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

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 multisyllabic words

ability to blend the sounds in words

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

a second-grade student who still decodes words letter by letter

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 first-grade student who still reads texts composed of single-syllable regular words and common sight words

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

Frequent oral reading to kindergarten children using appropriate and expressive intonation and voices is likely to promote the students' reading development primarily by:

fostering their engagement in and love of reading

improving their aural discrimination skills

explicitly teaching letter-sound correspondence

explicitly modeling phonological concepts such as word boundaries

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

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.

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

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 representing by letters

illustrating the concept of word boundaries

focusing on auditory discrimination skills

introducing the concept of onset and rime

A fourth-grade student reads on grade level and consistently scores very high on spelling tests that are part of weekly word study activities. However, the student often misspells the same words, and other familiar words, in everyday writings. The following table shows examples of typical errors the student makes on class writing assignments and in informal notes to friends. The student's overall spelling performance suggests that the student most likely has a weakness in which of the following foundational skills?

segmenting and sequencing phonemes in words

detecting syllable boundaries in words

sounding out and blending letter-sounds to make words

discriminating between a word's root morpheme and affixes

Which of the following best describes the role of phonemic awareness in the development of reading skills?

B) It is a foundational skill that supports decoding and word recognition.

A) It is unrelated to reading development.

C) It is only important for spelling development.

D) It is primarily used for understanding grammar.

A teacher reads a story aloud to a class and asks students to predict what will happen next. This activity primarily promotes which reading skill?

C) Comprehension and critical thinking

Which of the following is an example of a compound sentence?

B) The cat slept, and the dog barked.

C) The cat, which was tired, slept.

In the context of reading comprehension, what does the term 'main idea' refer to?

B) The most important point or message in the text

C) The first sentence of the text

What is the purpose of using context clues in reading?

B) To determine the meaning of unfamiliar words

A) To identify the author of the text

C) To find the main idea of the text

Foundations of Reading Quiz

1.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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

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

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

2.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

3.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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:

knowledge of grade-level vocabulary

reading fluency with respect to accuracy

awareness of different types of morphemes

word recognition with respect to sight words

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

4.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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

apply consistent phonics generalizations 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

Tags

CCSS.L.11-12.2B

CCSS.L.6.2B

CCSS.L.7.2B

CCSS.L.8.2C

CCSS.L.9-10.1.C

5.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

According to basic principles of research- based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first?

ir

kn

th

oi

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

6.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words?

giving students opportunities to read literature that offers repeated exposure to predictable text

prompting students to sound out the individual phonemes that compose multisyllable words

encouraging students to compare the parts of new multisyllable words with known single-syllable words

reinforcing students' recognition of high-frequency multisyllable words using drills and flashcards

Tags

CCSS.L.11-12.4B

CCSS.L.9-10.4B

CCSS.L.K.4B

CCSS.RF.1.3F

7.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following provides the best rationale for incorporating spelling instruction into a first-grade reading program?

Spelling promotes phonemic awareness by teaching students to break words into onsets and rimes

Spelling facilitates vocabulary development by introducing students to new words

Spelling simplifies the reading process by focusing students on a limited set of decoding rules

Spelling supports word recognition by helping students learn and retain common phonics patterns

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

8.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Which of the following statements best describes how oral vocabulary knowledge is related to the process of decoding written words?

A reader applies decoding skills to unfamiliar written words in order to increase his or her oral vocabulary knowledge

A reader's oral vocabulary knowledge allows the reader to derive meaning as he or she decodes written words

A reader must have extensive oral vocabulary knowledge in order to learn decoding processes

A reader's oral vocabulary knowledge is dependent on his or her development of strong decoding skills

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

9.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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 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

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

10.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

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 introduce students to basic concepts about print

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

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

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

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Foundations of Reading

25 questions

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

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?

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

According to basic principles of research- based, systematic phonics instruction, which of the following common English letter combinations would be most appropriate for a first-grade teacher to introduce first?

Which of the following strategies would be most effective in promoting second graders' decoding of multisyllable words?

Which of the following provides the best rationale for incorporating spelling instruction into a first-grade reading program?

Which of the following statements best describes how oral vocabulary knowledge is related to the process of decoding written 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?

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?

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