Reading 360 Quizzes

Which of the following can sometimes stand alone? a) suffix b) affix c) morpheme d) prefix

c) morpheme

When teaching comprehension strategies to students who struggle or for ELL students, consider a) allowing increased opportunities to apply the strategies while reading b) teaching different strategies c) using more challenging texts d) only using teacher modeling, and not expecting those students to apply the strategies on their own

a) allowing increased opportunities to apply the strategies while reading

Children are more motivated to read when they: a) are allowed to choose what they read as often as possible. b) answer questions about the books they read. c) chose books above their reading level. d) practice reading skills in workbooks.

a) are allowed to choose what they read as often as possible.

All of the following are processes skilled readers use to recognize words except: a) co-articulation b) contextual guessing c) analogizing d) sight word reading

a) co-articulation

Modeling and encouraging adept diction and the use of word play such as rhymes and puns are ways of a) fostering word consciousness b) providing intensive instruction c) teaching meaningful word parts d) using context cues

a) fostering word consciousness

The ultimate aim of reading assessment is to a) gain information to lead each student to the highest level of literacy possible b) prepare report cards for each student c) determine which methods are successful d) encourage students through success and positive feedback

a) gain information to lead each student to the highest level of literacy possible

The gradual release of responsibility is an instructional concept that: a) guides students toward independent application of strategies. b) involves cooperative learning for students to teach each other. c) was a traditional principle that is no longer shown to be effective. d) is teacher-centered.

a) guides students toward independent application of strategies.

When listening to an adult read a book, the child should be encouraged to a) interact with the pictures and story b) listen quietly showing courtesy c) memorized the story to answer comprehension questions d) playfully interact with other children nearby

a) interact with the pictures and story

A small vocabulary a) is a serious detriment to success in reading b) has little influence on success in reading c) can be remedied by direct instruction of unknown words d) is detrimental to success in reading only in the upper elementary grades

a) is a serious detriment to success in reading

Wide reading a) is among the best predictors of vocabulary size b) does little to increase vocabulary size c) is done by most students d) is only an effective method for increasing vocabulary for more proficient readers

a) is among the best predictors of vocabulary size

In teaching students to decode multi-syllabic words, it is important to a) make the strategic aspect of the strategy explicit to aid in transfer b) allow students to practice reading words only in isolation c) not isolate single words, but rather focus on words in context d) focus on the CVC pattern

a) make the strategic aspect of the strategy explicit to aid in transfer

Norm-referenced tests a) measures an individual's standing relative to others b) became popular in the 1960's for providing objective information c) are included in many basal systems. d) compare a student's performance against an absolute standard

a) measures an individual's standing relative to others

When reading, students need to know a) most of the words they encounter at the established level b) all of the words they encounter at the established level c) most of the words they encounter at the acquainted level d) 50% of the words they encounter at the established level

a) most of the words they encounter at the established level

Students' work samples allow teachers to assess a) process and product b) students' test-taking strategies c) student reading level d) student performance in relation to national norms

a) process and product

The cognitive-constructivist view of reading supports that: a) reading is an active process b) there is only one true meaning of a text c) all readers follow the same process in constructing meaning d) reading is a sequential process

a) reading is an active process

Reading intervention for ELL students a) should have a strong emphasis on vocabulary b) should be delayed until the students speak fluently c) should focus on the phonics rules of English d) should focus on word order and correct pronunciation

a) should have a strong emphasis on vocabulary

The following are all effective pre-reading activities except: a) summarizing b) purpose setting c) activating prior knowledge d) preteaching vocabulary

a) summarizing

When identifying vocabulary to teach, all of the following should be considered except: a) the number of syllables in the word b) the utility of the word outside of the context of the text c) if the word's meaning is able to be accessed by context d) the word's necessity in the overall meaning of the text

a) the number of the syllables in the word

When teaching comprehension strategies, it is critical to teach students a) to coordinate the use of multiple strategies b) to use the strategy with every text they read c) to only use one strategy at a time d) to use strategies only with easy texts

a) to coordinate the sue of multiple strategies

A comprehensive approach to teaching reading includes: a) understanding how to incorporate explicit instruction within meaningful context. b) the ability to follow prescribed methods of teaching. c) studying a few meaningful topic in depth. d) all of the above

a) understanding how to incorporate explicit instruction within meaningful contexts.

The following is not a component fo an effective literacy curriculum: a) worksheets b) phonics c) independent reading and reading response d) vocabulary

a) worksheets

A metacognitive reader is one who a) uses all nine of the key strategies each time she reads b) actively monitors her reading c) reads every word correctly d) understands a text the first time she reads it

b) actively monitors her reading

Whole-group instruction a) is an ineffective us of a teacher's time b) allows for teachers to model and expand on strategies c) offers students instruction in phonics on their level d) is effective only at the beginning of a reading block

b) allows for teachers to model and expand on strategies

Formative assessment is a) the assessment of students' mastery at the end of the school year b) an aid to teachers in guiding instruction c) administered when a studnet is not making adequate progress d)ineffective as a classroom procedure

b) an aid to teachers in guiding instruction

Sharing assessment results with students a) can be counter-productive when a student knows his weaknesses b) can be motivating and increase achievement c) is detrimental to students self-esteem d) is effective when teachers share only positive results

b) can be motivating and increase achievement

Traditional instructional principles: a) have been replaced by more contemporary ones. b) can help guide effective instruction. c) shouldn't be challenged. d) are largely child-centered.

b) can help guide effective instruction.

Preparing students to take a standardized test is most effective when a) focusing year-long instruction on the material to be presented in the test b) combining practice questions with explanation and discussion c) rote practice of test questions that mirror the test to be taken d) teachers emphasize competition

b) combining practice questions with explanation and discussion

The Matthew Effect in reading a) can be prevented if young readers are offered interventions relying solely on isolated phonics practice. b) describes reading difficulties are compounded at a young age to widen the gap between good and poor readers. c) are irreversible d) all of the above

b) describes reading difficulties are compounded at a young age to widen the gap between good and poor readers

The zone of proximal development: a) outlines the topics that students can read about at different ages. b) describes the range within students can learn at a particular time in development. c) is an instructional technique that applies only to reading. d) suggests that learning is not a social phenomenon.

b) describes the range within students can learn at a particular time in development.

For students who find school difficult, teachers should: a) not encourage them to take risks. b) give them challenges appropriate for their skills. c) give them extra literacy homework. d) let them work on their own.

b) give them challenges appropriate for their skills.

The smallest unit of meaning is a) vowel b) morpheme c) phoneme d) syllable

b) morpheme

Activities to support comprehension of expository text include: a) discussion webs, story grammar, and KWLs b) semantic webs, KWLs , and reading guides c) story maps, reading guides, and semantic weaving d) guided reading, questioning the author,and story maps

b) semantic webs, KWLs, and reading guides

The recommended approach for students who are making good progress in fluency and whose rates are near or above the norm for their grade level is a) repeated reading and echo reading b) silent reading of a wide variety of materials c) tape-assisted reading d) partner reading

b) silent reading of a wide variety of materials

Repeated oral readings are most effective when texts are a) easy and automatic b) slightly challenging c) on grade-level d) read aloud in a group

b) slightly challenging

Semantic feature analysis is useful when students have a) no knowledge of the new concept b) some knowledge of the new concept c) more words to learn than they can learn independently d) already worked extensively with semantic mapping

b) some knowledge of the new concept

The first principle of word-study instruction is to a) apply word study skills in the context of reading b) start where the child is c) create journals d) end with multi-syllabic words

b) start where the child is

DR-TA focuses on a) explicit teaching of decoding strategies b) student-generated purposes for reading c)post-reading activities d) questioning the author

b) student-generated purposes for reading

Attribution theory focuses on: a) teachers' strategies for working with struggling learners. b) students' perceptions of the causes of successes and failures in their learning. c) the creation of a literate environment that promotes student success. d) the grouping of students for instruction.

b) students' perceptions of the causes of successes and failures in their learning

Which off the following best represents the automatic stage of the original method of repeated reading? a) the child reads words accurately, but hesitantly b) the child reads with little effort, with few errors c) the child reads slowly, but with few errors d) the child reads quickly, but without comprehension

b) the child reads with little effort, with few errors

The main purpose of Response to Intervention is a) to move students through all tiers of intervention quickly b) to identify students who struggle early and provide them with appropriate instruction to catch them up c) to make the process of identifying special education students easier d) to allow struggling students to be instructed outside of the classroom

b) to identify students who struggle early and provide them with appropriate instruction to catch them up

Which is not one of the steps in learning to read a known word? a) students looking at the word at the same time it is pronounced b) writing the definition of the word c) rehearsing the connection between print and pronunciation repeatedly d) wide reading in books that contain many repetitions of the word

b) writing the definition of the word

As a comprehension strategy unit progresses, the following changes must be made except: a) the teacher allows the students to do more of the work b) the teacher stops providing feedback to students c) the strategy is practiced using more difficult texts d) the strategy is applied to authentic literacy tasks

b)the teacher stops providing feedback to students

Students add to their reading, writing, speaking and listening vocabularies most effectively by a) using context clues for unknown words b)listening to read aloud and books on tape c) a combination of independent word learning and direct teaching of individual words d) memorizing weekly lists of vocabulary words

c) a combination of independent word learning and direct teaching of individual words

Comprehension strategies differ from comprehension skills in that strategies a) are preformed with little conscious attention. b)are unable to be explicitly taught. c) are deliberate and performed with intuition. d) can be applied to a limited range of texts

c) are deliberate and performed with intention

When making an inference, a reader must use a) multiple texts at the same time b) only information from the text c) background knowledge along with information from the text d) appropriate citations

c) background knowledge along with information from the text

Which of the following is not true of the reciprocal reading procedure? Students a) generate questions b) clarify issues c) choral read d) make predictions

c) choral read

As described by the interactive model, readers: a) combine letters to form words and words to form sentences. b)pronounce the words on the page to get meaning. c) construct meaning from both what is on the page and in their heads. d) form hypotheses about the content and then sample the text to see if they are correct.

c) construct meaning from both what is on the page and in their heads

Reading instruction is successful when students a) are able to perform the individual skills of reading in isolation. b) do well on the unit and standardized tests of reading comprehension. c) eagerly read a variety of written text with understanding. d) are in the top reading group.

c) eagerly read a variety of written text with understanding

Teachers of English language learners should a) build their oral vocabularies rather than their reading vocabularies b) afford opportunities for students to listen to texts in their native language and English, but not read them yet c) establish a systematic word study for home and school d) supply students with weekly word lists to study and learn

c) establish a systematic word study for home and school

Coaching for word recognition a) involves focusing on multi-syllabic words b) is detrimental to students' word learning c) fosters student knowledge of word analysis within the context of real reading d) provides opportunities for explicit phonics

c) fosters student knowledge of word analysis within the context of real reading

The Report of the National Reading Panel has a) mandated the reading materials to be used by schools. b) ultimately not had much impact on policy. c)identified the five elements of reading instruction supported by research. d) found the traditional principles of instruction to be outdated

c) found the traditional principles of instruction to be outdated.

The Frayer method of teaching new words that represent new concepts a) is not as powerful as the semantic mapping method b) takes less time than the semantic feature analysis c) is more powerful but takes more time than other methods d) is a method used only for less skilled readers

c) is more powerful but takes more time than other methods

Phonemic awareness refers to: a) knowledge about spelling patterns b) knowledge about the letters that represent particular sounds c) knowledge that spoken words are composed of somewhat separable sounds d) knowledge of the alphabet

c) knowledge that spoken words are composed of somewhat separable sounds

Instruction on the use of context cues involves a) explaining that context cues always provide a meaning of the new word b) teaching the names of the various cues and testing students on this knowledge c) modeling how to look for cues and letting students practice using cues d) showing students how to find the exact meaning of the new word

c) modeling how to look for cues and letting students practice using cues

Which of the following is not part of the constructivist/ sociocultural perspective on learning? a) scaffolding b) the gradual release of responsibility c) parsing d) cooperative learning

c) parsing

Which factor is the strongest predictor of children's success in reading? a) parents' occupational status b) whether or not the child attended preschool c) phoneme segmentation ability d) number of books the child owns

c) phoneme segmentation ability

In simultaneous repeated reading the student a) reads to the teacher b) reads silently alongside the teacher c) reads along with the teacher d) listens to the teacher model fluent reading and then repeats the reading

c) reads along with the teacher

Which of these marks good fluency instruction? a) students do lots of round robin readings in groups b) teachers make students progress public c) students do a lot of reading in non-taxing situations d) students read only easy materials

c) students do a lot of reading in non-taxing situations

Which word-learning task is the most difficult? a) teaching a new term for a known concept b) teaching students to read a word already in their oral vocabulary c) teaching a new word that represents a new concept d) clarifying the meaning of a known word

c) teaching a new word that represents a new concepts

By the time children leave kindergarten, it is most critical that they know a) all the letters in the alphabet b) all the english phonemes c) that letters represent sounds d)the difference between vowels and consonants

c) that letters represent sounds

While there are a range of intervention programs, a) Early Reading Intervention produces the best results for struggling readers b) research has not yet identified which are effective c) there may not be one best method of intervention d) Reading Recovery is the most effective with struggling readers

c) there may not be one best method of intervention

When a teacher is meeting with small groups, students should be engaged in a) completing workbook pages b) work that produces a product so the teacher can ensure accountablility c) work that is meaningful, long term, and largely based in text reading d) work in other subjects

c) work that is meaningful, long term, and largely based in text reading

Recognizing culturally and linguistically diverse students is particularly important in a) building text-specific knowledge b) planning direction setting activities c) suggesting comprehension strategies d) activating and building background knowledge

d) activating and building background knowledge

Successful reading experiences occur when: a) the reader understands what he reads b) the reader finds it enjoyable, entertaining, informative, or though provoking. c) the reader understands the reading act as a means to a larger goal. d) all of the above

d) all of the above

Teachers in primary grades should encourage children to use invented spelling because it helps them to a) make a connection between the sounds and the letters that make up words b) write using more words than they can spell c) become better readers d) all of the above

d) all of the above

When assessing the difficulty of a text, which factors are important to consider a) vocabulary and sentence structure b) length and elaboration c) coherence and unity d) all of the above

d) all of the above

When students read fluently they typically read with: a) accuracy b) expression c) comprehension d) all of the above

d) all of the above

Teaching for transfer allows students to: a) exercise choice in reading b) learn cooperatively c) complete phonics worksheets d) apply learning to novel situations

d) apply learning to novel situations

Narrative texts a) are superior to exposition b) have no single prototypical structure c) are lists, descriptions, and explanations d) are stories that ususally recount events in chronological order

d) are stories that usually recount events in chronological order

Prefixes a) are infrequent in English words b) only exist in words which are related to Greek or Latin c) are too abstract to make them worthwhile learning in elementary grades d) are useful in learning new words

d) are useful in learning new words

A metacognitive reader is able to a) use phonics to sound out unknown words b) read every word accurately c) know the meaning of each word on the page d) articulate the strategies he used when comprehension became difficult

d) articulate the strategies he used when comprehension became difficult

When children repeatedly attribute failure in reading to forces that are beyond their control, they: a) are apt to be nervous withdrawn, and discouraged. b) work harder to overcome those difficulties. c) are likely t fall into a learned-helplessness syndrome. d) both a and c

d) both a and c

Wide reading relates to word recognition skills in that a) it provides students opportunities to apply phonics knowledge b) it allows for comprehension practice c) it provides students opportunities to acquire word knowledge d) both a and c

d) both a and c

Identify the characteristic that is not based on the top-down belief system: a) using context clues b) allowing a choice of reading materials c) less emphasis on correcting word errors d) engaging in vocabulary activities before reading

d) engaging in vocabulary activities before reading

In order to develop automaticity in reading, students need to: a) practice with word lists. b) increase their attention capacity. c) respond to many questions. d) frequently read text at or below their reading level.

d) frequently read text at or below their reading level.

Children who have not developed phonemic awareness are a) not yet ready for school and should wait another year to enter b) not yet ready for literacy instruction and should spend much of their time in confidence- building activities c) in need of drilling on the letters and sounds of the alphabet d) in need of activities such as rhyming and segmenting sounds

d) in need of activities such as rhyming and segmenting sounds

Teaching students to use the dictionary is a) unnecessary beyond grade 6 or so b) detrimental to students' word consciousness c) an outdated practice d) instruction from which many students can profit

d) instruction from which many students can profit

Teachers can promote students' comprehension development through a) phonemic awareness activities b) questions at the end of reading selections c) invented spelling d) interactive read aloud

d) interactive read aloud

Guided reading a) is best implemented with heterogeneous groups of students. b) is best suited for extremely difficult texts. c) is focused on word-level strategies for reading d) is most appropriate for students in the primary grades

d) is most appropriate for students in the primary grades

Additional scaffolding is needed when working with a) post reading activities b) narrative text c) during reading activities d) less proficient readers

d) less proficient readers

The teacher's role in standardized tests has typically been a) significant because it requires substantial knowledge and skill b) about the same as in teacher-based assessment c) limited to assure balance between the types of assessment d) limited to management and reporting

d) limited to management and reporting

In the collecting evidence stage of assessment as inquiry, teachers are likely to engage in a) administering summative assessment b)grading papers and tests c) planning instruction to best meet the needs of individual students d) observation, discussion, questioning and interviewing with their students

d) observation, discussion, questioning and interviewing with their students

Recent, widely accepted research on reading instruction indicates that: a) there is no instructional difference due to method. b) the whole-word method has produced somewhat better results. c) there is not enough statistical data to arrive at a conclusion. d) underlying skills such a phonemic awareness and facility with letter-sound correspondences are crucial.

d) underlying skills such a phonemic awareness and facility with letter-sound correspondences are crucial.

Which component is not considered when assessing fluency? a) comprehension b) expression c) rate d) vocabulary

d) vocabulary

If students have learned a word so that they are able to use the word in speaking and writing, they know the word at the a) production level b) acquainted level c) independent level d) established level

d)established level