Deck 6: Reading: Word Recognition

Question 1

Successful phonics instruction includes all of the following except:

A) teaches sound-letter correspondences.
B) teaches blending of sounds.
C) provides immediately feedback on errors.
D) encourages independent seatwork.

Answer 1

D

Question 2

Which method of measuring progress provides information by sampling a student's mastery of their actual curriculum?

A) Informal reading inventories
B) Observations and checklists
C) Curriculum-based measurements
D) Formalized instruments

Answer 2

C

Question 3

According to the text, what is a possible reason for students developing difficulties with reading?

A) Telling students exactly what they should be reading at all times.
B) Whole-class instruction that lacks intensive and explicit instruction.
C) A lack of adequately trained teaching staff in the classroom.
D) Standards and benchmarks are too extensive and detailed for students to reach proficiency.

Answer 3

B

Question 4

There are three classifications used to describe reading ability. Choose the classification that does not belong:

A) instructional.
B) functional.
C) independent.
D) frustration.

Question 5

Which form of reading assessment typically includes a word-recognition inventory, oral reading passages, silent reading passages, and accompanying comprehension questions?

A) All standardized reading assessments
B) Informal reading inventories
C) Curriculum-based measurements
D) The Woodcock Reading Mastery Test-Revised

Question 6

This explicit, comprehensive, multisensory instructional program includes phonics instruction as well as comprehension strategies with teacher modeling and immediate feedback?

A) Fernald method
B) Corrective reading program
C) Spalding method
D) Reading mastery

Question 7

The personal independence that makes survival possible in today's world rests at the lowest level on which of the following?

A) Functional literacy
B) Collaboration with others
C) Community supports
D) Mathematical skills

Question 8

According to the text, the Matthew effect:

A) represents the complexity of the English language.
B) occurs when students do not want to function independently.
C) is the gap between grade placement and an individual student's achievement.
D) is an old reading proverb.

Question 9

While there is no universally accepted best method of reading instruction, what do the authors suggest to be the most effective method of teaching?

A) Direct instruction
B) Decoding-based emphases
C) Whole language approaches
D) A combination of holistic and skills-based decoding approaches

Question 10

Which grouping strategy is most effective for learning to read?

A) Individual
B) Small group
C) Whole group
D) Independent seatwork

Question 11

What component of reading instruction provides a strategy to decode new words by applying learned strategies?

A) Whole language methods
B) Structural analysis
C) Contextual analysis
D) Phonetic analysis

Question 12

What is the purpose of diagnostic tests?

A) Instructional planning
B) Surveying reading performances
C) Identify specific problems
D) Assessing student's academic progress

Question 13

All of the following are three big ideas that are the foundations of beginning reading instruction, except:

A) phonological awareness.
B) automaticity with phonological and alphabetic code.
C) use of contextual cues.
D) alphabetic understanding.

Question 14

After a teacher has begun with survey tests that identify the major areas of difficulty of a student, what should they do next?

A) Implement their instructional plan
B) Design an instructional plan
C) Administer a diagnostic test
D) Whatever the testing manual tells them to do

Question 15

A minimal goal for all students with regard to reading instruction is:

A) reading for survival.
B) passing high stakes assessment.
C) inferential comprehension of text.
D) contextual learning.

Question 16

Which of the following emphasizes a skills-based, "bottom-up" approach to reading?

A) Decoding-based programs
B) Whole language approach
C) Language experience approach
D) Functional reading

Question 17

Which of the following includes concern for discrimination between words and between sounds, isolating sounds within words, and identifying phonemes?

A) Reading acquisition
B) Phonological awareness
C) Holistic instruction
D) Direct instruction

Question 18

Instructional planning is:

A) not necessary for successful reading programs.
B) a federal requirement for all teachers, regardless of their discipline.
C) is the goal of reading instruction
D) highly overrated.

Question 19

Research has shown a strong link between phonological awareness and:

A) holistic approaches to instruction.
B) phonetic analysis.
C) phonics.
D) reading acquisition.

Question 20

An important principle regarding sight word instruction is:

A) test students only at the end of the unit and not before.
B) spend as much instructional time as possible on teaching sight words.
C) students must achieve automaticity with the sight words they have achieved.
D) multisensory approaches are most effective when teaching sight words.

Question 21

How should survival words be taught to students with disabilities?

A) In whole language approaches.
B) Only after students have demonstrated competence in phonological awareness.
C) Using a structural analysis approach
D) By teaching them as sight words.

Question 22

Discuss three reasons why students may have reading problems.

Question 23

What do structural analysis skills do for students?

A) Enable students to use the context of the reading to decode words.
B) Teach them to use larger segments of words for decoding cues.
C) Give them the means to decode words phonetically.
D) Show students how to outline a piece of writing using paragraphs and sentences

Question 24

Which of the following approaches to reading functions as a system of syntactic and semantic cueing?

A) Contextual analysis
B) Structural analysis
C) Sight word instruction
D) Functional vocabulary

Question 25

Differentiate between decoding-based programs and holistic approaches to teaching reading?

Question 26

What is structural analysis and what is it used for? Suggest groups of students that may benefit from this method of instruction more than others and explain why you suggest each group.

Question 27

Explain three main instructional strategies associated with teaching students fluency skills.

Question 28

A successful reading program:

A) focuses on comprehension.
B) has an eclectic approach.
C) utilizes a scope and sequence.
D) meets individual needs.

Question 29

Why are teaching strategies such as CRUSCH useful?

A) They can assist students about how they will respond when confronted with unknown words.
B) They show students how words are spelled incorrectly.
C) Such strategies do not require significant instructional planning time when teaching them to students with disabilities.
D) They are excellent for teaching students sight words.

Question 30

Explain two classroom-based assessments that teacher may use to monitor students reading ability.