Exam 9: Comprehension Part 1

Case analysis: The basal reader story for Ms. Merritt's group was about a child who was frightened by a cow. Ms. Merritt's class lived in an inner-city area in large multifamily dwellings. Few students had ever been more than a few blocks from home. Most of the students appeared not to understand the story. Ms. Merritt attributed this to their inattention and lack of cooperation. Do you agree with Ms. Merritt? If not, what do you think the problem might have been? How would you have handled this lesson with this group of students?

Concerning media literacy, which statement is false?

All of the following are major structures in Mandler and Johnson's story grammar except

Linguistic, bodily-kinesthetic, spatial, logical-mathematical, and musical are examples of Howard Gardner's famous theory of

Hearing the sentence "Fluffy barked at the burglar," students conclude that Fluffy is a dog using a _______-based process.

Reading with a purpose

Which of the following is an important concept that students need to have in their reading schema?

Young readers have difficulty understanding each of the following types of sentences except those that

Students are more committed to reading when they understand-and even set-specific, meaningful purposes, which also helps them differentiate between relevant and irrelevant information. Discuss how you would set purposes for your students and move them into setting their own purposes.

How can writing be included in reading-comprehension instruction at each phase of prereading, reading, and postreading?