Assessment post test REED 430

Instruction that addresses students' needs is (select all that apply): All answer choices are correct. adaptive to address students' needs explicit and systematic with scope and sequence based on evidence-based guidelines No answer choices are correct balanced between reading and writing

adaptive to address students' needs explicit and systematic with scope and sequence based on evidence-based guidelines

diagnostic measures

allow teachers to identify specifically what interferes with a student's ability to be a fluent reader

Diagnostic measures (select all that apply): after progress monitors identify a reason for additional testing No answer choices are correct at the beginning of the year after screening has identified a reason for additional testing are conducted every two to three weeks All answer choices are correct.

are conducted every two to three weeks

Match the measures that can play a screening or diagnostic role: Phonics measure

diagnostic

Match the measures that can play a screening or diagnostic role: Phonological Awareness Test

diagnostic

Match the measures that can play a screening or diagnostic role: Spelling inventory

diagnostic

Match the measures that can play a screening or diagnostic role: Z test

diagnostic

Match the measures that can play a screening or diagnostic role: letter naming fluency

diagnostic

Response to Intervention (select all that apply): none of the above is for second language learners who fall behind in school all of the above is for all students who are not performing according to specific criteria is for all students except for second language learners is only for students with special needs

is for all students who are not performing according to specific criteria

Explicit and systematic instruction: No answer choices are correct means that there are student work in centers and in small groups means that teachers can select the pace and give opportunities for students to discover learning means that teachers model how to complete tasks and give opportunities for students to practice with feedback

means that teachers model how to complete tasks and give opportunities for students to practice with feedback

Consider the following scenario. Make your recommendation based on the information you have. Zoi is a first-grader. She has just entered first grade and is excited to learn. Zoi speaks English but her parents speak English and German at home while they also speak English. Her teacher conducted a beginning of the year set of measures and found that Zoi knows only 8 uppercase letters (Z, M, F, L, V, N, S, R, K), and could identify only the lowercase m, f, e (short), k, l, s, v, z). She could only identify the sounds /z/, /m/, /s/. What additional assessments should the teacher do? No need for assessment. The student needs to be retained No need for assessment. She should be taught how to read in the classroom Assessments of phonological awareness to see if Zoi knows what is a word in oral language Assessments of phonological awareness to see if Zoi knows how to manipulate syllables Assessments of phonological awareness to see if Zoi knows how to manipulate sounds in oral language Assessments of blending and segmenting all of the above none of the above No need for assessment. The student needs to be retained All answer choices are correct. Assessments of phonological awareness to see if Zoi knows how to manipulate syllables No answer choices are correct Assessments of blending and segmenting Assessments of phonological awareness to see if Zoi knows how to manipulate sounds in oral language Assessments of phonological awareness to see if Zoi knows what is a word in oral language No need for assessment. She should be taught how to read in the classroom

Assessments of phonological awareness to see if Zoi knows how to manipulate sounds in oral language

Monitoring of progress involves: a classroom teacher who conducts a brief assessment assessments that require a psychologist who conducts a lengthy assessment at regular intervals (times) graphing students' performance on all assessments All answer choices are correct.

a classroom teacher who conducts a brief assessment

screening measures

can inform if there is a concern on reader's reading development and progress

progress monitoring

can inform teachers if instruction addresses the needs of the learner or not

outcome measures

can inform whether a reading program is effective or not

The purpose of assessment-driven instruction is to (select all that apply): identify students' needs and provide instruction that addresses those need No answer choices are correct identify effective teachers and practices they use identify students' needs and place them in groups All answer choices are correct. assess students to give grades

identify students' needs and provide instruction that addresses those need

Match the measures that can play a screening or diagnostic role: Letter Naming and Letter Sound assessment

screening

Match the measures that can play a screening or diagnostic role: Oral Reading Fluency

screening

Match the measures that can play a screening or diagnostic role: phoneme segmentation fluency

screening

When working in differentiated groups, instruction needs to be (select all that apply): cumulative with corrective feedback repetitive for students to practice their mistakes with positive feedback and close teacher monitoring and reteaching with opportunities for students to learn to skip through words they cannot read and figure them out by using pictures or parts of words with opportunities for students to identify parts of words that are known, sound out words, and guess with opportunities for students to identify parts of words they know, sound out words, and check the sentence's meaning all of the above none of the above' with opportunities for students to learn to skip through words they cannot read and figure them out by using pictures or parts of words with opportunities for students to identify parts of words that are known, sound out words, and guess with opportunities for students to identify parts of words they know, sound out words, and check the sentence's meaning All answer choices are correct. with positive feedback and close teacher monitoring and reteaching repetitive for students to practice their mistakes No answer choices are correct cumulative with corrective feedback

with positive feedback and close teacher monitoring and reteaching cumulative with corrective feedback