As a first-grade teacher reads a big book to a group of students, the teacher points to the beginning consonants of selected words and accentuates the sound the initial letter makes. This activity is most likely to promote the students':

ability to isolate individual sounds in words.

awareness of multisyllable words.

ability to blend the sounds in words.

A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways?

introducing a text's key vocabulary and guiding the students in close reading of key passages

using informational texts that are written at the students' independent reading level

providing the students with explicit instruction in grade-level-appropriate test-taking strategies

emphasizing reading skill-building activities that focus primarily on narrative texts

Which of the following types of activities would be most important to include on a daily basis when planning reading instruction for first graders who are developing as beginning readers?

activities that promote students' development of decoding and other word analysis skills

activities that introduce students to basic concepts about print

activities that emphasize listening to and producing rhyming, alliteration, and similar forms of wordplay

activities that emphasize memorization of lists of grade- level-appropriate sight words

A first-grade teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following?

The students' development of phonics knowledge will be reinforced as they experiment with their own phonetic spellings.

The students will tend to lose interest in writing because of their frustration with their lack of mastery of the English spelling system.

The students' overall reading proficiency will be adversely affected by any spelling errors that go uncorrected.

The students will tend to develop strong automatic word recognition skills from their interaction with print.

A fourth-grade English Language Learner is new to a school. Assessments suggest that the student can read orally with accuracy on grade level; however, the student's comprehension of grade-level textbooks fluctuates widely. Which of the following steps would be most appropriate for the teacher to take first in order to determine the cause of the student's difficulty?

Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks.

Assess the student's word analysis and decoding skills.

Determine whether the student has a specific learning disability that affects language processing.

Assess the student's level of first- language literacy.

In order to select a trade book that emphasizes predictability, a teacher should ensure that:

a phrase, rhyme, or sentence is repeated throughout the text.

the text includes some pictures or illustrations.

the length of the text is not likely to exceed the attention span of the target student(s).

the concepts in the text are at an appropriate level of difficulty for the target student(s).

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who:

needs help developing phonemic segmentation skills.

is performing below grade-level benchmarks in reading fluency.

lacks automaticity in word recognition.

has difficulty sounding out phonetically regular one-syllable words.

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:

identify in spoken language separate sounds that can be mapped to letters.

recognize different ways in which one sound can be represented in print.

count the number of syllables in a written word.

understand the concept of a silent letter.

Which of the following first-grade students has attained the highest level of phonemic awareness?

a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit

a student who can orally segment the word wonderful into won-der-ful

a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/

a student who can orally segment the word train into its onset and rime

Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who:

have a relatively high level of phonemic awareness.

have a relatively low level of phonological awareness.

are beginning to develop systematic phonics skills.

are beginning to master the alphabetic principle.

A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by:

encouraging them to divide words into onsets and rimes.

helping them recognize distinct syllables in oral language.

teaching them how to distinguish between consonants and vowels.

promoting their awareness of letter- sound correspondence.

A teacher shows a student pictures of familiar objects. As the teacher points to the first picture, she asks the student to name the object in the picture. Next, she asks the student to count on his fingers the number of sounds he makes as he says the word again. This activity is most likely to promote which of the following?

understanding of the alphabetic principle

development of letter-sound correspondence

The teacher asks students to locate and mark places mentioned in the chapter on a map as they read. This activity is most likely to help students:

use visualization to facilitate their comprehension of the text.

paraphrase content to make the text more understandable.

connect elements in the text to their background knowledge.

identify the text's main ideas and supporting details.

A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of a typical example of the student's oral reading performance. Text: Her boots crunched through the snow. Student: Her boats crucked throw the snow. After reading the sentence, the student paused and then reread it without the teacher's prompting and self-corrected the errors. Based on this information, the teacher could best meet this student's needs by adjusting instruction in order to:

improve the student's decoding skills.

enhance the student's oral vocabulary development.

develop the student's ability to self- monitor comprehension.

promote the student's ability to track print.

Which of the following types of assessments would best provide information about the comparative reading proficiency of students in an elementary school?

a test of vocabulary development

Considerations of validity in test construction relate most closely to:

whether the test questions effectively measure their specified content.

how a particular examinee's test performance relates to a preestablished standard.

how a particular examinee's test performance compares to the performance of other examinees.

whether the test results are likely to be repeatable with a similar examinee test group.

If a standardized test is said to lack reliability, the test:

gives fluctuating scores in different administrations.

is not measuring what it is supposed to measure.

has not proven to be useful as an instructional intervention.

has poor predictive value relative to students' classroom performance.

Which of the following informal assessment results provides the clearest indication that a kindergarten child has attained a beginning level of phonemic awareness?

The student can identify the beginning sound of single-syllable words.

The student can clap the "beats" or syllables of familiar multisyllable words.

The student can delete the second "word" or syllable in compound words.

The student can substitute phonemes in the medial position of single- syllable words.

One of the most important purposes of a standardized Informal Reading Inventory (IRI) is:

to establish a student's independent, instructional, and frustration reading levels.

to establish how prior knowledge and text organization influence a student's reading comprehension.

to determine how a student uses semantic, syntactic, and other text clues to deduce a word's meaning.

to analyze how a student's silent reading comprehension is influenced by oral reading fluency.

An advantage of using assessment tools such as portfolios and scoring rubrics is that they:

promote student participation in self- assessment activities.

provide more objective results than do multiple-choice tests.

ensure consistency among different evaluators.

offer more reliable assessment data.

Which of the following best describes the primary advantage of having a student read a passage silently and then provide a "retelling" as a means of assessing the student's comprehension, rather than having the student answer questions?

A retelling is open-ended and requires the student to construct a description of the passage more independently of the examiner.

The results of a retelling are more objective and easier to quantify than the results of direct questioning.

The procedure involved in retelling tends to be more familiar to a wider range of students, including English Language Learners.

A retelling can provide information about the student's inferential comprehension skills, which questioning cannot provide.

Which of the following criteria would be most important to consider when selecting "leveled texts" for use in assessments and guided reading with beginning-level readers?

The texts should use repeated words and natural oral language structures.

The texts should require readers to use problem-solving to connect text to illustrations.

The texts should emphasize use of literary language and dialogues.

The texts should feature a range of punctuation and context-specific vocabulary.

A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first-grade teacher to consider when addressing the needs of this student?

Does the student's primary language have consonant blends?

Are the target words in the student's oral vocabulary in English?

Can the student distinguish between short and long vowel sounds in English?

Do the target words have cognates in the student's primary language?

A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins to "pretend read" the story. These behaviors suggest that the child most likely:

has developed an understanding that print carries meaning.

has well-developed book-handling skills.

knows where individual words begin and end.

understands the concept of print directionality.

A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I love mommy.'" This behavior suggests that the child most likely:

has grasped the idea that the function of print is distinct from that of pictures.

is ready to learn the concept of letter- sound correspondence.

is beginning to develop awareness that words are made of distinct phonemes.

has a basic understanding of the alphabetic principle.

At the end of each school day, a preschool teacher encourages the children to talk about the day's events. As the children describe each event, the teacher writes it on large block paper. Afterward, the teacher reads the list back to the class. This activity would contribute to the children's literacy development primarily by promoting their:

awareness that speech can be represented by writing.

basic understanding of the alphabetic principle.

basic understanding of word boundaries.

awareness of the relationship between syllables and the spoken word.

A kindergarten teacher hangs labels on key objects in the classroom, puts up posters that include words and captions, and always has a big book on display for the children's use. This kind of classroom environment is most likely to help promote children's:

development of an awareness of print.

recognition that words are composed of separate sounds.

recognition of high-frequency sight words.

development of automaticity in word recognition.

A preschool teacher is reading a story to his class. As he reads, he holds the book so the children can see the words and pictures while his finger follows the line of print. This activity would contribute to the children's reading development primarily by:

developing their awareness of left-to- right directionality.

promoting their development of letter recognition skills.

helping them recognize phonemes that occur frequently in print.

promoting their understanding of letter-sound correspondence.

Pointing out the title, beginning, middle, and end of a book to a group of preschool children before reading the book aloud to them contributes to their reading development primarily by promoting their:

development of book-handling skills.

understanding of text directionality.

understanding of the concept of schema.

development of literal comprehension strategies.

Which of the following strategies would be most effective in promoting kindergarten children's ability to recognize and name letters of the alphabet?

The teacher says the name of a letter while the children each trace its shape on a cutout letter.

The teacher posts the entire alphabet around the room in several different formats.

The teacher reads aloud to the children from books that contain mostly words that follow regular phonics patterns.

The teacher emphasizes the initial sounds of words when reading to the children.

Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who are having difficulty:

developing letter formation skills.

internalizing the alphabetic principle.

understanding the relationship between spoken and written language.

recognizing that print carries meaning.

Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?

previewing a chapter in a content-area textbook

evaluating the validity of information on an Internet Web site

synthesizing information from various sources for a research report

studying specific facts for a content- area exam

A sixth-grade class is working on an Internet research project about various natural resources and their uses. The teacher could best support students' effective use of the Internet for their research by:

providing students with a checklist of questions that prompt critical evaluation of information on Web sites.

giving students a list of Web sites that have been preapproved based on the sites' reading levels.

encouraging students to search for Web sites that are easy to navigate and that contain familiar vocabulary.

teaching students to employ a variety of search engines to locate relevant Web sites.

A third-grade teacher observes that students who read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers:

are able to focus their full attention and cognitive resources on the meaning of a text.

possess a self-awareness that allows them to use metacognitive skills efficiently.

have already developed the base of background knowledge typically covered by textbooks.

have well-developed skills for decoding any level of text word by word.

A fifth-grade teacher gives students a reading guide for an informational text that they will be reading independently. The reading guide contains various activities, including prompting students to summarize certain passages, to explain relationships between concepts according to specific information in the text, and to determine the meaning of domain-specific words based on appositives or appositive phrases embedded in the text. This reading guide is likely to be most effective for achieving which of the following instructional purposes?

encouraging students to read and interact closely with the text

teaching students to adjust their reading rate based on text complexity

developing students' ability to read the text evaluatively

supporting students' development of prosodic reading skills

Two proficient readers are answering postreading comprehension questions about a chapter in a content-area textbook. • The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter. • The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter. Which of the following best explains the most likely reason for the students' varied understanding of the text?

Each student applied different reading comprehension skills when reading the text.

The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text.

The second student is more proficient at reading for literal understanding than for inferential understanding.

Each student brought a unique set of prior experiences to the reading of the text.

An English Language Learner reads academic texts fluently in her primary language but is struggling to understand her content-area textbooks in English. This student would likely benefit most from engaging in which of the following activities?

learning to use metacognitive reading strategies with English text

translating textbook reading assignments from English into her primary language

receiving reading comprehension instruction with texts written in her primary language

reading texts in her primary language that cover the same material as her English textbooks

A preschool teacher shows a group of children pictures of everyday objects. Below each picture is printed the letter of the alphabet that corresponds to the word's initial sound. As the teacher points to each picture, she names the object, then she points to the letter underneath it and says the sound it makes. The teacher invites the children to repeat the sound with her. This activity is likely to contribute to the children's reading development primarily by:

demonstrating that phonemes are represented by letters.

illustrating the concept of word boundaries.

focusing on auditory discrimination skills.

introducing the concept of onset and rime.

A kindergarten teacher wants to promote students' understanding of the alphabetic principle. Which of the following would be the most effective first step in a sequence of instruction designed to achieve this goal?

Talk with students about selected consonants using a series of posters that each feature one consonant and contain pictures of items whose initial phoneme demonstrates that consonant's sound.

Have students trace both lowercase and uppercase letters of the alphabet and then practice reproducing the letters on their own.

Talk with students about the title, beginning, middle, and end of a story and point to these parts while reading the story aloud from a big book.

Put labels on several familiar objects in the classroom and regularly read the labels aloud to the students.

A second-grade teacher regularly reviews spelling patterns previously taught. The teacher also provides students with multiple opportunities to read and write connected text that features words containing the target spelling patterns and to engage in word sorts focused on previously taught spelling patterns. These types of activities are likely to promote students' reading proficiency primarily by developing their:

reading fluency with respect to accuracy.

knowledge of grade-level vocabulary.

awareness of different types of morphemes.

word recognition with respect to sight words.

Which of the following best describes the relationship between word decoding and reading comprehension in a beginning reader's development?

Rapid automatic decoding skills help facilitate development of reading fluency and comprehension.

Decoding skills and reading comprehension skills tend to develop independently of one another.

Reading comprehension skills directly facilitate the development of decoding skills.

Development of decoding skills is secondary to the development of reading fluency and comprehension skills.

A teacher can most effectively support first graders' development of rapid automatic word recognition by first teaching students how to:

apply consistent phonics generali- zations in common words.

use context clues to determine the meanings of words.

identify the constituent parts of multisyllable words.

look up unfamiliar words in the dictionary.

A second-grade teacher pairs students who are reading at approximately the same independent reading level for a partner- reading activity. During the activity, the two partners sit side by side and take turns reading aloud from a shared text. Over a period of several days, the partners read a large number of independent-level texts together. This activity is best designed to promote students':

development of reading rate and automaticity.

awareness of key aspects of prosodic reading.

development of comprehension skills and strategies.

awareness of new phonics elements.

Foundations Reading Test

Authored by Kathleen LeMay

12th Grade

Used 73+ times

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80 questions

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following students is
demonstrating the specific type of
phonological awareness known as phonemic
awareness?

a student who, after hearing the word

hat, can orally identify that it ends

with the sound /t/

a student who, after being shown a

letter of the alphabet, can orally

identify its corresponding sound(s)

a student who listens to the words

sing, ring, fling, and hang and can

identify that hang is different

a student who listens to the word

magazine and can determine that it

contains three syllables

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Electronic reading books are advantageous
for beginning or struggling readers primarily
because this type of computer software:

helps students develop familiarity

with reading from a computer screen.

provides students with models of good

reading practices and habits.

minimizes the focus on written text by

using sound effects and voices to

convey meaning.

scaffolds learning by providing a high

level of interactivity.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

A kindergarten teacher could best determine
if a child has begun to develop phonemic
awareness by asking the child to:

say the word cat, then say the first

sound the child hears in the word.

count the number of words the child

hears in a sentence as the teacher says

the sentence.

point to the correct letter on an

alphabet chart as the teacher names

specific letters.

listen to the teacher say boat and coat,

then identify whether the two words

rhyme.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following strategies is likely to
be most effective in promoting reluctant
readers' interest in independent reading
outside of school?

Calculate numerical scores based on

the number and difficulty level of the

books students read at home and

integrate the score into students' report

card grade for reading.

Encourage parents to give their

children simple external rewards for

at-home reading, such as an extra

helping of a favorite treat.

Recommend that parents make their

children's daily television-watching

time contingent on their reading a

specified number of pages first.

Encourage students and parents to

read books together on a regular basis,

either silently or aloud, and discuss

their personal responses to each

chapter or key event.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

As students begin to read, the ability to
blend phonemes orally contributes to their
reading development primarily because it
helps students:

recognize and understand sight words

in a text.

guess the meaning of unfamiliar

words from their context.

use knowledge of letter-sound

correspondence to decode words.

divide written words into onsets

and rimes.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following is the most
important reason for a fourth-grade teacher
to assign a variety of high-quality trade
books as a component of reading
instruction?

Reading across genres helps students

develop an understanding of the

structures and features of different

texts.

The themes typical of children's

literature tend to reinforce students'

development of literal comprehension

skills.

Simplified syntax and controlled

vocabulary provide necessary

scaffolding for students who are

struggling readers.

Reading diverse texts helps to

promote students' development of

phonological and phonemic awareness

skills.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following children is most in
need of immediate intervention?

a preschool child who has limited

book-handling skills

a kindergarten child who has limited

ability to correlate alphabet letters

with the sounds they make

a second-grade student who still

decodes words letter by letter

a first-grade student who still reads

texts composed of single-syllable

regular words and common sight

words

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Foundations Reading Test

Which of the following students isdemonstrating the specific type ofphonological awareness known as phonemicawareness?

Electronic reading books are advantageousfor beginning or struggling readers primarilybecause this type of computer software:

A kindergarten teacher could best determineif a child has begun to develop phonemicawareness by asking the child to:

Which of the following strategies is likely tobe most effective in promoting reluctantreaders' interest in independent readingoutside of school?

As students begin to read, the ability toblend phonemes orally contributes to theirreading development primarily because ithelps students:

Which of the following is the mostimportant reason for a fourth-grade teacherto assign a variety of high-quality tradebooks as a component of readinginstruction?

Which of the following children is most inneed of immediate intervention?

As a first-grade teacher reads a big book to agroup of students, the teacher points to thebeginning consonants of selected words andaccentuates the sound the initial lettermakes. This activity is most likely topromote the students':

Which of the following types of activitieswould be most important to include ona daily basis when planning readinginstruction for first graders who aredeveloping as beginning readers?

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Discover more resources for

Which of the following students is
demonstrating the specific type of
phonological awareness known as phonemic
awareness?

Electronic reading books are advantageous
for beginning or struggling readers primarily
because this type of computer software:

A kindergarten teacher could best determine
if a child has begun to develop phonemic
awareness by asking the child to:

Which of the following strategies is likely to
be most effective in promoting reluctant
readers' interest in independent reading
outside of school?

As students begin to read, the ability to
blend phonemes orally contributes to their
reading development primarily because it
helps students:

Which of the following is the most
important reason for a fourth-grade teacher
to assign a variety of high-quality trade
books as a component of reading
instruction?

Which of the following children is most in
need of immediate intervention?

As a first-grade teacher reads a big book to a
group of students, the teacher points to the
beginning consonants of selected words and
accentuates the sound the initial letter
makes. This activity is most likely to
promote the students':

Which of the following types of activities
would be most important to include on
a daily basis when planning reading
instruction for first graders who are
developing as beginning readers?