Reading and Language Arts Praxis Study Questions Part 2

Abi, a fifth-grader, is reading aloud to his teacher during one-on-one reading time. His teacher uses this time to evaluate ongoing fluency and comprehension skills. Following today's reading, Abi's teacher determines that he needs practice with words that begin with digraphs. Which of the following sets of words would most likely be part of this assignment?

• Chicken, Shells, That

• Were, Frame, Click

• Sponge, Think, Blank

• Packed, Blistered, Smoothed

To support student vocabulary development, which of the following most accurately describes the instructional materials teachers should use?

• Teachers should only use literature and expository texts to support student vocabulary development.

• Teachers should use alternative texts, such as newspapers and magazines, in addition to literature and expository textbooks.

• Teachers should use trade books, content-specific texts, and technology for vocabulary development.

• Teachers should use a broad variety of instructional materials, including all of the above and others.

A fifth-grader has prepared a report on reptiles, which is something he knows a great deal about. He rereads his report and decides to make a number of changes. He moves a sentence from the top to the last paragraph. He crosses out several words and replaces them with more specific words. He circles key information and draws an arrow to show another place the information could logically be placed. He is engaged in:

• Editing

• Revising

• First editing, then revising

• Reviewing

When students are taught to use effective reading comprehension strategies, they not only achieve deeper understanding, they also learn to think about how they think when reading. This is known as which of the following?

• Schemata

• Scaffolding

• Metacognition

• Metamorphosis

Which choice is NOT a cueing system used to understand unfamiliar words?

• Syntactic

• Semantic

• Graphophonic

• Auditory

Which of the following is most accurate regarding writing style?

• The kind of diction you use does not affect style.

• You add style later to give your writing personality.

• Style is unrelated to your control of your content.

• Your purpose for writing guides your writing style.

What statement is most accurate regarding the context(s) wherein students develop literacy?

• Students develop literacy by reading, writing, listening, and speaking.

• Students develop literacy by reading, writing, and listening to speech.

• Students develop literacy by reading and writing, not any other ways.

• Students develop literacy by reading—the only activity that matters.

The most effective strategy for decoding sight words is:

• Segmenting sight words into syllables.

• Word families.

• A phonemic approach.

• None; sight words cannot be decoded.

Editing involves:

• Correcting surface features such as sentence fragments, spelling, and punctuation

• Fine-tuning the underlying structure of the piece to make the theme stand out

• Reconsidering ideas, adding or subtracting information, and changing the underlying structure

• Adding illustrations, charts, and other useful addenda

A teacher wants to work on her students’ listening comprehension in addition to their reading comprehension since she understands that the skills are interrelated. She has a series of short stories that she thinks the students will enjoy. Which of the following would be the best supplement to typical written comprehension exercises?

• Preview the content and then read the stories aloud to the students. Assess listening comprehension through verbal and written questions.

• Ask the students to choose one story each to read aloud to a small group. Encourage the students to discuss what they have learned afterward.

• Assign each student a story to read and require them to write a report on it. Each student should then present his or her report based on what he or she has learned to the class.

• Have the students read stories aloud to the class, and create mock tests based upon the main ideas which they identify.