Reading test 1

A balanced reading program should include numerous:

To, with, and by the students.

When we are using knowledge of language structure as a source of information while we are reading:

• Our understanding of the way language sounds when we talk influences the way we read.

You might prompt a student to use knowledge of language structure to understand some text that he or she is reading by using prompts similar to which of the following: • "Can we say it that way?" "Is that like the way we talk?" "Does that sound right?" • All of the options.

•All of the options

You might prompt a student to use meaning to understand some text that he or she is reading by using which of the following prompts? * "Did that make sense?" "What do you think it could be?" "Let's read it again to make sense." • All of the options.

All of the options

Reading is much more than decoding words- it is the: •Complex process of making meaning from a variety of symbols and conventions. Fluent use of a variety of strategies. • Both of the options.

Both of the options

When we read, we often gain meaning from the text by:

Comparing it to past experiences and what we know.

Assisting various reading groups with their instructional activity using a teacher-selected text is an example of

Reading with students

With the confirm reading strategy, a student might:

Reread a piece of text to verify that what he or she read was right or made sense.

An appropriate modification for a student may be to consider a shorter reading passage if:

The student is so overwhelmed by the length of the passage that he or she is unable to focus on using strategies to gain the meaning from the text.