Southall Ch 5-6

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The effective teacher using a diagnostic approach

Does both c and b (combines diagnosis and instruction within authentic reading experiences. & helps students gain an appreciation of and interest in reading.)

Explicit reading instruction requires teachers to deliver lessons from a curriculum manual or script to be effective.

False

Students' achievement and non-achievement are directly due to the teacher

False

Teachers should not spend any direct instructional time with good readers

False

Teachers with unplanned instructional time in the classroom will not be effective in teaching students to learn to read.

False

The curriculum chosen for reading instruction is the most essential factor in determining success in learning to read.

False

The purpose of small group reading instruction is primarily to provide support to lower performing students.

False

Effective teachers tend to have a sense of purpose that is broad, which goes beyond the immediate events/requirements.

True

Norm-referenced and criterion-referenced tests are used for evaluation.

True

Student success in learning to read can be influenced by grouping practices

True

Teacher expectations often influence students' learning behavior.

True

Teachers are often evaluated based on student performance

True

Teachers need continuous professional development to effectively teach all students to learn to read.

True

Explicit instruction includes

a and b only (well-stated goals and activities to accomplish those goals. teacher assessment of students paired with prompt feedback.)

Criterion-referenced tests are developed

all of the above

Planning serves the purpose of

all of the above

Teachers' effectiveness in reading diagnosis and improvement is affected by

all of the above

objective testing

all of the above

Some tests have been prepared so that

all of the above are true.

Standardized tests are

all the above

Criterion-referenced tests

are concerned with the mastery of instructional objectives.

Teachers determine how to group students for the purpose of instruction in word recognition

based on a combination of formal and informal assessments.

Reliability of assessment is most concerned with

controlling the influence of outside factors on students' results.

All tests are equally suitable for all students.

false

Standardized tests should always be administered at the end of the school year.

false

Teachers using reading diagnosis and improvement must

have good reading skills and strategies.

Children's learning in school is influenced by

many variables

If teachers wish to use tests in their diagnosis and improvement practices, they must

recognize the limitations of tests

When considering the results from standardized tests, teachers

should be cautious in interpreting standardized test results.

From a variety of reading research studies, it appears that

teachers are very influential in students' learning to read.

The criteria below that is NOT used to determine a good test is

the test has been adopted by a district curriculum committee.

A test is one way to gather information to interpret when teachers have specific questions about students.

true

Locator tests are useful for beginning the standardized testing process.

true

Practice tests are intended to support validity.

true

Raw scores do not convey meaningful information about standardized test results.

true

Standardized & informal classroom assessment results together provide ideas for individualized instruction.

true

Standardized tests, whether they are norm-referenced or criterion-referenced, have limitations.

true

Validity is the most important criteria for determining a good test.

true

Effective grouping practices in reading instruction

vary according to the teacher's purpose for instruction.


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