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WorksheetsFoundations Of Reading Test- Wi Multiple choice
Total questions: 100
Worksheet time: 3hrs 20mins
Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?
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, after hearing the
word hat can orally identify that
it ends with the sound /t/
a student who listens to the word
Massachusetts and can determine
that it contains four syllables
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.
use knowledge of letter-sound correspondence to decode words.
guess the meaning of unfamiliar words from their context.
divide written words into onsets and rimes.
A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the
child to:
count the number of words the child hears in a sentence as the teacher says the sentence.
say the word cat, then say the first sound the child hears in the word.
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.
The ability to divide words containing major phonograms into onsets and rimes would best help a first-grade reader decode which of the following words?
itch
girl
learn
stick
Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:
recognize different ways in which one sound can be represented in print.
count the number of syllables in a
written word.
identify in spoken language separate
sounds that can be mapped to
letters.
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 low level of phonological awareness.
are beginning to develop systematic phonics skills.
have a relatively high level of
phonemic awareness.
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:
helping them recognize distinct syllables in oral language.
encouraging them to divide words
into onsets and rimes.
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
phonemic awareness skills
development of letter-sound correspondence
word identification skills
Which of the following oral language activities would best promote the phonological processing skills of a student who is an English Language Learner?
Read aloud in English and ask the student to guess the meaning of unfamiliar words.
Identify phonemes that are used in spoken English but not in the student's primary language.
Help identify words that sound the same in English and in the student's primary language
Give feedback immediately after the student makes pronunciation errors in spoken English.
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 well-developed book-handling skills.
knows where individual words begin and end.
has developed an understanding that print carries meaning.
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:
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
has grasped the idea that the function of print is distinct from that of pictures
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
basic understanding of the alphabetic principle
awareness that speech can be represented by writing
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
recognition that words are composed of separate sounds
recognition of high-frequency sight words
development of automaticity in word recognition
development of an awareness of print
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
promoting their development of letter recognition skills
helping them recognize phonemes that occur frequently in print
developing their awareness of left- to-right directionality
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:
understanding of text directionality
development of book-handling skills
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:
internalizing the alphabetic principle
recognizing that print carries meaning
understanding the relationship between spoken and written language
developing letter formation skills
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:
illustrating the concept of word boundaries
focusing on auditory discrimination skills
introducing the concept of onset and rime
demonstrating that phonemes are represented by letters
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
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
When learning letter-sound correspondence, beginning readers are likely to require the most instruction in decoding which of the following?
ship
dime
hot
best
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
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
Which of the following describes an implicit strategy for extending and reinforcing students' phonic skills?
encouraging students to look for particular words and word parts in environmental print
Having students sort sets of familiar words into their designated word families
asking students to sound out new words that follow a common regular spelling pattern
guiding students to spell new multi-syllable words using known
words and word parts
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 flashcard
A second-grade teacher writes several sentences on the board, covering up one word in each sentence. She uncovers the first letter of the first covered word and asks students to guess the word before she uncovers it completely. She then follows the same procedure with the next sentence. In the example shown below, the students have completed sentences 1 and 2 and are currently working on sentence 3. This activity is most likely to promote the students' skills by helping them:
Use syllabication as a decoding strategy.
Apply phonics generalizations to decode multi-syllable words.
use semantic and syntactic cues to help identify words.
apply common consonant-vowel patterns to decode unfamiliar words.
A second-grade teacher administers spelling inventories periodically to help assess students' phonics knowledge. The following shows one student's performance on a spelling inventory at the beginning of the school year and again several months later
The student's performance on the second administration of the spelling inventory indicates that the student made the most improvement in which of the following areas?
initial and final consonants
short vowels and diphthongs
digraphs and blends
long and r-controlled vowels
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
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
Read the sentence below; then answer the question that follows.
My family went to the circus last weekend. I liked the clowns the best. They were very funny.
A student makes several miscues when reading these sentences aloud. Which of the following miscues represents an error in decoding consonant blends?
omitting circus
pronouncing clowns as clones
saying bet for best
shortening funny to fun
Which of the following sentences contains a pair of italicized words that differ from one another by one phoneme?
He took off his cap so that he could take a nap
She works at a bank that is located near the bank of a river
She told him not to buy a ticket because she had already bought one
His face looked pale after he carried the pail of water for a mile
Which of the following students demonstrates variation in reading development that would require intervention focused on explicit phonics instruction?
a kindergarten student who can recite the alphabet from memory but has difficulty distinguishing individual phonemes in words
a first-grade student who can easily decode nonsense words but has limited comprehension of the meaning of text
a second-grade student who is adept at using context clues to identify words but has difficulty sounding out the letters in unfamiliar words
a third-grade student who can read most grade-level text fluently but has difficulty with unfamiliar irregular low-frequency words
Explicit phonics instruction is most appropriate for a student who has demonstrated which of the following phonological awareness skills?
being aware that a word is made up of one or more phonemes
being able to separate a word's onset and rime
being aware that words can be divided into syllables
being able to segment and blend a word's phonemes
Use the information below to answer the question
that follows.
A teacher poses the following question to fourth-grade students.
What words can you think of that have the word "act" in them?
Using student responses, the teacher creates the following web on the board.
This technique is likely to be most helpful for enhancing the students' awareness of:
morphemic structure
compound words
syllable patterns
Greek roots
Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis?
late, great, wait, eight
afraid, obtain, explain, remain
swim, swims, swam, swum
pretest, retest, tested, testing
An English Language Learner pronounces tigers as tiger when reading the following sentence aloud.
They saw tigers at the zoo.
Which of the following actions is most appropriate for the teacher to take first in response to the student's miscue?
guide the student in reading lists of nouns with and without plural –s on the end
verify that the student understands that tigers means more than
one tiger
provide the student with independent practice in adding plural –s to singular nouns
provide a picture card to determine whether the student can identify
a tiger
The following sentence is missing several words.
(1) unusual (2) of spices (3) the soup an (4) flavor.
A word with the suffix -tion would fit best in which of the blanks in the sentence?
(1)
(2)
(3)
(4)
Which of the following principles is best illustrated by the words watched, wanted, and warned ?
Spelling is often the best predictor of the pronunciation of a suffix
Open syllables are usually pronounced with a long vowel sound
The spelling of a suffix is often more reliable than its pronunciation
The second letter of a consonant blend is usually pronounced as the onset of the following syllable
The words enjoyable, maneuverable, corruptible, and convertible best illustrate which of the following principles?
The spelling of a suffix can vary depending on its root word
The accented syllable of a root word can shift when certain suffixes are added to it
The addition of a suffix can alter the spelling of its root word
The pronunciation of a suffix can change when added to certain root words
A second-grade teacher has students pull
two single-syllable nouns from a hat
(e.g., bulb, light) and asks them to form
words by putting the words together
(e.g., lightbulb). Students then draw
pictures to illustrate their new words and
write short stories using the new words.
This activity is likely to be most effective
for helping students:
use visualization as a reading
comprehension strategy.
understand the concept of compound
words.
apply knowledge of phonics
generalizations.
use context clues to identify
unfamiliar words.
Instruction in structural analysis is likely to
promote upper elementary students' reading
comprehension primarily by:
equipping them with strategies for
understanding the meanings of
unfamiliar multisyllable words.
facilitating their ability to use phonics
generalizations to decode words.
enhancing their familiarity with the
text structures and features used in
different genres.
increasing their knowledge of key
vocabulary found in content-area
textbooks.
A third-grade teacher administers the following informal reading assessment to individual students.
One student performs significantly better on the second part of the test than on the first. Which of the following is the best assessment of this student's reading performance?
The student is proficient at using context cues to help identify words but has weak word decoding skills.
The student can decode single-syllable words but has not yet learned how to decode multisyllable words.
The student is proficient at using syntactic cues to identify words but is not yet skilled at using semantic cues.
The student understands letter- sound correspondence but has limited awareness of syllable structure.
A second-grade teacher uses the following handout to guide the class through an activity.
identify and decode common homographs
Use structural cues to identify the meaning of words
cluster new vocabulary together into meaningful groups
Find and use synonyms for common words
A sixth-grade student encounters the following sentence in a short story.
She experienced a sense of Déjà vu as she walked down the street of the strange new city.
The student asks the teacher about the meaning of déjà vu in the sentence. The teacher could best respond by advising the student to take which of the following steps?
Make note of the word in a vocabulary log, and then study the word after finishing the story.
Use context cues in the sentence to guess the meaning of the word, and then try out that meaning in the sentence.
Look up the word in the dictionary, and then paraphrase the sentence using the dictionary definition.
Break the word into its component parts, and then compare the parts to the meanings of similar known words
Before beginning a new content-area reading passage, a fourth-grade teacher asks students to think of words related to the topic of the text. The teacher writes the words on the board and then asks the students to suggest ways to group the words based on meaningful connections. The teacher also encourages them to explain their reasons for grouping particular words together. This series
of activities is likely to promote the students' reading development primarily by helping them:
extend and reinforce their expressive and receptive
vocabularies related to the text's topic.
infer the meaning of new vocabulary in the text based on word derivations.
strengthen and extend their understanding of the overall structure of the text.
verify word meanings in the text by incorporating syntactic and
semantic cues into their word analysis.
A first-grade teacher designs the following activity.
This activity is likely to contribute to students' literacy development primarily by:
helping them begin to make connection between print and the
spoken word.
fostering their ability to work independently of teacher guidance.
promoting their oral language development and listening comprehension.
encouraging them to practice speaking skills.
A fifth-grade student reads the sentence, "After playing with her friends all day, Kaylee did her science homework, her geography project, and her composition in one fell swoop." The student asks the teacher for help understanding what is meant by the phrase one fell swoop. The teacher can best help the student understand this idiomatic expression by:
discussing with the student more examples of the phrase used in context.
directing the student to look up different meanings of fell and swoop in the dictionary.
helping the student create a tree diagram of the structure of the phrase
asking the student to find other sentences in the text that use the words fell and swoop.
A beginning reader can sound out and write phonetically regular one- and two- syllable words. When reading sentences or longer texts, however, the student frequently has poor comprehension. Which of the following is the first step the teacher should take in order to promote this student's reading proficiency?
Evaluate the student's ability to apply grade-level-appropriate phonics generalizations.
Evaluate the level of the student's phonemic and phonological awareness.
Ascertain the degree to which the student uses syntactic cues.
Ascertain the level of the student's vocabulary development.
A fifth-grade teacher is about to begin a new unit on weather and climate. Which of the following types of vocabulary words from the unit would be most appropriate for the teacher to pre-teach?
words that are conceptually challenging
high-frequency, phonetically irregular words
multi-syllable words
high-frequency words with multiple meanings
A text includes the word indefensible, which is unfamiliar to some students
in a fourth-grade class. Which of the following strategies for teaching the word would be most effective in both clarifying the meaning of the word and extending the students' vocabulary development?
Have the students enter the word in their ongoing list of new vocabulary words and then look up its definition independently.
Explain the meaning of the word to the students before they read the text.
Discuss the meanings of other words having the same affixes or root and then ask the students to try to "construct" the word's meaning.
Ask the students to paraphrase the sentence that contains the word by substituting a synonym for the word.
In which of the following sentences is context most helpful in understanding the italicized word?
Tulip trees are ubiquitous in Virginia and in some other parts of the United States as well
John's friends surreptitiously planned a housewarming party for him soon after he had moved in.
Mary is magnanimous in all of her dealings with people, even when she does not know a person well.
Peter's mother was adamant that he should attend college, but his father did not seem to care.
Students in a third-grade class are studying different forms of transportation that are used around the world. As part of this unit of study, they work together to create a semantic map of words associated with transportation, including words that they have recently learned (e.g., barge, rickshaw). This activity is most likely to promote students' vocabulary development by:
showing them how structural analysis can be used to determine the meaning of new vocabulary.
helping them to categorize, visualize, and remember new vocabulary.
guiding them to discover the multiple meanings of new vocabulary.
providing them with frequent, varied reading experiences using the new vocabulary.
A third-grade class that includes several English Language Learners is about to read a text about water sports. Which of the following teaching strategies would be most effective in promoting the English Language Learners' comprehension of the text?
Have the students look up unknown English words using bilingual dictionaries and then make vocabulary lists in both languages.
Pair English Language Learners with native speakers of English and have the native speakers explain any unknown vocabulary.
Activate students' prior knowledge about the topic and provide visual aids such as illustrations to clarify new vocabulary.
Give students a list of new vocabulary with definitions and ask the students to try to construct their own sentences using the words.
The students are most likely to be successful in their independent reading of the book if:
they have previously heard and can recognize the text's keywords.
the text does not include compound sentences.
they come from homes where silent reading is extensively modeled.
the text deals with fictional rather than factual material.
The theoretical basis for including the brainstorming activity in this lesson is that having the students share their knowledge of farms prior to the reading will:
give the teacher an opportunity to assess and compare the students' oral language skills.
develop the students' understanding of basic concepts about print.
facilitate the students' comprehension of the story through schema building.
prepare the students to benefit from phonics activities related to the text.
The most important reason for putting the book in the classroom library is to promote the students:
love of reading by facilitating their access to a story that they have already heard, understood and enjoyed.
understanding of the alphabetic principle by introducing them to letter-sound correspondence.
oral language development by providing them with the opportunity to imitate the teacher's reading of a text.
use of metacognitive strategies by allowing them to practice self-monitoring when reading silently.
As a second-grade teacher reads his students a fable about a fox and a rabbit, he stops at key points and asks himself questions aloud such as, "I wonder why the fox said that?" or "I wonder what the rabbit will do next?" Rather than answering the questions, he tells the students that he will hold the questions in his mind and think of possible answers as the story progresses. He also invites the students to pose their own questions as they listen. This activity is useful in illustrating for students that:
texts generally have only one correct interpretation.
oral reading fluency facilitates comprehension.
readers interact with text and construct meaning as they read.
readers need to recall story events in a sequential order.
After reading a historical novel about the U.S. Civil War, students in a sixth- grade class each bring in an object that, to them, represents the book. The students share the different objects and discuss ways in which each object might represent the book. This activity is most likely to promote students' reading development by helping them:
determine the author's main point of view.
understand the plot structure and overall chronology of the book.
analyze the author's use of figurative language.
create personal interpretations about the book.
During weekly independent reading time, fifth-grade students read high-interest literature and record their thoughts, reactions, and questions in a teacher- student dialogue journal. The dialogue journal activity is likely to promote the students' reading proficiency primarily by:
encouraging students' active construction of meaning with a text and developing their literary response skills.
increasing students' reading fluency and facilitating their rapid automatic word recognition.
expanding students' vocabulary knowledge and providing them with extensive, varied reading experiences.
promoting students' appreciation for literary genres and exposing them to the various features of literary texts.
Sixth-grade students have just finished reading a chapter in a novel and are getting ready to write an entry in their response journals. The teacher could most effectively develop students' literary response skills by assigning which of the following journal prompts?
What new vocabulary words did you learn when reading this chapter? List and define the new words from the chapter.
What happened in the chapter? Describe two or three events from the chapter.
What do you think is the mainidea or theme of the novel? Relate specific events in this chapter to the theme you suggest.
Which characters are mentioned in this chapter? List each of the characters.
A second-grade teacher reads a trade book aloud to the class. Which of the following postreading activities would be most likely to promote the students' comprehension of the story by enhancing their literary analysis skills?
encouraging the students to identify the key vocabulary words in the story
helping the students make a concept map of the main events of the story
asking the students to reread the story silently and respond to literal comprehension questions
having the students "freewrite" about the story in their journals
A fifth-grade class is about to read a play about the life of Harriet Tubman called "Travels on the Railroad." Which of the following prereading activities would best promote students' comprehension of the text?
introducing the common elements of plays as a genre and looking at sections of a printed play together as a class
asking students to predict what will happen in the first act based on the play's title and on a list of the play's main characters
asking students to share what they already know about Harriet Tubman and the time period during which she lived
encouraging small groups of students to create and perform their own short skits about the same subject
A second-grade teacher notices that one of her students lacks fluency when reading aloud. The first thing the teacher should do in order to help this student is assess whether the student also has difficulties with:
predicting.
inferring.
metacognition.
decoding.
This passage would be most suited for helping students:
recognize a literary allusion.
analyze story elements.
predict future events.
analyze an author's point of view.
A third-grade class includes some struggling readers. The teacher would like the whole class to read historical novels as part of an interdisciplinary unit on Native Americans of the Northeast. Which of the following activities is likely to help promote the struggling readers' comprehension of the novels?
Before reading these novels, the teacher pre-teaches key vocabulary and develops the students' schema related to the stories.
During reading, the students stop after reading each chapter and try to write a summary of the chapter in their own words.
After reading these novels, the teacher helps the students create a story map of the main events and characters in their stories.
During reading, the students read their stories aloud by taking turns reading specific pages.
A teacher can best help sixth graders to draw inferences from informational text by asking them to complete which of the following statements?
In my opinion...
The passage suggests . . .
In comparison . . .
The author's first point is . . .
These questions are likely to be most effective for helping students:
monitor comprehension of informational texts.
identify the theme in expository texts.
draw inferences from informational texts.
analyze point of view in expository texts.
This practice is most likely to promote students' reading proficiency by:
exposing them to new vocabulary in context.
modeling for them metacognitive comprehension strategies.
giving them an example of fluent oral reading.
summarizing for them the main ideas of an expository text.
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
evaluating the validity of information on an Internet Web site
previewing a chapter in a content- area textbook
synthesizing information from various sources for a research report
studying specific facts for a content- area exam
A fifth-grade class is about to begin reading a text about the European exploration of North America. Before they begin, the teacher has the students brainstorm what they already know about the topic. After reading the text, she encourages them to share any additional information that they may have thought of as they were reading. These activities are likely to promote the students' comprehension primarily by:
encouraging them to connect new information to prior knowledge of the topic.
helping them determine the author's purpose and point of view.
encouraging them to use context cues to make appropriate inferences.
helping them analyze the text in terms of main ideas and supporting details.
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.
Which of the following text features are students likely to find most useful when previewing informational texts such as library books for a research project?
Index
Bibliography
Glossary
table of contents
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:
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.
are able to focus their full attention and cognitive resources on the meaning of a text.
A fifth-grade teacher gives students a reading guide to complete as they read an informational text. The reading guide contains several questions to answer and a chart to complete, as well as comprehension aids for potentially challenging vocabulary and passages. This activity is likely to be most effective for achieving which of the following instructional purposes?
teaching students to adjust their reading rate based on text difficulty
encouraging students to interact with the text
supporting students' development of reading fluency
fostering students' motivation to read cooperatively
Using a KWL chart in this way is most likely to help the students:
connect their background knowledge to information in the chapter.
identify main ideas and supporting details in the chapter.
synthesize information from various sections of the chapter.
visualize the terms and concepts in the chapter.
Which of the following best explains the most likely reason for the students' varied understanding of the text?
The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text.
Each student applied different reading comprehension skills when reading 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?
translating textbook reading assignments from English into her primary language
receiving reading comprehension instruction with texts written in her primary language
learning to use metacognitive reading strategies with English text
reading texts in her primary language that cover the same material as her English textbooks
Based on this excerpt from the chapter, which of the following graphic organizers would best promote students' awareness of the chapter's text structure?
outline
Venn diagram
timeline
semantic map
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.
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:
enhance the student's oral vocabulary development.
develop the student's ability to self- monitor comprehension.
improve the student's decoding skills.
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
a norm-referenced survey test
a reading miscue inventory
a diagnostic portfolio
Considerations of validity in test construction relate most closely to:
how a particular examinee's test performance relates to a preestablished standard.
whether the test questions effectively measure their specified content.
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:
is not measuring what it is supposed to measure.
has not proven to be useful as an instructional intervention.
gives fluctuating scores in different administrations.
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 clap the "beats" or syllables of familiar multisyllable words.
The student can delete the second "word" or syllable in compound words.
The student can identify the beginning sound of single-syllable 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 how prior knowledge and text organization influence a student's reading comprehension.
to determine how a student uses semantic, syntactic, and other text cues to deduce a word's meaning.
to analyze how a student's silent reading comprehension is influenced by oral reading fluency.
to establish a student's independent, instructional, and frustration reading levels.
An advantage of using assessment tools such as portfolios and scoring rubrics is that they:
provide more objective results than do multiple-choice tests..
promote student participation in self-assessment activities.
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.
In order to select a trade book that emphasizes predictability, a teacher should ensure that:
the text includes some pictures or illustrations.
the concepts in the text are at an appropriate level of difficulty for the target student(s).
a phrase, rhyme, or sentence is repeated throughout the text.
the length of the text is not likely to exceed the attention span of the target student(s).
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?
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.
Determine whether the student has adequate vocabulary and background knowledge to support comprehension of the textbooks.
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
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
A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students demonstrate poor overall comprehension of the text as well as lack of understanding of key vocabulary. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways?
using informational texts that are written at the students' independent reading level
providing the students with explicit instruction in test-taking strategies
introducing a text's key vocabulary and concepts prior to engaging the students in silent reading
emphasizing reading activities that focus 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':
awareness of multisyllable words.
ability to isolate individual sounds in words.
structural analysis skills.
ability to blend the sounds in words.
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 first-grade student who requires reading texts that have a high degree of "predictability"
a second-grade student who is beginning to track print
Which of the following is the most important reason for a fourth-grade teacher to assign trade books as a component of reading instruction?
The themes typical of children's literature tend to help facilitate students' development of literal comprehension skills.
Reading a variety of genres helps students develop an understanding of how to approach the structures and features of different texts.
The simplified syntax and controlled vocabulary typical of children's literature provide scaffolding for students who are struggling readers.
Reading a variety of 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:
improving their aural discrimination skills.
explicitly teaching letter-sound correspondence.
fostering their engagement in and love of reading.
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?
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.
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.
Recommend that parents make their children's daily television-watching time contingent on their reading a specified number of pages first.
Electronic reading books are advantageous for beginning or struggling readers primarily because this type of computer software:
scaffolds learning by providing a high level of interactivity.
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.
