STR PRACTICE TEST REVIEW

Front

Most students in a kindergarten class can identify two words that rhyme. Which phonemic skill should the teacher address next? Options: Naming the beginning sounds in words, Blending the initial consonant sounds in words, Pronouncing all the sounds in words with two or three phonemes, Blending the final consonant sounds in words

Back

Naming the beginning sounds in words

Answer explanation

Option A is correct because this is the next phase in phonemic development. (Readers have to identify individual phonemes before they can blend).

Front

Which of the following activities will contribute most to improvement in students' oral reading fluency?
- Students read timed passages aloud while the teacher keeps charts of their progress
- Students read a text aloud while a partner listens and takes notes
- Students read instructional-level text in a small group and discuss what they read
- Students read a text multiple times and receive guided oral feedback from the teacher

Back

Students read a text multiple times and receive guided oral feedback from the teacher

Answer explanation

Option D is correct because reading a text multiple times allows students to practice their prosody, while feedback from the teacher provides additional information to develop that skill. Timing students focuses on rate and discussing and/or taking notes focuses on comprehension.

Front

Which of the following activities should a teacher assign to assess a student's level of graphophonemic knowledge? Reciting the alphabet in order, Copying written text onto paper, Differentiating between words and letters, Decoding unfamiliar regular words

Back

Decoding unfamiliar regular words

Answer explanation

Option D is correct b/c graphophonemic awareness is a student's understanding of the relationship between written letters and their corresponding sounds. Reciting the alphabet in order requires knowledge of letter names, not relationships to sounds ; copying written text onto paper requires only knowledge of shapes of letters, not sounds; and differentiating between letters & words doesn't necessarily require knowledge of sounds/letters.

Front

Which of the following is most important for a teacher to consider when selecting texts for developing students' decoding ability during small-group guided-reading instruction?
Reading comprehension, Individual learning styles, Accuracy in reading leveled text, Personal reading interests

Back

Accuracy in reading leveled text

Answer explanation

Option C is correct because teachers should select appropriate leveled texts, depending on the students' reading accuracy, so that the texts contain an appropriate number of words for students to decode.

Front

When reading a narrative, a third-grade teacher has students record the important elements on a story map. The activity primarily improves students' comprehension of the text by

Back

Focusing on the structure of the text

Answer explanation

Option D is correct bc a story map helps student s outline the structure of the text, which helps to improve comprehension. Story maps don't promote personal connections or require activation of prior knowledge or evaluative-level understanding.

Front

A fifth-grade teacher plans to integrate reader's theater into reading instruction. A primary reason the practice will improve students' reading fluency is that it provides students with an authentic purpose for reading a text multiple times.

Back

an authentic purpose for reading a text multiple times

Answer explanation

Option D is correct because to implement reader's theater, students are asked to practice reading a script many times for an oral presentation. This provides an authentic reason for rereading, which is an excellent fluency-building activity. A is incorrect because fluency is better developed through reading independent-level texts, B is incorrect because fluent reading with proper intonation is best modeled by a teacher readaloud, and C is incorrect because students should not have to spend a lot of time decoding text that they are trying to read fluently.

Front

A first-grade student has been identified as having dyslexia and has begun intervention. Which approach to instruction would be most effective to enhance the student's reading development? Options: allowing the student to use colored overlays on all classroom texts to ameliorate the visual difficulties caused by dyslexia, using reading materials with the student for instruction and guided practice that utilize specialized fonts designed for people with dyslexia, arranging for the student to spend time each day on the classroom computer using a working-memory training program, providing the student with systematic, explicit multimodal instruction in all the essential, evidence-based components of reading

Back

providing the student with systematic, explicit multimodal instruction in all the essential, evidence-based components of reading

Answer explanation

Option D is correct because research supports a language-based, multimodal approach to instruction that is systematic and explicit; addresses all five components of reading (phonemic awareness, phonics, fluency, vocabulary and text comprehension); and integrates spelling and writing instruction with reading instruction.

Front

Which of the following sets of words would be most appropriate to categorize as Tier Two words? fossil, air, soil , clock, book, floor , arrange, observe, predict, custom, shelter, community

Back

arrange, observe, predict

Answer explanation

Option C is correct because Tier Two words are words that represent more sophisticated or academic versions of every day vocabulary. For example, "arrange" is a more academic word for "put in order"; "observe" is a more academic word for "look" and "predict" is a more academic word for "guess".

Front

After the third reading of the text, the teacher has students discuss whether the goldfish was happier when it was once again alone in a fishbowl or when it rejoined the other creatures in a large fish tank. The students must work with a partner to locate support from the text and illustrations for their claim. Conducting this type of collaborative conversation as part of a focused-rereading protocol benefits students' understanding of a complex text primarily by:

Back

encouraging students to co-construct meaning using evidence from the text.

Answer explanation

Option B is correct because when students interact with their peers about a text, they can help facilitate one another's comprehension of the text.