Praxis II Reading Specialist Test practice test and answers (extensive)

A student and a teacher are reading aloud together in unison. The teacher, sitting slightly behind the student, leads the oral reading. The teacher speaks into the student's ear and moves a finger under the words as they read. The teacher is using which of the following fluency-building strategies? A. Neurological impress B. Reader's theater C. Paired reading D. Repeated reading

A. Neurological impress

A fifth-grade teacher asks the reading specialist to recommend a before-reading strategy that will assist students with both vocabulary and writing. The reading specialist suggests that the teacher first create a list of five to twenty words from a selected story. The teacher should then ask students to use the words to compose a group story with a beginning, middle, and end. The students can edit, illustrate, or publish the story. The instructional strategy the reading specialist recommends is known as A. semantic impressions B. possible sentences C. predict-o-gram D. word experts

A. semantic impressions

Sarah, a second-grade student, recognizes all letters of the alphabet and the corresponding sounds for each. When writing, Sarah consistently encodes initial and final consonant sounds but does not include vowel sounds. Sarah's writing is most likely at which of the following stages of development? A. Scribbling B. Phonetic C. Prephonetic D. Drafting

B. Phonetic

Which of the following instructional strategies best supports the spelling development of beginning writers? A. Having students read and copy sentences directly from the board B. Providing multiple opportunities to use new words in authentic reading and writing activities C. Having students write the correct spelling of each misspelled words five times D. Providing explicit instruction on how to use a thesaurus to find antonyms and synonyms

B. Providing multiple opportunities to use new words in authentic reading and writing activities

Which of the following best describes the instructional model that differentiates content to meet the needs of all learners? A. Providing students with a series of organized materials that include sequenced skill instruction in vocabulary, comprehension, and fluency B. Providing specific interventions based on needs identified through preassessment and ongoing progress monitoring C. Providing reading-skills instruction to students through self-directed learning experiences that use a variety of resources, including leveled readers D. Providing instruction to students on phonics and sight-word recognition through use of authentic reading and writing activities

B. Providing specific interventions based on needs identified through preassessment and ongoing progress monitoring

Which of the following strategies uses organizational textbook features to aid students in setting a purpose for reading? A. Using a glossary to define unfamiliar vocabulary B. Turning headings into questions C. Utilizing the index to locate information D. Previewing graphics in the text

B. Turning headings into questions

Mr. Smith will have a diverse fourth-grade class next year. During the summer, he attempts to create a classroom library that best meets the needs of the students. It is most important he selects books that A. are written in a variety of languages B. portray a wide range of cultural and linguistic backgrounds C. only contain content that is new to the students D. include many organizational text structures and graphics

B. portray a wide range of cultural and linguistic backgrounds

A fourth-grade student writes answers to comprehension questions after reading a chapter in a novel. For each of the questions, the student has to explain the strategic reading process necessary to determine the answer. Which of the following best matches the comprehension strategy described? QAR, SQ3R, KWL, DR-TA

QAR

Which of the following describes the understanding that spoken words consist of a sequence of individual sounds? A. Phonological awareness B. Phonemic awareness C. Alphabetic principle D. Onset and rime

B. Phonemic awareness

By the end of third grade, a student should be able to read orally at a rate of at least A. 100 words per minute B. 200 words per minute C. 250 words per minute D. 300 words per minute

A. 100 words per minute

A reading specialist conducts a workshop for teachers on use of the Directed Reading-Thinking Activity (DR-TA) method of instruction. In the model, teachers ask students to first make predictions based on the title and cover of a book. At various points in the story, students stop reading and check the accuracy of their predictions. Predictions are then changed or clarified, and new predictions may be made based on the new information students learned while reading. The DR-TA method of instruction is most likely to promote which of the following? A. Applying metacognitive skills to increase comprehension B. Using text structures to summarize C. Reinforcing use of word-recognition skills in context D. Increasing motivation to read independently

A. Applying metacognitive skills to increase comprehension

A kindergarten teacher asks the reading specialist to evaluate a new student. Which of the following assessments is most appropriate to administer? A. Concepts About Print assessment B. Developmental Spelling assessment C. Miscue analysis assessment D. Fluency assessment

A. Concepts About Print assessment

During literature study in Ms. Mills' fourth-grade class, one group of students is independently reading the book Matilda and then discussing it as a group. In another group, Ms. Mills asks students to listen as she reads Matilda aloud and asks guiding questions after reading sections of the text. The process best describes which of the following? A. Differentiated instruction B. Reading workshop C. QAR model D. SSR

A. Differentiated instruction

During a literacy block, a second-grade teacher works with individual students in a small group who have similar needs in writing. The teacher reteaches skills and provides continuous feedback to assist students' development of writing skills. Which of the following instructional practices is the teacher using? A. Guided writing B. Modeling C. Shared writing D. Interactive writing

A. Guided writing

Hilary is a fourth-grade student who experiences difficulties finding her voice in writing. Which of the following is most likely to increase Hilary's ability to understand voice in reading and writing? A. Having her parents read aloud to her and discussing books more at home B. Asking her to attend after-school tutoring sessions C .Discussing school events with the teacher on a daily basis D. Making her visit the public library once a week

A. Having her parents read aloud to her and discussing books more at home

Ms. Simmons, the reading specialist in an elementary school, presents a workshop early in the school year to show teachers strategies about how to improve student's reading comprehension. Which of the following is the best way to evaluate the successful implementation of the strategies? A. Holding feedback sessions throughout the year so teachers can discuss their questions about the instructional strategies B. Reviewing each teacher's lesson plans to give feedback on implementation of the strategies C. Observing a teacher instructing and evaluating students' reading comprehension D. Presenting a workshop on a reading comprehension topic of the teachers' choosing the following month

A. Holding feedback sessions throughout the year so teachers can discuss their questions about the instructional strategies

Which of the following instructional strategies best improves a student's prosodic reading? A. Modeling effective expressive reading B. Selecting reading materials at the student's instructional level C. Strengthening recognition of sight words and decoding skills D. Increasing the student's reading rate

A. Modeling effective expressive reading

Ali, a fourth-grade student, wrote the following. My birthday party was fun. A lot of people came and brought me presents. We played miniature golf and I won! Then we had cake and played some games. It was a great time. Which of the following strategies is most likely to help Ali add description to his writing? A. Modeling how to ask questions that generate specific details B. Modeling how to ask guiding questions to establish and maintain a single focus C. Modeling how to use transition words that signal spatial relationships D. Modeling how to organize thoughts to ensure completeness of ideas in a text

A. Modeling how to ask questions that generate specific details

A new reading specialist is assigned to an elementary school. One of the first tasks the reading specialist undertakes is to conduct an evaluation of the school's reading program. Based on a review of test scores, the reading specialist determines that changes need to be made in the instructional approach to teaching word study. Which of the following is the best first step the reading specialist should take to promote the necessary changes? A. Provide classroom teachers with literature instruction, discuss collaboratively how to implement the strategies, and model the instruction in classrooms. B. Share the results of the reading program evaluation with the principal and ask that changes be mandated immediately. C. Design a schedule that outlines a plan for classroom teachers to implement the new instructional strategies daily. D. Send a letter to parents that describes the new instructional approaches and explains why the changes are necessary.

A. Provide classroom teachers with literature instruction, discuss collaboratively how to implement the strategies, and model the instruction in classrooms.

According to current research, which of the following strategies best promotes student comprehension of expository texts? A. Providing scaffolded instruction about identifying and interpreting text features B. Teaching main concepts using literature that is below grade level C. Providing alternate literature at a lower readability level to teach the main concepts D. Encouraging students to memorize the key ideas in the texts

A. Providing scaffolded instruction about identifying and interpreting text features

Ms. Osborn teaches a variety of reading strategies to help her students become strategic readers. The strategies include predicting, previewing, monitoring comprehension while reading, generating questions, and summarizing. Which of the following best explains Ms. Osborn's purpose in teaching the strategies? A. Research has shown that reading comprehension improves when teachers provide explicit instruction. B. The school district mandates that students receive instruction in reading comprehension strategies. C. Research has shown that only these strategies have proven to be highly effective. D. The school literacy coach has given workshops in the use of the strategies.

A. Research has shown that reading comprehension improves when teachers provide explicit instruction.

Which of the following phonological awareness skills uses oral manipulation to break spoken words into smaller units such as phonemes, syllables, or onsets and rimes? A. Segmentation B. Blending C. Deletion D. Rhyme

A. Segmentation

A sixth-grade teacher plans an activity to promote students' skills in locating specific information in expository text. The teacher distributes a set of questions and an expository text to the students in the class. The students are asked to find the answers to the questions in the text and to write them down. The teacher observes that several students have difficulty answering the questions in the allotted time. These students would benefit most from which of the following instructional strategies? A. Skimming and scanning to locate information B. Adjusting the rate of reading to complete the task C. Activating prior knowledge before reading the text D. Interpreting visual graphics in expository text

A. Skimming and scanning to locate information

Which of the following is the term used to identify the average amount that scores differ from the mean on a standardized test? A. Standard Deviation B. Grade-equivalent score C. Cutoff score D. Percentile Rank

A. Standard Deviation - measure used to quantify variance in a set of data values Grade-equivalent score- represents the grade level and month of the typical (median) score for students (grade level at which the typical student earns this raw sore) Cutoff score- the lowest possible score you can have and still pass Percentile Rank - the percentage of scores that fall at or below a given score.

A fourth-grade teacher has students read a fiction story and then asks the students to compare two of the characters from the story. Which of the following graphic organizers is best suited for the activity? A. Venn diagram B. Sequence chart C. Cluster diagram D. Flow chart

A. Venn diagram

Which of the following is the single best predictor of academic success for second-language learners? A. Vocabulary knowledge B. Wide reading of different text genres C. Parental involvement in school activities D. Knowledge of word-learning strategies

A. Vocabulary knowledge

Which of the following best indicates the difficulty of a text? A. Vocabulary, word length, sentence length, concept density B. Word count, word length, genre, sentence variety C. Illustrations, word count, grammatical complexity, voice D. Author's purpose, word length, sentence length, sentence variety

A. Vocabulary, word length, sentence length, concept density

To introduce students to decoding multisyllabic words, a fourth-grade teacher plans a lesson that requires students to A. combine single-syllable words to form new words B. identify words with the CVC pattern C. practice spelling single-syllable words D. use Elkonin boxes to encode spoken single-syllable words

A. combine single-syllable words to form new words

A kindergarten teacher reads to the class every afternoon for approximately ten minutes. The activity is most effective in helping students to A. relax before going home B. develop oral language skills C. build sight word vocabulary D. understand elements of various genres

B. develop oral language skills

The most effective activity for developing students' concepts of print is A. listening to teachers read aloud B. previewing a book C. taking a quiz D. viewing an animated video about how to read a book

A. listening to teachers read aloud

A reading specialist administers an informal reading inventory (IRI) to a struggling third-grade student. During the oral reading of a grade-level passage, the student is able to read expressively with 100 percent correct word accuracy. However, when asked to retell the passage, the student has difficulty remembering many details. The best approach to improve the student's comprehension is A. modeling stopping while reading to summarize the text, then providing the student opportunities to practice the strategy B. asking the student to read the text and then record the most important information on a notepad C. having the student reread a passage several times until 100 percent comprehension is reached D. administering a teacher-created test following the reading of the text to assess the student's level of understanding

A. modeling stopping while reading to summarize the text, then providing the student opportunities to practice the strategy

Vygotsky's Theories on teaching reading: (design instruction that) A. occurs consistently in the zone of proximal development B. provides extensive practice before mastery is declared C. begins only when a student has mastered needed cognitive structures D. organizes cooperative group work so that every member of the group has specific responsibilities

A. occurs consistently in the zone of proximal development

Reading fluency assessment show the student can read the passage correctly, w/out hesitation at an appropriate pace, but the student doesn't use expression while reading. What does the student need help with? A. prosody B. speed C. automaticity D. decoding

A. prosody

First-grade students Porter and Henry are working together in a learning center, where they are listening to a series of words the teacher has recorded. Each student taps out the number of sounds he hears in the words and then checks with the other student to see if he agrees. The most likely benefit of the activity for the students is that it A. reinforces phonemic awareness B. provides practice in working cooperatively C. helps develop auditory discrimination D. helps develop rhyming skills

A. reinforces phonemic awareness

Phonemic awareness instruction with older struggling readers should begin with activities that focus on A. rhyme B. syllable units C. onset and rime D. phonemes

A. rhyme

Anna, a first-grade student, is learning a set of words that end in /-ight/. She reads the word "night" to her teacher. The teacher then asks Anna to remove /n/, replace it with /m/, and say the new word. The activity is an example of which of the following approaches to phonics instruction? A. Embedded B. Analogy-based C. Analytic D. Phonics through spelling

B. Analogy-based

Mr. McBride completes weekly running records on all of his second-grade students. He groups the students with weak fluency skills in a guided reading group. Mr. McBride uses the diagnostic data collected from the running records to best achieve which of the following goals? A. Planning for literacy centers B. Differentiating instruction C. Grading for report cards D. Placing students in heterogeneous groups

B. Differentiating instruction

Following a meeting with fourth-grade teachers, Mr. McBride, the reading specialist, realizes that some of the problems students experience with writing are the result of the inconsistency of writing instruction throughout the school. To begin to solve the problem, Mr. McBride should first take which of the following actions? A. Advising the fourth-grade teachers to spend the next six weeks of instruction reteaching students B. Meeting with all teachers to form a writing committee to explore ways to improve student writing C. Conferencing with the third-grade teachers to inform them of the problem and ask for recommendations for change D. Selecting a new writing program used successfully in other schools and requiring its implementation

B. Meeting with all teachers to form a writing committee to explore ways to improve student writing

A third-grade student wrote the following. Baseball is a very difficult game with lots of rules. One rule is that a batter has three strikes. If he gets three strikes, he is out and the next person gets to bat. There are many ways a batter can get a strike. If the batter swings and misses the ball, it is a strike. Another way he can get a strike is if the umpire calls the pitch a strike. Which of the following genres best characterizes the student's writing? A. Fiction B. Expository C. Persuasive D. Narrative

B. Expository

Which of the following assessments uses a series of graded word lists and passages to place students at an appropriate level for reading instruction? A. Norm-referenced test B. Informal reading inventory C. Criterion-referenced test D. Cloze procedure

B. Informal reading inventory

In a fifth-grade reading class, the teacher asks students to write a list of words associated with the American Revolution. Next, the teacher draws three columns on the board and labels them "Great Britain," "America," and "Both." The teacher then asks students to come to the board and write their words in the most appropriate column. The class discusses why each word belongs in the particular column. This vocabulary development activity is known as which of the following? A. Semantic feature analysis B. List-Group-Label C. Using context clues D. OPIN

B. List-Group-Label

A third-grade teacher gives the following checklist to the students. • Is my opening strong? • Do I support my ideas with details? • Are there any places where I can expand my ideas with examples? • Do I group all similar details together? • Is my writing organized into paragraphs? At which of the following stages in the writing process is the checklist most helpful to students? A. Editing B. Revising C. Prewriting D. Drafting

B. Revising

A first-grade teacher wants to increase parental involvement in students' literacy development. Which of the following strategies would be most effective in achieving the teacher's goal? A. Encouraging parents to supervise student Internet activity B. Sending books home each week to promote story sharing C. Giving parents a list of books to borrow from the local library D. Asking parents to volunteer in the classroom on a weekly basis

B. Sending books home each week to promote story sharing

Which of the following is the best time for a student to edit a piece of personal writing? A. Immediately after completing the first-draft revision B. Several days after writing a revised draft C. After peer editors have made corrections D. During a conference with the teacher

B. Several days after writing a revised draft

Mr. Henson provides his sixth-grade students with class photo albums. He instructs the students to browse through the albums for a few minutes and tells them that when he says stop, students should put a finger on one picture. Students will then do a quick write to describe how the picture makes them feel. The activity is most likely planned to help students A. develop organizational writing skills B. generate ideas for writing C. develop the ability to find their individual voices D. make good word choices

B. generate ideas for writing

The best way to differentiate instruction to meet the needs of students with reading difficulties is to A. limit the number of reading and writing assignments B. use tiered activities that vary in complexity C. place students in a different class for reading instruction D. partner higher-performing students with struggling readers

B. use tiered activities that vary in complexity

A sixth-grade teacher asks the reading specialist to attend a conference with the parents of a student who has reading difficulties. The reading specialist notes that during the meeting the teacher uses such terms as "semantics" and "metacognition" while describing the student's achievement. Following the conference, the teacher asks the reading specialist for feedback. Which of the following is the most appropriate response by the reading specialist? A. Recommending that the teacher continue to assess the student and arrange a follow-up conference in a month to report progress B. Suggesting that the teacher refer the student to the school's child-study team for further evaluation C. Recommending that the teacher refrain from using terminology with which parents may not be familiar D. Asking the teacher to share more examples of student work in parent conferences

C. Recommending that the teacher refrain from using terminology with which parents may not be familiar

George is a new student in Ms. Jones's second-grade class. Ms. Jones asks George to orally read a 100-word passage from a book the class is currently reading. As George reads, Ms. Jones records the words he reads correctly and makes notes of his errors. Ms. Jones is administering which of the following? A. A cloze procedure B. An informal reading inventory C. A running record D. A phonics screening

C. A running record

A reading specialist considers strategies to promote reading comprehension of expository materials by middle school students. Which of the following is most effective in improving the ability of students to determine the main idea of a passage? A. Reading a passage and identifying the topic B. Selecting the most important idea in a selection that has multiple main ideas C. Analyzing common elements in detail sentences in order to determine the main idea D. Locating the topic sentence in order to identify the main idea

C. Analyzing common elements in detail sentences in order to determine the main idea

To best assess reading fluency, a teacher uses a checklist to note students' oral reading progress in which of the following areas? A. Automaticity, prosody, and listening comprehension B. Rate, prosody, and spelling C. Automaticity, rate, and prosody D. Rate, spelling, and automaticity

C. Automaticity, rate, and prosody

A first-grade teacher wants to assess student progress in reading. The teacher creates the following chart to show one student's growth. Student Name Date Title of Book Words per Minute Matthew Scott 9/6/11 Tumble Bumble 48 10/7/11 Oh, Cats! 57 11/19/11 Biscuit 73 Which of the following aspects of Matthew's reading development is the teacher most likely assessing? A. Phonemic awareness B. Vocabulary C. Fluency D. Comprehension skills

C. Fluency

Ashley, a third-grade student, has written a well-developed, multiparagraph paper about the history of Jamestown. Which of the following stages of writing development has Ashley reached? A. Emergent B. Transitional C. Fluent D. Inferential

C. Fluent

Ms. Mills is a new third-grade teacher. She wants to provide differentiated instruction for all learners by using data obtained through student assessment. Ms. Mills can best meet her goal by using which of the following types of assessments? A. Anecdotal records and checklists B. Teacher-made multiple-choice tests C. Formal and informal assessments D. Running records

C. Formal and informal assessments

As part of a reading center activity, a group of first-grade students is searching for words in picture books that match words on the classroom word wall. The activity best promotes which of the following? A. Phonemic awareness B. Concepts about print C. Sight-word recognition D. Reading comprehension

C. Sight-word recognition

A fourth-grade teacher asks students to search the Internet to find information to help answer a science question. Which of the following strategies should the teacher use to aid students in locating the material they need to answer the question? A. Find the authorship and copyright information for a Web site. B. Compare and contrast different search engines. C. Identify key words to use in the search. D. Skim the information on various Web sites.

C. Identify key words to use in the search.

A reading specialist and a special education teacher meet to plan a new unit of instruction. Which of the following is the best first step in the planning process? A. Creating an assessment to measure the students' mastery of the unit objectives B. Developing a schedule of instructional activities and assessments C. Identifying a set of common goals and objectives for the unit D. Selecting instructional and collaborative learning strategies

C. Identifying a set of common goals and objectives for the unit

Which of the following is a strategy in which students' oral compositions are written down and used as materials for instruction in reading, writing, speaking, and listening? A. Guided reading B. Reciprocal teaching C. Language experience approach D. Directed reading activity

C. Language experience approach

Ms. Hanson, a kindergarten teacher, engages her students in a rhyming activity in which she says, "Hickory, dickory, dock, / The mouse ran up the ______." Ms. Hanson asks the students to fill in the rhyming word. The activity is an example of which of the following? A. Semantics B. Phonics rules C. Phonological awareness D. Whole language

C. Phonological awareness

Research indicates that a relationship exists between reading and writing. Which of the following supports that theory? A. Reading is a constructive process, writing is a recursive one B. Reading emphasizes syllabication, and writing emphasizes semantics C. Reading and writing share similar processes and require using the same kinds of knowledge D. Readers and writers proceed through the same five stages and in the same order

C. Reading and writing share similar processes and require using the same kinds of knowledge

A third-grade student has an excellent basic sight vocabulary and is proficient in decoding skills. The student experiences difficulty in comprehending grade-level text. The teacher approaches the school's reading specialist to request recommendations on how to best meet the student's reading needs. Which of the following is the most effective recommendation the reading specialist could make? A. Placing the student in a first-grade reading group B. Having the student attend an after-school tutoring program C. Teaching the student to use fix-it-up strategies while reading D. Notifying the student's parents of the teacher's concerns

C. Teaching the student to use fix-it-up strategies while reading (Readers sometimes get stuck when they read, not understanding a word or losing the train of thought. The difference between a good and a poor reader is that the good reader realizes that comprehension has broken down, and knows what strategy to use to fix it.)

Which of the following describes the most important purpose of using a norm-referenced test? A. The test will measure how well a student learned content-specific knowledge and skills. B. The teacher can use the results to interpret student's performance using set criteria. C. The test will indicate where a student performs in comparison to a group of similar students. D. The teacher can use the results to evaluate a student's performance against a standard.

C. The test will indicate where a student performs in comparison to a group of similar students.

Third-grade readers are struggling to decode words that contain blends. The classroom teacher asks the reading specialist if instruction should first be focused on words with b, g, s, or t blends. Which of the following should the reading specialist recommend to best meet the needs of the students? A. Words with b blends B. Words with g blends C. Words with s blends D. Words with t blends

C. Words with s blends

An eighth-grade social studies teacher administers a cloze procedure to the students before they read a chapter on the Amazon rain forest. The measure is most likely used to assess students' A. understanding of the climate in the region B. knowledge of the purpose of SQ3R C. ability to apply syntax and semantics to activate prior knowledge D. proficiency in reading fluency

C. ability to apply syntax and semantics to activate prior knowledge

While observing a student during an oral reading activity, the teacher notices that the student does not match letters with the correct sounds. The student is most likely having difficulty with A. reading fluency B. syntax C. graphophonic cues D. comprehension

C. graphophonic cues

During a writing class, the teacher asks students to identify the purpose of their writing, select an audience, consider the form of the writing, and generate and organize ideas for the writing topic. The students are most likely at which stage of the writing process? A. Publishing B. Editing C. Drafting D. Prewriting

D. Prewriting

To most effectively promote family involvement in literacy activities, teachers should encourage parents to A. buy a variety of books at different reading levels B. get each child in the family a library card C. read and discuss stories and experiences at home D. volunteer to read to students in the school's media center

C. read and discuss stories and experiences at home

If a student comes to an unfamiliar word in a text, they continue to read the whole sentence. Then they figure out that the unfamiliar word is a verb. Which cueing system did they use to construct meaning? A. semantic B. phonetic C. syntactic D. pragmatic

C. syntactic

Which of the following strategies would be most effective for students to use to improve reading comprehension? A. Activating prior knowledge, looking up unfamiliar words in a dictionary, and participating in choral-reading activities B. Looking up unfamiliar words in a dictionary, reading independently for fifteen minutes per day, and participating in choral-reading activities C. Creating questions while reading, underlining unknown words, and answering comprehension questions D. Activating prior knowledge, creating questions while reading, and connecting to past experiences

D. Activating prior knowledge, creating questions while reading, and connecting to past experiences

Which of the following is a form of authentic assessment? A. A reading diagnostic test B. A phonics screener C. An end-of-unit reading test D. Anecdotal records

D. Anecdotal records

A kindergarten teacher uses picture cards that reinforce the sounds of /a/, /m/, /t/, /i/, and /s/ to play a game of sound bingo with students. The teacher holds up a picture and instructs students to place a bingo chip on the first letter of the word that names the picture. Which of the following is most likely the instructional goal of the activity? A. Teaching basic phonics rules B. Assessing rhyming skills C. Fostering competition D. Developing phonological awareness

D. Developing phonological awareness

A first-grade teacher shows students a book cover that includes the title but does not allow them to preview the illustrations in the book. Which of the following strategies does the activity support? A. Activating students' prior knowledge of the content B. Encouraging students to make personal connections to the text C. Generating questions for students to answer while reading D. Expanding the depth and quality of students' predictions

D. Expanding the depth and quality of students' predictions

In which of the following activities is it most appropriate for a student to use structural analysis as a word-recognition skill? A. Identifying a word's beginning, middle, and ending sounds B. Blending individual sounds to decode a word C. Counting the number of syllables in a spoken word D. Identifying the word-meaning parts of the word

D. Identifying the word-meaning parts of the word

During a science unit on weather, students fill out the following chart for each of the content-related vocabulary words. Unit Vocabulary I have no idea what it means I have heard/seen it before I could easily teach it to the group Weather Humidity Precipitation Fog Dew point The graphic organizer is an example of which of the following? A. The Frayer model B. List-Group-Label C. Semantic feature analysis D. Knowledge rating

D. Knowledge rating

A first-grade class returns from a field trip to the zoo. The teacher wants to engage the students in a writing activity that will also help develop reading skills. Which of the following strategies will best support the teacher's goal? A. Guided writing B. Quick-write activities C. Written retellings D. Language experience approach

D. Language experience approach (whole language approach that promotes reading and writing through the use of personal experiences and oral language.)

A first-grade teacher conducts a lesson on initial consonants, consonant blends, and consonant digraphs that come before a vowel in words. The instruction best addresses which of the following? A. Rime B. Syllabication C. Rhyme D. Onset

D. Onset

Which of the following terms best describes the way language is used in social contexts? A. Morphology B. Orthography C. Phonetics D. Pragmatics

D. Pragmatics

Students in a kindergarten class draw pictures and label them using invented spelling. Which of the following is the best rationale for engaging students in the activity described? A. The activity gives students an opportunity to practice proper letter formation. B. The activity gives students an opportunity to express personal feelings. C. The activity helps students develop gross motor skills. D. The activity helps students understand that print carries meaning.

D. The activity helps students understand that print carries meaning.

One view of the act of reading involves the belief that each reader brings individual, unique background knowledge and beliefs to text, and therefore the meaning of the same material is different for each reader. According to this theory, which of the following best describes the reader's stance during the act of understanding text? A. Efferent B. Aesthetic C. Transmissible D. Transactional

D. Transactional

Two unique consonants that appear together in a word and represent one sound are known as A. a diphthong B. a consonant blend C. double consonants D. a consonant digraph

D. a consonant digraph (sh, th, ch, wh)

When a student who is reading aloud substitutes a word of similar meaning for a word that appears in print, the teacher's most appropriate response should be: A. immediately ask the student to reread the word correctly B. quietly and quickly correct the miscue by pronouncing the correct word aloud as soon as the student makes the mistake C. stop the student immediately, write both words down, and have the student identify and read the word as it appears in the text D. allow the student to continue reading, since occasional miscues are a normal aspect of reading

D. allow the student to continue reading, since occasional miscues are a normal aspect of reading

Ms. Grubbs introduces her kindergarten students to an activity from Stones by Marie Clay. She turns to a page on which the words are written upside down and asks students to identify what is wrong. The activity is most effective in assessing the students' A. phonemic awareness B. visual acuity C. ability to follow directions D. concepts of print

D. concepts of print

An eleventh-grade history teacher plans a unit on the Great Depression. One goal the teacher has is to provide students with access to multiple sources of information on the topic. The most likely benefit of the teacher's plan is that it allows students to A. become familiar with the resources of the school library B. use a variety of reading comprehension strategies to read expository texts C. develop more advanced informational writing skills D. gather more information and process opposing points of view

D. gather more information and process opposing points of view

A student who reads with expression, appropriate phrasing, and good inflection is best described as reading with A. emotion B. tone C. intensity D. prosody

D. prosody

According to L.S. Vygotsky, exemplary instruction in literacy is characterized by a teacher who A. uses a combination of multiple reading programs to meet student needs B. implements a variety of grouping practices based on students' strengths and weaknesses C. develops a strong partnership with families and the community in furthering literacy goals D. provides appropriate scaffolded support as students read texts slightly more difficult than those chosen for independent reading

D. provides appropriate scaffolded support as students read texts slightly more difficult than those chosen for independent reading

A fifth-grade teacher gives an informal reading inventory (IRI) to the entire class to determine reading levels. To most effectively meet the varied needs of the students, the teacher should use the data from the IRI to A. divide students into high-, middle-, and low-ability reading groups B. suggest appropriate reading materials from which students can choose C. create a list of more varied reading materials to propose to the principal D. select appropriate instructional materials and implement literacy centers

D. select appropriate instructional materials and implement literacy centers