Deck 10: Reading Comprehension

Question 1

Metacognitive strategies help readers understand, respond to, question, and even challenge an author's ideas.

Answer 1

True

Question 2

Students should ask questions only after reading in order to comprehend and construct meaning.

Answer 2

False

Question 3

When selecting literature for active comprehension, teachers should select material that fosters questions and understandings that reflect the diverse nature of their classrooms.

Answer 3

True

Question 4

When teaching reading comprehension, scaffolded instruction means that teachers model strategies step-by-step and explicitly demonstrate the process of thinking before, during, and after one reads.

Question 5

Textually implicit questions help students search for text relationships and provoke thinking.

Question 6

Which of the following best represents the experiences, conceptual understandings, attitudes, values, skills, and strategies that students should put into play when they are reading?

A) Prior knowledge
B) Action reading
C) Mental ability
D) Story framing

Question 7

What type of question is written in the following science example?
"Snakes are from what animal family? Be sure to use the chart in the book."

A) Textually implicit
B) Textually explicit
C) On your own
D) Application

Question 8

Textually implicit questions are

A) recall questions.
B) predictable.
C) listed in the text.
D) schema based.

Question 9

Which of the following steps is NOT necessary for QtA lessons?

A) Reread the text after the questions have been answered.
B) Segment the text into logical stopping points for discussion.
C) Identify major misunderstandings.
D) Develop questions that model how to question the author's intention.

Question 10

Which of the following is a reading skill or strategy that is NOT developed during a reciprocal teaching lesson?

A) Clarifying
B) Summarizing
C) Questioning
D) Sequencing

Question 11

Mr. Sheperd uses think-alouds during a lesson on making predictions about texts. Think-alouds are an aspect of which of the following technique?

A) Coaching
B) Guided practice
C) Modeling
D) Applying prior knowledge

Question 12

Which of the following groups benefits from reading strategy instruction?

A) Linguistically diverse students
B) Struggling students
C) Gifted students
D) All of the above

Question 13

Which one of the following describes how basic parts of a story are tied together to form a well-constructed story?

A) Story schema
B) Story sequence
C) Story grammar
D) Story front matter

Question 14

When students prepare story maps, teachers should

A) emphasize accuracy.
B) insist on color-coded maps.
C) encourage speculation and risk taking.
D) refrain from having students share them.

Question 15

Which of the following activities are least likely to reinforce story comprehension?

A) Scrambled stories
B) Story questions at the end of the chapter
C) Macrocloze stories
D) Story frames

Question 16

Circular story maps

A) use pictures to depict the sequence of events leading to the problem of the story.
B) use circles in a flow chart format that are color coded.
C) encourage appropriate teacher questioning as students read stories.
D) are inappropriate for the elementary grades because of their complexity.

Question 17

Ms. Callaghan gave her students pictures of a story and asked them to sequence the pictures in the same order in which the events occurred in the story. Ms. Callaghan is using

A) a circular story map.
B) a story frame.
C) a scrambled story.
D) a macrocloze story.

Question 18

When the teacher stops at a specific point in the story so students can predict and verify predictions before, during, and after reading, the teacher is utilizing the ________ strategy.

A) DR-TA
B) inferential
C) KWL
D) discussion web

Question 19

Which strategy follows the learning principles of the "think-pair-share" strategy?

A) KWL
B) Discussion web
C) Story impressions
D) Request

Question 20

When students use a graphic aid to organize their thoughts about both sides of a controversial issue, they are most likely using

A) ReQuest.
B) discussion webs.
C) KWL.
D) story impressions.

Question 21

To best help fifth graders draw inferences from a non-fiction text a teacher can ask students to complete which of the following statements?

A) In comparison . . .
B) In my opinion . . .
C) The author's first point is . . .
D) The passage suggests . . .

Question 22

An English language learner struggles to understand informational texts in English, but can read them fluently in her primary language. Which of the following activities would the student be likely to benefit from most?

A) Translating reading assignments from English into her primary language
B) Learning to use metacognitive strategies with English text
C) Reading texts in her primary language that cover the same material
D) Receiving reading comprehension instruction with texts written in her primary language

Question 23

__________ help(s) specify parts of a story and how they tie together to form a well-constructed story.

A) Episode(s)
B) Story grammar(s)
C) Story map(s)
D) None of the above

Question 24

A(n) ________ is a way of identifying major structural elements, both explicit and implicit, underlying a story to be taught in class.

A) episode
B) story grammar
C) story map
D) story frame

Question 25

A(n) __________ provides the student with a skeletal paragraph: a sequence of spaces tied together with transition words and connectors that signal a line of thought.

A) episode
B) story grammar
C) story map
D) story frame

Question 26

____________________ mean(s) that teachers model strategies step-by-step and explicitly demonstrate the process of thinking before, during, and after one reads.

A) Direct instruction
B) Think-alouds
C) Story mapping
D) Scaffolding instruction

Question 27

Teachers of ELLs need to carefully select literature in which the students will have adequate ___________ that enables them to ask questions as they read.

A) cultural awareness
B) prior knowledge
C) reading rate(s)
D) None of the above

Question 28

When questioning students, questions that are __________ promote recall.

A) textually explicit
B) textually implicit
C) schema-based
D) narrative query(s)

Question 29

____________ questions place the reader's knowledge of the world at the center of the questioning activity.

A) Textually explicit
B) Textually implicit
C) Schema-based
D) Information based

Question 30

___________________ questions are best for Questioning the Author activities.

A) Textually explicit
B) Textually implicit
C) Schema-based
D) Narrative query(s)

Question 31

How can teachers learn about the background knowledge of students from diverse cultures in order to enhance their comprehension skills? What activities in this chapter would be particularly useful in helping students from diverse backgrounds tap their prior knowledge as a vehicle for enhancing their comprehension of new material?

Question 32

Ms. Smith realizes that her students do not have many strategies for interacting with text as they read. In a conversational essay, explain three strategies to Ms. Smith that can effectively be used to encourage students with text.

Question 33

Explain how teachers can use the Web and other new literacies to enhance reading comprehension.

Question 34

Explain reciprocal teaching as it relates to scaffolding reading comprehension. Be sure to include the four strategies that teachers need to model for their students.

Question 35

The authors of the textbook discuss the importance of encouraging students to relate what they are reading to their own experiences to help foster better comprehension. Making text connections is an explicit way to teach and model this for children. Explain the three ways to make text connections.