dramatic moment c) Plot d) Lowest point

a) Outcome

Which assessment will determine a student's ability to identify initial, medial, blended, final, segmented, and manipulated 'units'? a) Phonological awareness assessment b) High-frequency word assessment c) Reading fluency assessment d) Comprehension quick-check

a) Phonological awareness assessment

Research indicates that developing oral language proficiency in emergent readers is important because: a) Proficiency with oral language enhances students' phonemic awareness and increases vocabulary b) The more verbally expressive emergent readers are, the more confident they become. Such students will embrace both Academic and Independent reading levels c) It encourages curiosity about others. With strong oral language skills, students begin to question the world around them. The more they ask, the richer their background knowledge d) It demonstrates to students that their ideas are important and worth sharing

a) Proficiency with oral language enhances students' phonemic awareness and increases vocabulary

An understanding of the meaning of prefixes and suffixes such as dis, mis, un, re, able, and ment are important for: a) Reading comprehension b) Word recognition c) Vocabulary building d) Reading fluency

a) Reading comprehension

"Verbal dyspraxia" refers to: a) Trouble with the physical act of writing b) Confusing word or sentence order while speaking c) Misplacement of letters within words d) An inability to process verbal information

b) Confusing word or sentence order while speaking

TRain, BRain, SPring. The capitalized letters are examples of: a) Consonant digraph b) Consonant blend c) Consonant shift d) Continental shift

b) Consonant blend

An eighth-grade student is able to decode most words fluently and has a borderline/acceptable vocabulary, but his reading comprehension is quite low. He can be helped with instructional focus on: a) Strategies to increase comprehension and to build vocabulary b) Strategies to increase comprehension and to be able to identify correct syntactical usage c) Strategies to improve his understanding of both content and context d) Strategies to build vocabulary and to improve his understanding of both content and context

a) Strategies to increase comprehension and to build vocabulary

A fourth-grade teacher is preparing her students for a reading test in which a number of words have been replaced with blanks. The test will be multiple-choice; there are three possible answers given for each blank. The teacher instructs the children to read all the possible answers and cross out any answer that obviously doesn't fit. Next, the students should "plug in" the remaining choices and eliminate any that are grammatically incorrect or illogical. Finally, the student should consider contextual clues in order to select the best answer. This is an example of: a) Strategy instruction b) Diagnostic instruction c) Skills instruction d) Multiple-choice instruction

a) Strategy instruction

Which of the following statements regarding the acquisition of language is false? a) Young children often have the ability to comprehend written language just as early as they can comprehend or reproduce oral language when given appropriate instruction b) Oral language typically develops before a child understands the relationship between spoken and written word c) Most young children are first exposed to written language when an adult reads aloud d) A child's ability to speak, read, and write depends on a variety of physiological factors, as well as environmental factors

a) Young children often have the ability to comprehend written language just as early as they can comprehend or reproduce oral language when given appropriate instruction

A ninth grade class is reading a 14-line poem in iambic pentameter. There are three stanzas of four lines each, and two-line couplet at the end. Words at the end of each line rhyme with another word in the same stanza. The class is reading a: a) Sonnet b) Villanelle c) Sestina d) Limerick

a) sonnet

Whats cooperative learning

an educational approach which aims to organize classroom activities into academic and social learning experiences

A student is taking a reading test. The teacher has blocked out a number of words. Each blank is assigned a set of three possible words. The student must select the correct word from each set so that the text makes sense. The student is taking: a) A cloze test b) A maze test c) A multiple-choice quiz d) A vocabulary test

b) A maze test

The phrase "Pretty as a picture" is best described as a: a) Metaphor b) Cliche c) Simile d) Figure of speech

b) Cliche

VC, CVC, CCVC, CVCC, and CCVCC are among the types of: a) Homophones b) Closed syllables c) Monosyllabic words d) Polyglotal indicators

b) Closed syllables

A fifth grader has prepared a report on reptiles, which is something he knows a great deal about. He rereads his report and decides to make a number of changes. He moves a sentence from the top to the last paragraph. He crosses out several words and replaces them with more specific words. He circles key information and draws and arrow to show another place the information could logically be placed. He is engaged in: a) Editing b) Revising c) First editing, the revising d) Reviewing

b) Revising

A teacher has challenged a student with a book about Antarctica that is just beyond the high end of the student's Instructional level. The teacher points out that the student already knows quite a bit about penguins because the class studied them earlier in the year. He reminds the student that she's recently seen a television show about the seals that also live in Antarctic waters. The teacher gives the student a list of words she's likely to find in the text, and they discuss what those words might mean. The student begins to read, but stops to ask the teacher what circumpolar means. The teacher is also unfamiliar with the word, but reminds her that circum is a prefix. The student recalls that it means "about or around" and deduces that circumpolar most likely refers to something found around or in a polar region. This instructional approach is called: a) Modular instruction b) Scaffolding c) Linking d) Transmutation

b) Scaffolding

Activating prior knowledge, shared reading, and using graphic organizers are all examples of what type of instructional concept? a) Modeling b) Scaffolding c) Assessing d) Inspiring

b) Scaffolding

Which is greater, the number of English phonemes or the number of letters in the alphabet? a) The number of letters in the alphabet, because they can be combined to create phonemes b) The number of phonemes. A phoneme is the smallest measure of language sound c) They are identical; each letter "owns" a correspondent sound d) Neither. Phonemes and alphabet letters are completely unrelated

b) The number of phonemes. A phoneme is the smallest measure of language sound

Context clues are useful in: a) Predicting future action b) Understanding the meaning of words that are not familiar c) Understanding character motivation d) Reflecting on a text's theme

b) Understanding the meaning of words that are not familiar

A fourth-grade teacher has her students write haiku in order to promote the students' ____________. a) Reading comprehension b) Vocabulary c) Word identification d) Confidence

b) Vocabulary

Which text(s) are likely to foster the greatest enthusiasm for reading and literature among students? a) Free choice of reading texts, provided that students complete class assignments, projects, and discussions b) An all-in-one textbook that includes all reading materials for the year, study guides, and sample test questions c) A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films d) A small selection of current best-selling books for children, some of which the children may already have read and liked

c) A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films

"Decoding" is also called: a) Remediation b) Deciphering c) Alphabetic principle d) Deconstruction

c) Alphabetic principle

A second-grade teacher wants to help her students enrich their vocabulary. She's noticed that their writing journals are filled with serviceable but unexciting verbs such as "said" and "went," and general than specific nouns. The most effective lesson would involve: a) Suggesting students use a thesaurus to substitute more unusual words for common words b) Suggesting students add an adjective to each noun c) Brainstorming a list of verbs that mean ways of talking or ways of going, then adding them to the word wall along with some nouns that specify common topics d) Suggesting students look up the meaning of boring words and consider another way to express them

c) Brainstorming a list of verbs that mean ways of talking or ways of going, then adding them to the word wall along with some nouns that specify common topics

Since, whether, and accordingly are examples of which type of signal words? a) Common, or basic, signal words b) Compare/constrast words c) Cause-effect words d) Temporal sequencing words

c) Cause-effect words

A teacher is working with a student who is struggling with reading. The teacher gives him a story with key words missing: The boy wanted to take the dog for a walk. The boy opened the door. The _________ ran out. The ________ looked for the dog. When he found the dog, he was very __________.The student is able to fill in the blanks by considering: a) Syntax. Oftentimes, word order gives enough clues that a reader can predict what happens next. b) Pretext. By previewing the story, the student can deduce the missing words. c) Content. By considering the other words in the story, the student can determine the missing words. d) Sequencing. By putting the ideas in logical order, the student can determine the missing words

c) Content. By considering the other words in the story, the student can determine the missing words.

Examples of onomatopoeia are: a) Sink, drink, mink, link b) Their, there, they're c) Drip, chirp, splash, giggle d) Think, in, think, ink

c) Drip, chirp, splash, giggle

The teacher and her students brainstorm a list of talents, skills, and specialized knowledge belonging to members of the class. Some of the items on the list include how to make a souffle, how to juggle, and how to teach a dog to do tricks. One student knows a great deal about spiders, and another about motorcycles. She asks each student to write an essay about something he or she is good at or knows a great deal about. What kind of essay is she asking the students to produce? a) Cause and effect b) Compare/contrast c) Example d) Argumentative

c) Example

Silent reading fluency can best be assessed by: a) Having the student retell or summarize the material to determine how much was understood b) Giving a written test the covers plot, theme, character development, sequence of events, rising actions, climax, falling action, and outcome. A student must test at a 95% accuracy rate to be considered fluent at silent reading c) Giving a three-minute Test of Silent Contextual Reading Fluency four times a year. The student is presented with text in which spaces between words and all punctuation has been removed. The student must divide one word from another with slash marks, as in the following example: The/little/sailboat/bobbed/so/far/in/the/distance/it/looked/like/a/toy. The more words a student accurately separates, the higher her silent reading fluency score d) Silent reading fluency cannot be assessed. It is a private act between the reader and the text and does not invite critique

c) Giving a three-minute Test of Silent Contextual Reading Fluency four times a year. The student is presented with text in which spaces between words and all punctuation has been removed. The student must divide one word from another with slash marks, as in the following example: The/little/sailboat/bobbed/so/far/in/the/distance/it/looked/like/a/toy. The more words a student accurately separates, the higher her silent reading fluency score

A teacher is teaching students analogizing. She is teaching them to: a) Identify and use metaphors b) Identify and use similes c) Identify and use groups of letters that occur in a word family d) Identify and use figures of speech

c) Identify and use groups of letters that occur in a word family

A student encounters a multisyllabic word. She's not sure if she's seen it before. What should she do first? What should she do next? a) Locate familiar word parts, then locate the consonants b) Locate the consonants, then locate the vowels c) Locate the vowels, the locate familiar word parts d) Look it up in the dictionary, the write down the meaning

c) Locate the vowels, the locate familiar word parts

A high school class reads an essay about the possible effects of sexual activity on teens. The author's position is very clear: She believes young people should avoid sex because they aren't mature enough to take the necessary steps to remain safe. The author cites facts, research studies, and statistics to strengthen her position. This type of writing is called: a) Expository b) Narrative c) Persuasive d) Didactic

c) Persuasive

In preparation for writing a paper, a high school class has been instructed to skim a number of Internet and print documents. They are being asked to: a) Read the documents several times, skimming to a deeper level of understanding each time b) Read the documents quickly, looking for those that offer the most basic, general information c) Read the documents quickly, looking for key words in order to gather the basic premise of each d) Read the documents carefully, looking for those that offer the most in-depth information

c) Read the documents quickly, looking for key words in order to gather the basic premise of each

For their monthly project, a group of students can choose to read and respond to one book on a list supplied by their teacher. The books are grouped according to genre. Most students choose books listed under the genre that is described as "modern-day stories that are not true, but seem as though they could really happen." Which genre did most of the students choose from? a) Historical fiction b) Autobiography c) Realistic fiction d) Fantasy

c) Realistic fiction

Using brain imaging, researchers have discovered that dyslexic readers use the ______________ side(s) of their brains, while non-dyslexic readers use the ______________ side(s) of their brains. a) Left; right b) Right; left c) Right and left; left d) Right; left and right

c) Right and left; left

A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level? a) She is reading at a Frustration level b) She is reading at an Excellence level c) She is reading at an Instructional level d) She is reading at an Independent level

c) She is reading at an Instructional level

The students enjoyed the assignment so much that the teacher suggested they select one fairy tale and modernize it without changing the basic structure. Evil kings and queens could become corrupt politicians; pumpkins could turn into Hummers, and romantic princes might reveal themselves as rock stars. The teacher believes this assignment will most effectively demonstrate to the students: a) The importance of setting to meaning b) The importance of characters to meaning c) The importance of culture to meaning d) The importance of creativity to meaning

c) The importance of culture to meaning

A seventh-grade teacher asks the reading teacher to suggest a lesson students will find simultaneously challenging and fun. The reading teacher suggests the class read fairy tales from both Hans Christian Anderson and the Brothers Grimm and have a rapid-paced, energetic discussion about the many similarities and differences between the two while the teacher lists them on the board. The lesson is asking the students to consider two different: a) Learning styles b) Genres c) Writing styles d) Reading styles

c) Writing styles

The following is/are (an) element(s) of metacognition: a) A reader's awareness of herself as a learner b) A reader's understanding of a variety of reading strategies and how to apply them to comprehend a text c) A reader who is conscious about remembering what has been read d) All of the above

d) All of the above

The purpose of "targeted instruction" is to: a) Deliver instructions that are precise, clear, and direct so that students understand exactly what is expected b) Accurately rank a group of learners from low achievers to high achievers so that the teacher knows from the beginning of the school year which students have less ability and will therefor need support c) Teach students how to take information from a text and reorganize it into bulleted lists d) Assess and target areas needing improvement as well as areas of greatest strength for each student to ensure that all members of a class are receiving instruction tailored to their specific needs

d) Assess and target areas needing improvement as well as areas of greatest strength for each student to ensure that all members of a class are receiving instruction tailored to their specific needs

Which choice is NOT a cueing system used to understand unfamiliar words? a) Syntactic b) Semantic c) Graphophonic d) Auditory

d) Auditory

Which student is most likely to need referral to a reading specialist for assessment, special instruction, or intervention? a) Annabel: a 2nd-grade student who tends to skip over words or phrases when she reads, affecting her comprehension of the text b) Cliff: a kindergarten student who is already reading simple chapter books with his parents at home or in class c) Noelle: a 1st-graders who avoids any activity in which she must read, both aloud and silently, preferring to ask an adult to read the text for her first d) Barrett: a 3rd-grader who often confuses the sounds of certain letters, such as /b/ and /d/ or /v/ and /u/

d) Barrett: a 3rd-grader who often confuses the sounds of certain letters, such as /b/ and /d/ or /v/ and /u/

A reading teacher is working with a student who has just moved to Texas from Korea. The child knows very few words in English. The teacher offers her a picture book of Korean folk tales. Using words and gestures, the teacher asks her to "read" one folk tale. The child "reads" the familiar tale in Korean. The teacher then writes key English words on the board and asks the child to find those words in the book. When the child finds the words, they read them together. The teacher was using what kind of load? a) Language load b) Cognitive load c) Bilingual load d) Cultural load

d) Cultural load

When should students learn how to decode? a) Decoding is the most basic and essential strategy to becoming a successful readers. It should be introduced to kindergartners during the first two weeks of school b) Decoding is not a teachable skill. It is an unconscious act and is natural to all learners c) Decoding should be taught only after children have mastered every letter-sound relationship as well as every consonant digraph and consonant blend. They should be able to recognize and say the 40 phonemes common to English words and be able to recognize at least a dozen of the most common sight words d) Decoding depends on an understanding of letter-sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced

d) Decoding depends on an understanding of letter-sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced

Which of the following choices will be most important when designing a reading activity or lesson for students? a) Selecting a text b) Determining the number of students participating c) Analyzing the point in the school year at which the lesson is given d) Determining a purpose for instruction

d) Determining a purpose for instruction

Examples of CVC words include: a) Add, pad, mad b) Cat, tack, act c) Elephant, piano, examine d) Dog, sit, leg

d) Dog, sit, leg

Word-recognition ability is: a) Equally important to all readers b) Used only by fluent readers c) Another term for "word attack" d) Especially important to English Language Learners and students with reading disabilities

d) Especially important to English Language Learners and students with reading disabilities

The term "common words" means: a) One-syllable words with fewer than three letters. Some examples are it, an, a, I, go, to, and in. They are the first words an emergent writer learners b) One-syllable words with fewer than five letters. Some examples include sing, goes, sit, rock, walk, and took c) Words that are ordinary or unexceptional; because they tend to flatten a piece of writing, they should be avoided d) Familiar, frequently used words that do not need to be taught beyond primary grades

d) Familiar, frequently used words that do not need to be taught beyond primary grades

A high school teacher has given her students an assignment to write a non-rhyming poem of three lines. The first and last lines each contain five syllables, and the middle line contains seven syllables. The students are writing a: a) Limerick b) Metaphor c) Villanelle d) Haiku

d) Haiku

"Code knowledge" facilitates reading fluency because: a) It brings the entirety of the student's previous experience to bear on decoding a text b) It offers a framework for organizing new information by assigning code words to sets of ideas c) There is no such thing as "code knowledge." The correct term is "core knowledge" d) It offers a systematic approach to untangling the wide variety of vowel sounds when an unfamiliar word is encountered

d) It offers a systematic approach to untangling the wide variety of vowel sounds when an unfamiliar word is encountered

The most effective strategy for decoding sight words is: a) Segmenting sight words into syllables. Beginning readers are understandably nervous when encountering a long word that isn't familiar. Blocking off all but a single syllable at a time renders a word manageable and allows the reader a sense of control over the act of reading b) Word families. By grouping the sight word with similar words, patterns emerge c) A phonemic approach. When students understand the connection between individual words and their sounds, they will be able to sound out any sight word they encounter d) None; sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight

d) None; sight words cannot be decoded. Readers must learn to recognize these words as wholes on sight

Bi, re, and un are: a) Suffixes, appearing at the beginning of base words to change their meaning b) Suffixes, appearing at the end of base words to enhance their meaning c) Prefixes, appearing at the beginning of base words to emphasize their meaning d) Prefixes, appearing at the beginning of base words words to change their meanings

d) Prefixes, appearing at the beginning of base words words to change their meanings

what is didactic writing

is a literary movement encompassing written works that both instruct and entertain.

What is phonological awareness?

knowledge of sounds and syllables and of the sound structure of words

What is phonemic blending

the ability to combine a sequence of speech sounds (phonemes) together to form a word

What is an onomatopoeia?

the formation of a word from a sound associated with what is named

what is an onset

the initial consonant sounds of a word

What is rote memorization?

the memorization of information based on repetition

what is diagnostic instruction

the process of discovering individual student abilities, needs and objectives and prescribing requisite learning assessments

What is automaticity?

the rapid recognition of a word without conscious attention to the decoding process

what is a rime

the rest of the word after the onset (initial consonant sounds)

what is a cognitive load

the total amount of mental effort being used in the working memory

What happens in phase 2 of the transactional strategy for reading?

- Reduce teacher support - Students will not only be able to apply reading strategies they have learned, but also recognize when to use them

Stage 4 of literacy development

- Their comprehension of what is being read is much better and reading is being used to gain new ideas and knowledge - Children have more strategies in place for understanding unfamiliar words - They begin reading at a faster rate

What are the stages of literacy development

1) Emergent Readers & Writers (Pre-K - 1st) 2) Early Readers (1st - 2nd) 3) Early Writers 4) Early Fluent/Fluent Readers (2nd - 3rd) 5) Early/Fluent Writers

What is a bibliography?

A bibliography is a list of the sources cited and consulted in preparation of a document.

What is a consonant diagraph

A consonant digraph is a combination of two consonant letters that form a single consonant speech sound (technically known as a consonant phoneme) Ex: ch, ph, sh, wh, th

What is a glossary?

A list of definitions for difficult or specialized words used in a book.

what is a reading guide

A list of questions which must be answered during reading. It helps the reader focus on key ideas and models strategic reading. The teacher must decide what is important in a passage to guide understanding.

Which of the following best describes the primary advantage of having a student read a passage silently and then provide a "retelling" as a means of assessing the student's comprehension, rather than having the student answer questions? A. A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner. B. The results of a retelling are more objective and easier to quantify than the results of direct questioning. C. The procedure involved in retelling tends to be more familiar to a wider range of students, including English Language Learners. D. A retelling can provide information about the student's inferential comprehension skills, which questioning cannot provide.

A. A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner

A syllable must contain: A. A vowel B. A consonant C. Both a vowel and a consonant D. A meaning

A. A vowel

Sea, and see, fair and fare, are called: A. Homophones B. Antonyms C. Homographs D. Twin words

A. Homophones

Which of the following criteria would be most important to consider when selecting "leveled texts" for use in assessments and guided reading with beginning-level readers? A. The texts should use repeated words and natural oral language structures. B. The texts should require readers to use problem-solving to connect text to illustrations. C. The texts should emphasize use of literary language and dialogues. D. The texts should feature a range of punctuation and context-specific vocabulary.

A. The texts should use repeated words and natural oral language structures.

Which of the following statements best explains the difference between the top-down and bottom-up reading models? A. The top-down approach focuses on larger meanings of the text, while the bottom-up approach focuses on word comprehension. B. The top-down approach focuses on providing students with more challenging texts, while the bottom-up approach focuses on helping students develop literacy through the use of more simple texts. C. The top-down approach focuses on the use of texts that are below students' reading levels, while the bottom-up approach focuses on using a mixture of challenging and grade-level texts. D. The top-down approach focuses on spelling, while the bottom-up approach focuses on concepts like theme and purpose.

A. The top-down approach focuses on larger meanings of the text, while the bottom-up approach focuses on word comprehension.

A sixth-grade class is working on an Internet research project about various natural resources and their uses. The teacher could best support students' effective use of the Internet for their research by: A. providing students with a checklist of questions that prompt critical evaluation of information on Web sites B. giving students a list of Web sites that have been pre-approved based on the sites' reading levels. C. encouraging students to search for Web sites that are easy to navigate and that contain familiar vocabulary. D. teaching students to employ a variety of search engines to locate relevant Web sites.

A. providing students with a checklist of questions that prompt critical evaluation of information on Web sites

Electronic reading books are advantageous for beginning or struggling readers primarily because this type of computer software: A. scaffolds learning by providing a high level of interactivity. B. helps students develop familiarity with reading from a computer screen. C. provides students with models of good reading practices and habits. D. minimizes the focus on written text by using sound effects and voices to convey meaning.

A. scaffolds learning by providing a high level of interactivity.

At the beginning of the school year, a teacher focuses on helping students understand language via the alphabetic principle. When adhering to this principle, the teacher should do which of the following first? A. teach students phonemic awareness B. teach students about syllabication C. provide students with exploratory activities that allow them to explore notions that they already understand about language D. provide students with a list of sight words to memorize

A. teach students phonemic awareness

Which of the following identifies why phase 2 of the transactional strategy for reading helps students develop comprehension skills? A. During phase 2, the teacher will provide students with various exploratory activities where they can discover the varied uses of different reading strategies on their own. B. During phase 2, students will not only begin to apply reading strategies they have learned, but also recognize when to use strategies they have learned. C. During phase 2, students will be introduced to specific reading strategies that they will need to use as emergent readers. D. During phase 2, the teacher will model how certain reading strategies are used and students will see how such strategies should be applied.

B. During phase 2, students will not only begin to apply reading strategies they have learned, but also recognize when to use strategies they have learned.

Two proficient readers are answering post-reading comprehension questions about a chapter in a content-area textbook.• The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter.• The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter. Which of the following best explains the most likely reason for the students' varied understanding of the text? A. The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text. B. Each student applied different reading comprehension skills when reading the text. C. The second student is more proficient at reading for literal understanding than for inferential understanding. D. Each student brought a unique set of prior experiences to the reading of the text.

B. Each student applied different reading comprehension skills when reading the text.

Which of the following describes the most likely action students should take if trying to seek out updated, accurate information about the variations concerning populations of countries within Africa over the past decade? A. Students should investigate information within a dictionary. B. Students should research information within an almanac. C. Students should use an Atlas to gather the information. D. Students should find the information within a set of encyclopedias.

B. Students should research information within an almanac.

"Language load" refers to: A. The basic vocabulary words a first grader has committed to memory B. The number of unrecognizable words an English Language Learner encounters when reading a passage or listening to a teacher C. The damage that carrying a pile of heavy books could cause to a child's physique D. The number of different languages a person has mastered

B. The number of unrecognizable words an English Language Learner encounters when reading a passage or listening to a teacher

The purpose of corrective feedback is: A. To provide students with method for explaining to the teacher or classmates what a passage was about B. To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future C. To provide a mental framework that will help the student correctly organize new information D. To remind students that error is essential in order to truly understand and that it is not something to be ashamed of

B. To correct an error in reading a student has made, specifically clarifying where and how the error was made so that the student can avoid similar errors in the future

As a first-grade teacher reads a big book to a group of students, the teacher points to the beginning consonants of selected words and accentuates the sound the initial letter makes. This activity is most likely to promote the students': A. awareness of multi-syllable words. B. ability to isolate individual sounds in words. C. structural analysis skills. D. ability to blend the sounds in words.

B. ability to isolate individual sounds in words.

When teachers read to a classroom of students and show the book while also pointing to each word that is being read, the teacher is helping students to understand which of the following? A. alphabetic principle B. directionality of print C. spacing D. print awareness

B. directionality of print

A fifth-grade teacher gives students a reading guide for an informational text that they will be reading independently. The reading guide contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. This reading guide is likely to be most effective for achieving which of the following instructional purposes? A. developing students' ability to read the text evaluatively B. encouraging students to read and interact closely with the text C. supporting students' development of prosodic reading skills D. teaching students to adjust their reading rate based on text complexity

B. encouraging students to read and interact closely with the text

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks? A. evaluating the validity of information on an Internet Web site B. previewing a chapter in a content-area textbook C. synthesizing information from various sources for a research report D. studying specific facts for a content- area exam

B. previewing a chapter in a content-area textbook

An advantage of using assessment tools such as portfolios and scoring rubrics is that they: A. provide more objective results than do multiple-choice tests. B. promote student participation in self- assessment activities. C. ensure consistency among different evaluators. D. offer more reliable assessment data.

B. promote student participation in self- assessment activities.

Which of the following describes the most likely effective approach to differentiating instruction? A. choosing a diverse set of books that teach about different cultures B. using small group and independent work to guide learning C. providing students with extra time on work, as needed D. allowing students to choose the activities they want to complete for each lesson

B. using small group and independent work to guide learning

Which of the following strategies is likely to be most effective in promoting reluctant readers' interest in independent reading outside of school? A. Calculate numerical scores based on the number and difficulty level of the books students read at home and integrate the score into students' report card grade for reading. B. Encourage parents to give their children simple external rewards for at-home reading, such as an extra helping of a favorite treat. C. Encourage students and parents to read books together on a regular basis, either silently or aloud, and discuss their personal responses to each chapter or key event. D. Recommend that parents make their children's daily television-watching time contingent on their reading a specified number of pages first.

C. Encourage students and parents to read books together on a regular basis, either silently or aloud, and discuss their personal responses to each chapter or key event.

At the beginning of each month, Mr. Yi had Jade read a page or two from a book she hasn't seen before. He notes the total number of words in the section, and also notes the number of times she leaves out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that Jade is: A. Reading with full comprehension B. Probably bored and should try a more difficult book C. Reading at her Independent reading level D. Comfortable with the syntactical meaning

C. Reading at her Independent reading level

Which of the following informal assessment results provides the clearest indication that a kindergarten child has attained a beginning level of phonemic awareness? A. The student can clap the "beats" or syllables of familiar multisyllable words. B. The student can delete the second "word" or syllable in compound words. C. The student can identify the beginning sound of single-syllable words. D. The student can substitute phonemes in the medial position of single- syllable words.

C. The student can identify the beginning sound of single-syllable words.

Of the three tiers of words, the most important words for direct instruction are: A. Tier-one words B. Common words C. Tier-two words D. Words with Latin roots

C. Tier-two words

Which of the following identifies why children cannot begin reading until they reach stage 1 of literacy skill development? A. Within stage 1, students learn directionality of print and some of the main letters, and they build on these skills during the stage to then learn to read. B. Within stage 1, students learn important vocabulary words and how to understand these in context; this understanding helps them recognize the necessity of reading. C. Within stage 1, children learn to sound out words, which is a necessary skill to have when reading. D. Within stage 1, students will learn about the function of reading, which they need to understand before learning skills to read.

C. Within stage 1, children learn to sound out words, which is a necessary skill to have when reading.

In order to select a trade book that emphasizes predictability, a teacher should ensure that: A. the text includes some pictures or illustrations. B. the concepts in the text are at an appropriate level of difficulty for the target student(s). C. a phrase, rhyme, or sentence is repeated throughout the text. D. the length of the text is not likely to exceed the attention span of the target student(s).

C. a phrase, rhyme, or sentence is repeated throughout the text.

Which of the following types of activities would be most important to include on a daily basis when planning reading instruction for first graders who are developing as beginning readers? A. activities that introduce students to basic concepts about print B. activities that emphasize listening to and producing rhyming, alliteration, and similar forms of wordplay C. activities that promote students' development of decoding and other word analysis skills D. activities that emphasize memorization of lists of grade- level-appropriate sight words

C. activities that promote students' development of decoding and other word analysis skills

In which of the following would a student find bibliographic information about different authors within a literary anthology? A. glossary B. index C. appendix D. table of contents

C. appendix

Frequent oral reading to kindergarten children using appropriate and expressive intonation and voices is likely to promote the students' reading development primarily by: A. improving their aural discrimination skills. B. explicitly teaching letter-sound correspondence. C. fostering their engagement in and love of reading. D. explicitly modeling phonological concepts such as word boundaries.

C. fostering their engagement in and love of reading.

If a standardized test is said to lack reliability, the test: A. is not measuring what it is supposed to measure. B. has not proven to be useful as an instructional intervention. C. gives fluctuating scores in different administrations. D. has poor predictive value relative to students' classroom performance.

C. gives fluctuating scores in different administrations.

A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of a typical example of the student's oral reading performance. Text: Her boots crunched through the snow. Student: Her boats crucked throw the snow. After reading the sentence, the student paused and then reread it without the teacher's prompting and self-corrected the errors. Based on this information, the teacher could best meet this student's needs by adjusting instruction in order to: A. enhance the student's oral vocabulary development. B. develop the student's ability to self-monitor comprehension. C. improve the student's decoding skills. D. promote the student's ability to track print.

C. improve the student's decoding skills.

A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways? A. using informational texts that are written at the students' independent reading level B. providing the students with explicit instruction in grade-level-appropriate test-taking strategies C. introducing a text's key vocabulary and guiding the students in close reading of key passages D. emphasizing reading skill-building activities that focus primarily on narrative texts

C. introducing a text's key vocabulary and guiding the students in close reading of key passages

An English Language Learner reads academic texts fluently in her primary language but is struggling to understand her content-area textbooks in English. This student would likely benefit most from engaging in which of the following activities? A. translating textbook reading assignments from English into her primary language B. receiving reading comprehension instruction with texts written in her primary language C. learning to use metacognitive reading strategies with English text D. reading texts in her primary language that cover the same material as her English textbooks

C. learning to use metacognitive reading strategies with English text

A fifth-grade teacher plans to have students read a chapter about the American Revolutionary War from their social studies textbook. The following is an excerpt from the chapter. The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill, however, officers decided to move to Breed's Hill, a smaller hill closer to Boston. Based on this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure? A. outline B. Venn diagram C. timeline D. semantic map

C. timeline

Stage 2 of literacy development (Early Readers)

Children begin acquiring more sight words

What is a consonant blend?

Consonant blends (also called consonant clusters) are groups of two or three consonants in words that makes a distinct consonant sound, such as "bl" or "spl."

A fourth-grade English Language Learner is new to a school. Assessments suggest that the student can read orally with accuracy on grade level; however, the student's comprehension of grade-level textbooks fluctuates widely. Which of the following steps would be most appropriate for the teacher to take first in order to determine the cause of the student's difficulty? A. Assess the student's word analysis and decoding skills. B. Determine whether the student has a specific learning disability that affects language processing. C. Assess the student's level of first- language literacy. D. Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks.

D. Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks.

A teacher is working with a group of third graders at the same reading level. Her goal is to improve reading fluency. She asks each child in turn to read a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don't need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however, not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are: A. Speed, drama, and comprehension B. Cohesion, rate, and prosody C. Understanding, rate, and prosody D. Rate, accuracy, and prosody

D. Rate, accuracy, and prosody

A first-grade teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following? A. The students will tend to lose interest in writing because of their frustration with their lack of mastery of the English spelling system. B. The students' overall reading proficiency will be adversely affected by any spelling errors that go uncorrected. C. The students will tend to develop strong automatic word recognition skills from their interaction with print. D. The students' development of phonics knowledge will be reinforced as they experiment with their own phonetic spellings.

D. The students' development of phonics knowledge will be reinforced as they experiment with their own phonetic spellings.

Which of the following children is most in need of immediate intervention? A. a preschool child who has limited book-handling skills B. a kindergarten child who has limited ability to correlate alphabet letters with the sounds they make C. a first-grade student who still reads texts composed of single-syllable regular words and common sight words D. a second-grade student who still decodes words letter by letter

D. a second-grade student who still decodes words letter by letter

A third-grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers: A. possess a self-awareness that allows them to use metacognitive skills efficiently. B. have already developed the base of background knowledge typically covered by textbooks. C. have well-developed skills for decoding any level of text word by word. D. are able to focus their full attention and cognitive resources on the meaning of a text.

D. are able to focus their full attention and cognitive resources on the meaning of a text.

Which of the following describes the most likely source of a child's lack of willingness to enjoy reading, even if parents read to the child each day? A. being read texts that are too simple B. not being able to read on one's own C. not being able to hold the book or turn the pages D. being asked too many questions

D. being asked too many questions

Students are reading a Greek myth. Which of the following should the teacher do in relation to students' schema to ensure that they understand the text? A. provide students with a chart of features of a Greek myth and the characters therein to reference while they are reading B. scaffold the reading so that students read a few paragraphs before answering questions and then repeating the process C. review key vocabulary words associated with the myth students will read D. explain characteristics of the characters and task students with choosing which character they relate most to

D. explain characteristics of the characters and task students with choosing which character they relate most to

Review the following scenario. When a child is an infant, the child is always being given a cloth or plastic book to manipulate and play around with. Each night, the parents read to the child. This continues into early childhood. However, not only do the parents read to the child, the parents designate a half hour every night for reading. The whole family reads during this time. Which theory suggests that the child will acquire language because of such experiences? A. conditioning theory B. maturationist theory C. emergent literacy theory D. social constructivist theory

D. social constructivist theory

Which of the following text features are students likely to find most useful when previewing informational texts such as library books for a research project? A. index B. bibliography C. glossary D. table of contents

D. table of contents

One of the most important purposes of a standardized Informal Reading Inventory (IRI) is: A. to establish how prior knowledge and text organization influence a student's reading comprehension. B. to determine how a student uses semantic, syntactic, and other text clues to deduce a word's meaning. C. to analyze how a student's silent reading comprehension is influenced by oral reading fluency. D. to establish a student's independent, instructional, and frustration reading levels.

D. to establish a student's independent, instructional, and frustration reading levels.

What is prosody?

Melody of speech.

What is syllabication?

Refers to the ability to conceptualize and separate words into their basic pronunciation components, which are syllables.

What happens in phase 1 of the transactional strategy for reading?

Teaching each strategy on its own through explanation and modeling (Making predictions, using background knowledge)

What are Tier-One words

Tier one consists of the most basic words. These words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level

What are Tier-Two words?

Tier-two words are words that are used with high frequency across a variety of disciplines or words with multiple meanings

What is a dipthong?

Vowels that have 2 distinct articulatory positions

What is a literary anthology?

a compilation of selected texts with a certain criterion

What is found in an index?

a list of words or phrases and associated pointers to where useful material relating to that heading can be found in a document or collection of document

What is in an appendix?

a section at the end of a book that includes supplementary information that the author or publisher thinks may be of interest to the reader, but is either too tangential or too detailed to be worked into the actual text

What are academic words

a word that has a special meaning within a field of study or subject. It is a word that is used in academic texts where you need to be very formal and knowledgeable

Phonemic awareness is a type of: a) Phonological awareness. Phonemic awareness is the ability to recognize sounds within words b) Phonics. It is a teaching technique whereby readers learn the relationship between letters and sounds c) Alphabetization. Unless a reader knows the alphabet, phonemic awareness is useless d) Syntactical awareness. Understanding the underlying structure of a sentence is key to understanding meaning

a) Phonological awareness. Phonemic awareness is the ability to recognize sounds within words

Sight words are: a. Common words with irregular spelling b. Words that can easily be found on educational websites c. Any word that can be seen, including text words, words on signs, brochures, banners, and so forth d. There is no such thing; because oral language is learned before written language, all words are ultimately based on sound. The correct term is sound words and includes all words necessary to decode a particular text

a. Common words with irregular spelling

What is found in a table of contents

an organized listing of a document's chapters, sections and, often, figures, clearly labelled by page number

Which of the following best explains the importance prior knowledge brings to the act of reading? a) Prior knowledge is information the student gets through researching a topic prior to reading the text. A student who is well-prepared through such research is better able to decode a text and retain its meaning. b) Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge. c) Prior knowledge is predictive. It motivates the student to look for contextual clues in the reading and predict what is likely to happen next. d) Prior knowledge is not important to any degree to the act of reading, because every text is self-contained and therefore seamless. Prior knowledge is irrelevant in this application.

b) Prior knowledge is knowledge the student brings from previous life or learning experiences to the act of reading. It is not possible for a student to fully comprehend new knowledge without first integrating it with prior knowledge.

A cloze test evaluates a student's: a. Reading fluency b. Understanding of context and vocabulary c. Phonemic skills d. Ability to apply the alphabetic principle to previously unknown materials

b. Understanding of context and vocabulary

Dr. Jenks is working with a group of high school students. They are about to read a science book about fossils. Before they begin, she writes the words stromatolites, fossiliferous, and Eocene on the board. She explains the meaning of each word. These words are examples of: a) Academic words b) Alliteration c) Content-specific words d) Ionization

c) Content-specific words

Stage 1 of literacy development (Emergent readers)

children learn to sound out words

What is print awareness?

children's understanding of the forms and functions of written language

PHone, THey, CHurch. The capitalized letters in these words are examples of: a. Consonant blend b. Consonant shift c. Continental shift d. Consonant digraph

d. Consonant digraph

Top down reading method

focuses on larger meanings of the text, the bottom-up approach focuses on word comprehension.

what are content-specific words

have specialized definitions and are mostly used in a particular content area or discipline

What is the social constructivist theory (Vygotsky)

individuals are active participants in the creation of their own knowledge

What is alphabetic awareness?

knowledge of letters in the alphabet and the understanding that the alphabet represents the sounds of spoken language

What is the conditioning theory

learning is establishing the relationship between the stimulus and response

Stage 3 of literacy development

reading is used to learn new ideas, to gain new knowledge, to experience new feelings, to learn new attitudes, generally from one or two points of view.

What is a phoneme?

smallest unit of sound

What is the alphabetic principle?

speech sounds are represented by letters.

Stage 5 of literacy development

students are able to read a variety fo texts (fluent reading)

What is phonemic awareness?

the ability to hear and manipulate individual phonemes

Bottom up reading method

the bottom-up approach focuses on word comprehension.

What is an alliteration?

the occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

What is environmental print?

the print of everyday life

What is the maturationist theory (Gesell)

theoretical perspective that emphasizes the contribution of biological processes to children's development.

Metacognitive reading comprehension strategies prompt students to...

think about their thinking as they read a text

What is the transactional strategy for reading (Rosenblatt)?

using two phases to teach various reading comprehension strategies and how to use them with each other

Metacognitive Strategies

visualizing to support comprehension and self-questioning to clarify understanding and to set a purpose for further reading

What are homographs?

words that are spelled the same and may sound alike or may sound different from each other

What are homophones?

words that sound alike and may be spelled alike or spelled differently

What are antonyms?

words with opposite meanings