Test Bank For Understanding, Assessing, and Teaching Reading- A Diagnostic Approach. 8th Edition By

TABLE OF CONTENTS

Chapter 1: Understanding a Diagnostic Approach to Assessing and Teaching Reading

1-6

Chapter 2: Factors that Affect Reading Performance

7-12

Chapter 3: Classroom Assessments

13-18

Chapter 4: Oral Reading Assessments

19-23

Chapter 5: Commercial Tests

24-29

Chapter 6: Becoming the Teacher with a Diagnostic Mindset

30-34

Chapter 7: Teaching with Texts

35-39

Chapter 8: Early Literacy

40-45

Chapter 9: Comprehension

46-51

Chapter 10: Vocabulary

52-57

Chapter 11: Phonics

58-62

Chapter 12: Fluency

63-67

Chapter 13: Teaching Writing

68-72

Chapter 14: Partnering with Families, Teachers, and Community

73-77

Test Bank Answer Key

78-121

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CHAPTER 1 Understanding a Diagnostic Approach to Assessing and Teaching Reading

Defining Key Terms Term

Definition

Diagnostic Approach to Assessing and Teaching Reading

Bottom-up reading models

Interactive reading models

Top-down reading models Reading

Three Domains of Reading

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Discussion Topics / Essay Questions

1.

What is meant by a diagnostic approach to assessing and teaching reading?

2.

What is the role of reading diagnosis and improvement within the RtI process?

3.

What are the views associated with the three models of the reading process?

4.

What is the text’s definition of reading?

5.

What are the behaviors of effective readers?

6.

What considerations must be made in a diagnostic approach to assessing and teaching reading to English Language Learners (ELLs)?

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7.

What considerations must be made regarding the ages and stages of literacy growth in a diagnostic approach to assessing and teaching reading?

Multiple Choice Questions 1. The purpose of a diagnostic approach to assessing and teaching reading is to a. replace the regular reading program. b. provide the best possible instruction for all learners. c. guide the actions of special educators. d. replace remedial reading instruction.

2. The process of diagnostic approach a. is essential for Response to Intervention (RtI). b. occurs only one or two times during each school year. c. is designed specifically for English Language Learners and struggling readers. d. relies upon the results from one effective assessment.

3. To ensure the effectiveness of a diagnostic approach to assessing and teaching reading, it is necessary to a. clearly define reading. b. use diagnosis to plan intervention. c. focus on the entire reading process. d. all of the above.

4. Diagnostics in this text are defined as a. simple tools for identifying student reading behaviors b. necessary problem-solving tools for looking into any complicated system. c. limited to published reading assessments. d. none of the above.

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5. Reading in this text is defined as a. a decoding process. b. the fluent decoding of text necessary for comprehension. c. the ability to get meaning from the printed page. d. the bringing of meaning to and getting meaning from the printed page.

6. A definition of reading influences a. the goals of a reading program. b. the materials used in the reading program. c. the model of reading guiding instructional practices. d. all of the above.

7. Definitions of reading do NOT take into account the readers' a. emotions or attitudes. b. thinking ability. c. background experiences. d. reading rate.

8. The affective domain a. has a governing effect on the global and local processes. b. is focused on the full range of thinking, from simplistic to complex. c. is bounded by perception. d. involves how readers think and process information when they read and when they think about their reading.

9. Diagnosis in reading a. seeks an understanding of strengths and needs. b. focuses strictly on identifying skills the reader is lacking. c. is determined from one effective assessment.

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d. all of the above.

10. Effective teachers of reading should develop which of the following behaviors in order for students to become proficient readers? a. maximum reading rate or words read per minute b. ability to use a variety of strategies in decoding and comprehension c. self-correction of all errors or miscues d. ability to sound out every word so that comprehension can occur

True/False Items 1.

A diagnostic approach to assessing and teaching reading may lead to reading improvement for all children. (T or F)

2.

Reading is a simple process. (T or F)

3.

Response to Intervention (RtI) only applies to those students with disabilities. (T or F)

4.

Metacognition requires critical thinking about thinking processes. (T or F)

5.

Researchers, theorists, and curriculum developers agree on the most effective reading program for all children. (T or F)

6.

The interactive model is completely independent of both the top-down and bottom-up models. (T or F)

7.

The local domain involves a reader’s use the structural parts of language to help them think. This includes how readers decode, how they apply vocabulary knowledge, and how they use their sense of syntax. (T or F)

8.

Diagnosis is continuous. (T or F)

9.

All three domains of reading (affective, global, and local) should be considered in a diagnostic approach to assessing and teaching reading. (T or F)

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10. English Language Learners (ELLs) at the lowest levels of language proficiency do not benefit from reading diagnosis and improvement. (T or F)

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CHAPTER 2 Factors That Affect Reading Performance

Defining Key Terms Term

Definition

Astigmatism

Educational factors

Home environment

Hypermetropia

Myopia

Noneducational factors

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Discussion Topics / Essay Questions 1. Discuss some factors that you believe might have influenced your own reading development as a child.

2. Discuss how a child’s home environment influences his or her reading ability both positively and negatively.

3. Discuss ways that learned helplessness may develop and how teachers and parents can respond so that learned helplessness may be replaced by a positive self-concept.

4. Describe factors that may positively influence reading motivation in the classroom and home.

5. Discuss the relationship among phonological processing, auditory perception, auditory acuity, masking, and auditory discrimination.

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6. Discuss the relationship of language and dialect to the development of academic English.

Multiple Choice Questions 1. The following factors influence success in school a. being a firstborn child b. college-educated parents c. being read to d. all of the above.

2. Noneducational factors include a. instructional methods, intelligence, and sex differences. b. personality, physical health, intelligence, and learning materials. c. physical health, personality, and dialect and language differences. d. the teacher, the reading model used, and classroom environment.

3. A child's home environment is NOT shaped by which factor below? a. socioeconomic status b. neighborhood c. parents' education d. the teacher

4. An English language learner faces unique problems in a. phonology, orthography, grammar, usage, and pragmatics. b. grammar only.

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c. phonology only. d. grammar and usage but not phonology.

5. School success is determined by a. a student's intelligence alone. b. other factors besides intelligence. c. motivation alone. d. a student’s self-concept.

6. Most intelligence tests a. are highly visual. b. correlate well with mathematics tests. c. measure a student's multiple intelligences. d. do not accurately measure various forms of intelligence aside from verbal skills.

7. Language development depends primarily on a. home environment. b. cultural factors but not family makeup. c. sex differences more than intelligence. d. the amount of direct instruction of language concepts provided at school.

8. Physical health a. is obvious to determine. b. is the direct cause for a child's doing poorly in school. c. indirectly causes a child to do poorly in school. d. is not considered a significant factor in school success.

9. Studies have shown that a. nutrition is not a cause for students' poor achievement in school.

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b. nutrition and learning are related. c. young children who have suffered from malnutrition never have learning problems later on in their lives. d. proper nutrition prevents any/all learning difficulties from developing.

10. Educational factors a. are not as important as noneducational factors. b. include the school environment. c. indirectly influence students' learning. d. are all of the above.

True/False Questions 1.

Children who come from middle-class socioeconomic status homes usually do not do any better in school than children who come from low-class socioeconomic homes. (T or F)

2.

If children feel safe, they are more likely to take the necessary risks on their way to becoming proficient readers. (T or F)

3.

Children without siblings do as well as a firstborn child. (T or F)

4.

Females have and continue to be significantly lower in math and science abilities than males. (T or F)

5.

Poor visual and auditory perception can significantly impact reading and writing development. (T or F)

6.

Significant differences exist between males and females in general intelligence. (T or F)

7.

Children who come from homes where there are many different types of text will be better readers. (T or F)

8.

Children who do not speak standard English at home will not become proficient readers and writers. (T or F) 11 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

9.

Good nutrition may prevent learning difficulties and enhance children’s ability to learn. (T or F)

10. Task avoidance is a strategy used by students who exhibit learned helplessness. (T or F)

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CHAPTER 3 Classroom Assessments

Defining Key Terms Term

Definition

Anecdotal record

Assessment

Authentic assessment

Checklist

Evaluation Informal interviews

Interest inventory

Measurement Observation

Performance assessment Portfolio

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Portfolio assessment

Projective technique

Rating scale

Reading autobiography

Test

Discussion Topics / Essay Questions

1. Explain the differences among evaluation, test, measurement, and assessment.

2. Discuss the four questions guiding what a teacher might want to know regarding authentic and performance-based assessment techniques.

3. Explain how understanding the development of a test is helpful in interpreting and applying the results of that test.

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4. What assumptions are performance-based assessments dependent upon?

5. Discuss rationales for using multiple measurements.

Multiple Choice Questions 1. A good test a. cannot be developed by a teacher. b. should be valid and reliable. c. can be developed by test makers only. d. should not require the use of any accommodations.

2. In testing, reading teachers should be primarily concerned a. with the various aspects of validity. b. with the grading of essay exams. c. with the grading of objective tests. d. with all of the above.

3. A rubric is a. a scoring criteria that can be used with performance based assessments. b. a tool that can be created by students.

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c. a set of criteria that places value on student performance. d. all of the above.

4. Teachers desiring to include tests in their diagnostic approach to assessing and teaching reading must a. depend on test experts to choose tests for them. b. recognize the limitations of tests. c. disregard variations in student population when interpreting test results. d. do both a and b.

5. Measurement differs from assessment in that a. measurement is always referring to types of tests b. measurement is not developed by teachers c. measurement is always standardized d. measurement involves comparing results on a desired scale

6. In the reading field, classroom tests are a. always used for diagnostic purposes. b. to be avoided. c. usually used for learning more about the strengths and needs of a student. d. used to diagnose groups of students only.

7. Evaluation must accompany measurement so that a. test authors can validate their test. b. diagnosis is thorough, accurate, and valid. c. students can be sorted into low-, medium-, and high-achieving groups. d. teachers can compare students to one another

8. A test’s main worth is a. its usefulness in problem-solving and creating a path to improvement for individual students.

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b. its usefulness in determining the skills students must acquire to reach the grade level standard for proficiency. c. how easily it can be scored and how quickly the results can be attained. d. its ability to objectively measure and compare the achievement of large groups of students.

9. Validity of assessment results is impacted by a. the environment in which the assessment was conducted. b. the relationship between the test items and the purpose of the test. c. the students’ familiarity with the format of the assessment. d. all of the above.

10. Reliability of assessment is most concerned with a. the ease of scoring procedures. b. controlling the influence of outside factors on students’ results. c. determining which students should and should not be given a test. d. using the most accurate scoring scales.

True/False Items

1.

Evaluation is a snapshot of a student’s performance. (T or F)

2.

Assessment is dependent on effective evaluation derived from measurements, such as tests. (T or F)

3.

Evaluation and measurement are objective. (T or F)

4.

Evaluation encompasses measurement. (T or F)

5.

Evaluation is subject to bias. (T or F)

6.

Direct observation of students is not necessary for effective assessment. (T or F) 17 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

7.

Portfolios may include student chosen samples of work. (T or F)

8.

An anecdotal record is a record of observed behavior over time. (T or F)

9.

Multiple assessments are needed to gather reliable data about student learning. (T or F)

10. All tests are equally suitable for all students. (T or F)

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CHAPTER 4 Oral Reading Assessments

Defining Key Terms Term

Definition

Buffer zone

Frustration reading level

Independent reading level

Informal reading inventory (IRI)

Instructional reading level Listening capacity level Miscue Miscue analysis

Running record

Discussion Topics / Essay Questions

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1.

Describe the components of an informal reading inventory.

2.

Discuss the questions teachers might ask to establish their understanding of what they want to know about a reader that guide their selection of oral reading assessments.

3.

Explain the purposes of an informal reading inventory.

4.

Explain modified miscue analysis.

5.

Discuss some advantages of using a running record.

Multiple Choice Questions

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1. Assessment of oral reading a. should not be included diagnostic reading program. b. is used to detect word recognition problems. c. should only be included for those students who struggle. d. is only possible through using informal reading inventories.

2. An informal reading inventory a. tests oral reading. b. is always teacher-made. c. helps teachers determine the student's reading levels. d. is both a and c.

3. The word lists of an informal reading inventory usually a. help determine at what level a student will begin reading the oral reading passages. b. determine the student's reading ability level. c. are not used. d. should be read after the student has attempted to orally read the graded passage.

4. The text recommends that children being administered an informal reading inventory usually begin the word list a. one grade level above their grade level. b. three grade levels below their grade level. c. two grade levels below their grade level. d. at their grade level.

5. Teachers administering an IRI should administer the oral reading passage to the student a. as soon as the student reads with zero errors on the word list test. b. as soon as the student makes one error when reading a list. c. that is two grade levels below the student’s grade level. d. at the highest grade level at which the student has few errors on the graded word list 21 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

6. When administering an IRI, teachers should require students to a. read the oral passage before the silent passage. b. read the silent passage before the oral passage. c. read the oral passage first one time and the silent passage first another time. d. read whichever passage they want.

7. A student who reaches frustration on the oral reading passages of an informal reading inventory a. would usually be given a listening capacity test. b. would probably be asked to read the rest of the test silently. c. would be asked to read the word list again. d. would be assisted with all unknown words throughout the reading of the passage

8. The modified miscue analysis helps teachers to determine a. when a student uses meaning to decode a word. b. when a student uses sentence structure to decode a word. c. when a student uses visual or graphophonemics to decode a word. d. all of the above.

9. The independent level of the informal reading inventory a. is usually not determined. b. is the level at which the child can read on their own. c. is the teaching level. d. does not provide useful information for the teacher.

10. An informal reading inventory should be given a. only to those students who have scored one year below their reading expectancy. b. to a student who scores at grade level on an achievement test, but the teacher suspects that the child is more able. c. to every student at the end of the school year.

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d. for all of the above.

True/False Items

1. Teachers should only listen to students read aloud when the students are taking a diagnostic reading test. (T or F)

2. Passages selected for an informal reading inventory should be graduated in difficulty. (T or F)

3. The graded word list of an IRI determines at what level the student will begin to read the oral reading passage on the informal reading inventory. (T or F)

4. If a student is at the frustration level on an oral reading passage, he or she is often not asked to read the silent reading passage at that same level. (T or F)

5. The only purpose for administering an informal reading inventory is to identify the appropriate level text that a student can read. (T or F)

6. According to Betts, a student is at his or her instructional level in comprehension if he or she answers 90 percent of the questions correctly. (T or F)

7. Running records should be used frequently to monitor students’ progress in reading and to determine students’ small reading group placement. (T or F)

8. The level at which the student has an accurate pronunciation of more than 99 percent of the words is the student's independent level. (T or F)

9. Students should be encouraged to practice reading texts at the frustration level so that they can progress in their skills. (T or F)

10. In analyzing errors, the teacher should look for a pattern of errors. (T or F)

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CHAPTER 5 Commercial Tests

Defining Key Terms Term

Definition

Content domain

Criterion-referenced tests

Grade equivalents

Locator test

Mean

Normal curve

Norm-referenced tests

Norms

Objective

Objectivity

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Percentile

Practice test

Raw score

Reliability

Standard deviation

Standard score

Standardized tests

Suitability

Validity

Discussion Topics / Essay Questions

1. Describe what is meant by standardized tests.

2. What are some types of standardized score reporting that may be used to communicate student results?

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3. Describe norm-referenced tests and their limitations.

4. What are some purposes for using criterion-referenced tests?

5. How are standardized tests, specifically reading survey tests, useful in diagnosis?

Multiple Choice Questions

1. When considering the results from standardized tests, teachers a. should recognize that standardized tests are always correct. b. should be cautious in interpreting standardized test results. c. can never rely on standardized test results. d. none of the above are true.

2. If teachers wish to use tests in their diagnosis and improvement practices, they must 26 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

a. depend on test experts to choose tests for them. b. recognize the limitations of tests. c. not take differences in student populations into account in interpreting test results. d. do both a and b.

3. Standardized tests are a. commercially published tests. b. constructed by experts. c. have specific instructions for administration and scoring that must be followed. d. all of the above.

4. Validity of assessment results is impacted by a. the environment in which the assessment was conducted. b. the relationship between the test items and the purpose of the test. c. the students’ familiarity with the format of the assessment. d. all of the above.

5. Reliability of assessment is most concerned with a. the ease of scoring procedures. b. controlling the influence of outside factors on students’ results. c. determining which students should and should not be given a test. d. using the most accurate scoring scales.

6. Some tests have been prepared so that a. test makers can compare students' test results to a national norm. b. test makers can compare a student's test results to a set of predetermined specific objectives. c. those administering the test, such as teachers, can compare students’ test results within his/her own class or grade level within the school.

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d. all of the above are true.

7. Criterion-referenced tests a. are concerned with the mastery of instructional objectives. b. have the same purposes as norm-referenced tests. c. are always different in appearance from norm-referenced tests. d. are not used for diagnostic purposes.

8.

Objective testing a. puts strict limits on student responses. b. constrains our ability to learn what a student knows. c. limits the range of answers to one acceptable response. d. all of the above.

9.

The criteria below that is NOT used to determine a good test is a. the test has been adopted by a district curriculum committee. b. the degree to which a test measures what it claims to measure. c. the appropriateness of a test for a specific population of students. d. extent to which a test instrument consistently produces similar results.

10.

Criterion-referenced tests are developed a. by test makers. b. by teachers. c. to assess performance with respect to mastery of specified objectives. d. all of the above.

True/False Items

1.

Norm-referenced and criterion-referenced tests are used for evaluation. (T or F) 28 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2.

Standardized tests should always be administered at the end of the school year. (T or F)

3.

A test is one way to gather information to interpret when teachers have specific questions about students. (T or F)

4.

Raw scores do not convey meaningful information about standardized test results. (T or F)

5.

Standardized assessment and informal classroom assessment results together provide ideas for individualized instruction. (T or F)

6.

Practice tests are intended to support validity. (T or F)

7.

Locator tests are useful for beginning the standardized testing process. (T or F)

8.

Standardized tests, whether they are norm-referenced or criterion-referenced, have limitations. (T or F)

9.

All tests are equally suitable for all students. (T or F)

10.

Validity is the most important criteria for determining a good test. (T or F)

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CHAPTER 6 Becoming the Teacher with a Diagnostic Mindset Defining Key Terms Term

Definition

Diagnostic teaching

Explicit instruction

Self-fulfilling prophecy

Discussion Topics / Essay Questions

1. Do you agree with the authors’ statement, “The teacher is the key to improving reading instruction”? Why or why not?

2. What are some of the characteristics and practices of good reading teachers?

3. What is meant by self-fulfilling prophecy?

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4. Discuss why a teacher must be a good organizer and classroom manager in a diagnostic reading and improvement program.

5. Take a look at Figure 6.1, the Sample Teacher Self-Assessment. Compare the ten items on the checklist to the lists of characteristics of good 1st and 4th grade teachers. What items might be added to the checklist according to these lists of characteristics?

Multiple Choice Questions

1. The effective teacher using a diagnostic approach a. is concerned only with detecting needs to be improved. b. combines diagnosis and instruction within authentic reading experiences. c. helps students gain an appreciation of and interest in reading. d. does both b and c.

2. Teachers using reading diagnosis and improvement must a. have good reading skills and strategies. b. be able to administer individual IQ tests. c. know all remedial techniques. d. all of the above.

3. Effective teachers tend to 31 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

a. have a sense of purpose that is broad, which goes beyond the immediate events or requirements. b. focus their instruction specifically on skills and strategies necessary for proficiency on state and federal accountability measures. c. write lesson plans and deliver instruction through careful and systematic adherence to that plan. d. consider the effectiveness of a lesson to be determined by students’ abilities to attend to and learn the lesson.

4. Children's learning in school is influenced by a. the physical environment more than by teacher insight. b. the approach of the program more than the teacher. c. many variables. d. their innate abilities and/or disabilities.

5. From a variety of reading research studies, it appears that a. use of scientifically based instructional methods is the most important factor in teaching children to read. b. curriculum and instructional materials are the most important factors in teaching children to read. c. teachers are very influential in students' learning to read. d. the home environment determines students’ ability to learn to read.

6. Teachers’ effectiveness in reading diagnosis and improvement is affected by a. self-evaluation and reflection. b. ongoing professional development. c. their preparatory program prior to teaching. d. all of the above.

7. Planning serves the purpose of a. helping guide teachers in making choices about instruction.

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b. helping teachers to clarify their thinking about objectives, students’ needs, interests and developmental levels. c. helping teachers to determine what motivating techniques to use. d. all of the above.

8. Explicit instruction includes a. well-stated goals and activities to accomplish those goals. b. teacher assessment of students paired with prompt feedback. c. teacher control of student responses. d. a and b only.

9. Effective grouping practices in reading instruction a. vary according to the students’ behavioral needs. b. utilize students’ levels of comprehension. c. vary according to the teacher’s purpose for instruction. d. utilize students’ levels of word recognition.

10. Teachers determine how to group students for the purpose of instruction in word recognition a. based on observation only. b. based on formal assessment only. c. based on a combination of formal and informal assessments. d. based on fluency assessment only.

True/False Items

1.

Teachers need continuous professional development to effectively teach all students to learn to read. (T or F)

2.

Explicit reading instruction requires teachers to deliver lessons from a curriculum manual or script to be effective. (T or F) 33 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

3.

Teachers are often evaluated based on student performance. (T or F)

4.

Student success in learning to read can be influenced by grouping practices. (T or F)

5.

Teachers should not spend any direct instructional time with good readers. (T or F)

6.

Teachers who have unplanned instructional time in the classroom will not be effective in teaching students to learn to read. (T or F)

7.

The curriculum chosen for reading instruction is the most essential factor in determining student success in learning to read. (T or F)

8.

Students' achievement and non-achievement are directly due to the teacher. (T or F)

9.

Teacher expectations often influence students' learning behavior. (T or F)

10. The purpose of small group reading instruction is primarily to provide support to lower performing students. (T or F)

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CHAPTER SEVEN Teaching with Texts Defining Key Terms Term

Definition

Commercial books Multilevel books Multicultural texts Basal Readers Correspondence

Discussion Topics / Essay Questions

1.

Discuss the importance of providing students time to read in school.

2.

Discuss reasons for using different types of text.

3.

What are the reasons for using basal readers in the classroom?

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4.

What are the reasons for utilizing informational texts in the classroom?

5.

Explain the importance of using texts that are not books (e.g., newspapers, magazines, real life texts, advertisements, postcards, etc.)

Multiple Choice Questions

1. A classroom environment which encourages literacy development has a. tubs of books organized for student browsing b. time dedicated to independent reading c. computers, newspapers, magazines, and comics available for students d. all of the above.

2. Commercial books include a. little books. b. classic literature. c. novels. d. multilevel books.

3. Using a variety of texts supports effective reading instruction by 36 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

a. exposing students to different text structures. b. increasing the likelihood of building students’ interests in reading. c. guaranteeing student progress in reading achievement. d. a and b.

4.

Reasons for using textbooks include a. their availability to teachers and students. b. their accessibility by all students. c. district mandates. d. a and c.

5. Multilevel books are a. most often fiction. b. written in multiple languages. c. written with multiple story lines. d. only found within basal programs.

6. Series books should be used because they provide a. meaningful reading practice. b. opportunities for the students to discuss what they have read inspired by book popularity. c. opportunities to make inferences and predictions based on familiarity with characters, settings, etc. d. all of the above.

7. Poetry should be incorporated into reading instruction as a way to a. introduce students to another writing style. b. control students’ exposure to new vocabulary c. improve literal comprehension skills. d. all of the above.

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8. Real-life texts that can be used in the classroom include a. board game instructions, video game manuals, trading-card games b. e-mail, postcards, business letters c. nutrition labels, coupons, grocery ads d. all of the above

9. Trade books are different from commercial books because a. they are written to entertain. b. they can only be sold to educators. c. they are leveled. d. they are primarily written to communicate a message to the reader. They are not created for a specific program.

10. Students benefit most from using computers in the classroom because a. they’re engaging in drill and practice. b. they develop skills necessary for new literacies. c. then the teacher can meet with other small groups of students without interruption. d. computer software can best determine what students need.

True/False Items

1. A wide variety of texts should be used in a diagnostic reading and improvement program.

(T or F)

2. Newspapers are inappropriate for elementary classroom use because they’re not written at the elementary levels of reading. (T or F)

3. Time spent on reading should always be guided or led by the teacher through instruction.

(T or F)

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4. Offering a variety of texts to students is important for meeting their interests. (T or F)

5. Many different types of text offer opportunities for the instruction of the same specific reading skills, such as making inferences. (T or F)

6. Poetry can be read aloud to provide rich examples of fluency. (T or F)

7. Magazines should only be used during independent choice reading time in the classroom.

(T or F)

8. Teachers using basal reading programs do not need a variety of other texts because the basal provides all the students need to become proficient readers. (T or F)

9. Text structures influence how the meaning is understood by the reader. (T or F)

10. Children should be given many opportunities to read throughout the day. (T or F)

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CHAPTER EIGHT Early Literacy Defining Key Terms Term

Definition

Accommodation

Assimilation

Concept

Concept development

Developmental spelling

Directed listening/thinking approach Emergent literacy

Emergent writing

Equilibrium

Phonemic awareness

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Phonological awareness Pre-reading

Reading readiness

Schemata

Story sense

Discussion Topics / Essay Questions

1. Discuss emergent literacy.

2. How can oral language concepts be assessed and taught?

3. What is phonological awareness?

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4. Discuss methods for helping children acquire phonological awareness.

5. What is early intervention?

Multiple Choice Questions

1. The development of reading readiness tests is a result of a. research supporting theories of emergent literacy. b. an outgrowth of the "waiting theory" of readiness. c. the standards movement in education. d. all of the above.

2. In order to develop effective early literacy instruction, pre-reading tests a. should be given to all children showing language development delays. b. are required by law. c. should be congruent with emergent literacy. d. are the responsibility of parents before entering their child in public school.

3. Pre-reading tests are most effective for diagnostic purposes when a. they focus on the current level of literacy development of a child. b. they are administered to all students in a whole group at the same time. c. they test skills in isolation. d. specialists administer them to young students.

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4. Pre-reading tests may lack validity because a. oftentimes too many prompts are provided by the teacher administering the test. b. young children are not capable of learning test format. c. young children are constantly emerging and changing. d. are both a and c.

5. Teachers' ratings are usually a. not as accurate as pre-reading tests in predicting reading success. b. a great deal more accurate than pre-reading tests in predicting reading success. c. as accurate as pre-reading tests in predicting reading success. d. not considered useful in diagnosis.

6. When choosing or using a pre-reading test, teachers should a. use the test as one measure among many, including their judgment. b. check the administration time of the test to ensure that students will be able to maintain their attention throughout the test. c. make sure children comprehend the terminology used on the test and understand the directions. d. do all of the above.

7. Oral language concepts should be assessed because a. they are necessary to help students acquire more knowledge. b. speech problems need to be caught early. c. delays in oral language indicate disability. d. children should not begin reading or writing instruction until oral language has developed.

8. Emergent literacy concerns a. the young child's attempts at writing. b. the young child's involvement in language.

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c. the young child's attempts at reading. d. all of the above.

9. Phonemic awareness tasks that assist children in learning to read and write include a. syllabication. b. phonological dictation. c. phoneme manipulation. d. phoneme displacement.

10. The concepts of print assessment identifies the understanding of a. punctuation. b. upper and lowercase letters. c. directionality. d. all of the above.

True/False Items

1. A young child's scribbling would be considered a sign of emergent literacy. (T or F)

2. Emergent literacy takes place before the child begins formal reading. (T or F)

3. Pre-reading tests have a high predictive validity. (T or F)

4. Letter identification subtests are useful pre-reading tests in predicting reading success.

(T or F)

5. In this textbook, it is recommended that pre-reading tests should be used to delay instruction in formal reading when children are found to lack pre-reading skills. (T or F)

6. Pre-reading tests can invoke the self-fulfilling prophecy if they are misused. (T or F)

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7. Syllables are the smallest unit of sound within words. (T or F)

8. Children’s use of invented spelling may improve their phonemic awareness. (T or F)

9. Phonological awareness can be learned through word play and games. (T or F)

10. Drawing is not a form of writing. (T or F)

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CHAPTER 9 Comprehension Defining Key Terms Term

Definition

Central idea Cloze procedure

Cloze test

Comprehension

Creative reading

Critical reading

Directed ReadingThinking Activity (DRTA) Divergent thinking

Inference

Interpretation

Listening vocabulary 46 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

Literal comprehension

Literature webbing

Main idea

Maze procedure

Question-Answer Relationships (QARs) Reading comprehension Reading comprehension taxonomy Reciprocal reading instruction Repeated reading

Schema theory

Supporting details

Discussion Topics / Essay Questions 47 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

1.

Describe what is meant by reading comprehension.

2.

Describe good comprehenders.

3.

Discuss different ways to assess reading comprehension.

4.

5.

Explain the difference between assessing reading comprehension and teaching reading comprehension.

Explain the differences between comprehension skills and strategies.

Multiple Choice Questions

1. The relations between prior knowledge and comprehension is described as a. critical reading. b. schema theory. c. inference. d. comprehension.

2. The Directed Reading-Thinking Activity (DR-TA) requires 48 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

a. students to take complete responsibility for their reading. b. teachers to remain completely in the background. c. students to raise questions. d. teachers to determine the precise information students will take from the text.

3. Effective reading instruction includes teaching Question-Answer Relationships for the purpose of a. helping students gain insight into the questioning process. b. addressing the needs of intermediate, not primary level readers. c. helping students learn how to recognize contradictions. d. building students’ background knowledge prior to reading a text.

4. Effective reading instruction includes the Directed Reading-Thinking Activity for the purpose of a. ensuring literal reading comprehension. b. engaging students in active comprehension to increase independent reading ability. c. assessing reading comprehension. d. none of the above.

5. The major abilities of reading comprehension involve a. word analysis skills and meaning. b. word meanings and reasoning with verbal concepts. c. word attack skills and fluency. d. word meanings and fluency.

6. The comprehension taxonomies discussed in this text (i.e., literal comprehension, interpretation, critical reading, and creative reading) describe the skills used by what level of readers? a. primary elementary b. primary and intermediate elementary 49 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

c. intermediate elementary and older d. all readers

7. The kinds of questions teachers ask a. will determine students’ level of interest in reading. b. will determine students’ perceptions of what it means to comprehend. c. will determine students’ levels of thinking. d. all of the above

True/False Items

1.

Readers showing good comprehension can relate their newly acquired understandings to their past understandings. (T or F)

2.

People with poor strategies for processing information will encounter difficulties in comprehending what they read. (T or F)

3.

Schema theory explains why primary-aged readers should not receive reading comprehension instruction. (T or F)

4.

Only readers at the intermediate-age level and higher are capable of the skills represented in the interpretation, critical reading, and creative reading taxonomies.(T or F)

5.

The Directed Reading-Thinking Activity requires critical thinking from both teachers and students. (T or F)

6.

Reading comprehension strategies support facility with reading comprehension skills.

(T or F)

7.

Teaching readers Question-Answer Relationships helps students develop questioning skill and prepares them for required assessments. (T or F)

8.

Reading comprehension is acquired once fluency has been established. (T or F) 50 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

9.

Because students have already developed listening comprehension prior to formal reading instruction, it is not necessary to address listening comprehension in the classroom. (T or F)

10. The main idea and topic of a passage or selected reading are the same and can be used interchangeably when teaching reading comprehension. (T or F)

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CHAPTER 10 Vocabulary Defining Key Terms Term

Definition

Affixes Analogy Antonyms Categorizing

Combining forms

Comparison

Context clue

Contrast

Derivatives Example High-frequency words Homonyms

Prefix

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Root Sight words Suffix Synonyms Vocabulary consciousness

Discussion Topics / Essay Questions

1.

Discuss three basic ways that teachers can help children acquire new words.

2.

Explain what is meant by vocabulary consciousness.

3.

Explain three levels of knowing a word.

4.

Explain how to assess reading vocabulary.

5.

Explain guidelines for effective vocabulary instruction.

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Multiple Choice Questions

1. Some strategies that are used to figure out the meaning of a word are a. phonics and whole-word method. b. structural analysis and the dictionary. c. context clues and phonics. d. repetition and memorization.

2. Some strategies that are used to figure out word meanings independently are a. context clues and whole-word method. b. structural analysis and whole-word method. c. structural analysis and context clues. d. isolation and repetition.

3.

Examples of context clues are a. Synonyms b. Antonyms c. Definitions d. all of the above.

4. The words surrounding a word that can shed light on the word's meaning refers to a. the graphic representation of a word. b. the antonym of a word c. context d. the definition of a word

5. Which type of words may be more difficult for students to learn?

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a. action verbs b. nouns c. adjectives d. homonyms

6.

Students’ sight word vocabulary a. is personalized. b. is the same at each grade level. c. depends on their phonics skills. d. will remain consistent throughout schooling.

7. Intermediate-grade level students should a. try to memorize lists of word parts in isolation to improve their vocabulary. b. try to guess word meanings using word parts and ignore context. c. try to determine word meanings using word parts and context clues. d. try to guess word meanings using context clues but not word parts.

8.

Root words can be described by which of the following characteristics? a. smallest unit of a word that can exist and retain its basic meaning b. have no meaning without affixes c. cannot be subdivided further d. both a and c

9.

Prefixes and suffixes are added to the beginnings and endings of words in order to a. change the tense of the word. b. change the meaning of a word c. maintain subject verb agreement within a sentence d. do all of the above.

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10. Which question serves to guide the assessment of children’s vocabulary? a. What do I want to know? b. Why do I want to know? c. How can I best discover it? d. all of the above

True/False Items

1. Context clues help students gain meaning. (T or F)

2. A combination of word recognition strategies is usually used to determine the meaning of a word. (T or F)

3. Young children's speaking vocabulary is most often larger than their listening vocabulary.

(T or F)

4. Children only reach vocabulary consciousness as a result of direct, explicit vocabulary instruction. (T or F)

5. Young children's reading vocabulary is most often larger than their listening vocabulary.

(T or F)

6. In order for students to comprehend what they read, they must be able to define all words used in the reading selection. (T or F)

7. Vocabulary instruction focused on isolating words is usually the most effective way to increase students’ vocabulary acquisition. (T or F)

8. Facilitating the understanding of relationships between and among words helps students to establish a deeper understanding of new words and concepts. (T or F)

9. Assessing reading vocabulary can be done informally using children’s daily literacy experiences. (T or F)

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10. Students develop the ability to use context clues naturally as a result of becoming fluent in their reading. (T or F)

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CHAPTER 11 Phonics Defining Key Terms Term

Definition

Analytic phonics instruction Auditory discrimination Phonics

Phonogram

Syllable

Synthetic phonics instruction Visual discrimination

Word identification

Discussion Topics / Essay Questions

1. Discuss the limitations of teaching students to memorize phonics rules.

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2. Identify the content typically addressed in phonics programs.

3. Discuss meaningful ways to assess phonics.

4. Discuss the guidelines for exemplary phonics instruction.

5. Explain the differences between explicit vs. implicit phonics instruction and synthetic vs. analytic phonics instruction.

Multiple Choice Questions

1. Phonics instruction should always support a. getting the message from the printed page. b. the ability to pronounce words. c. the ability to gain word meanings. d. none of the above.

2. Good readers use phonics toward the process of a. reading unknown words only. b. reading with automaticity. c. noticing every letter.

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d. identifying every word.

3. Some strategies that are used to figure out the pronunciation of a word are a. phonics to analyze words and context clues. b. whole-word method and context clues. c. the dictionary and context clues. d. phonics to analyze words and the dictionary.

4.

Which of the following are examples of consonant blends? a. bl tr st cr b. br sl ch sh c. t b th ph d. a e ao ie

5.

Consonant digraphs are a. two consonants, and each is sounded. b. two consonants in which only one consonant is sounded. c. two consonants in which there is always a silent letter. d. two consonants that represent one speech sound.

6. Which one of the following words does NOT contain a vowel blend? a. plow b. book c. coil d. boy

7. Instruction of syllables is beneficial because a. it helps readers break unfamiliar words into manageable chunks for reading. b. it helps writers break unfamiliar words into manageable chunks for spelling.

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c. it may assist readers in determining the meaning of unknown words. d. all of the above.

8. Which of the following is an example of a phonogram? a. bat b. cat c. rat d. all of the above

9. Diagnostic assessment of phonics should include a. students’ application of phonics in reading connected text. b. students’ identification of sounds and patterns in isolation. c. only standardized assessment using tests. d. a and b.

10. Using word sorts in the teaching of phonics exemplifies a. synthetic phonics instruction. b. analytic phonics instruction. c. contextualized phonics instruction. d. ineffective phonics instruction.

True/False Items

1. People can read without word recognition skills. (T or F)

2. All word recognition strategies help students gain independence in the pronunciation of words. (T or F)

3. A combination of word recognition strategies is usually used to determine the meaning and pronunciation of a word. (T or F) 61 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

4. Effective readers are able to decode written symbols automatically. (T or F)

5. The purpose of phonics is to improve word recognition. (T or F)

6. Phonics should dominate instruction of reading at the elementary level. (T or F)

7. In the word drop, dr represents a blend of two sounds. (T or F)

8. The schwa is represented by its own letter in the English alphabet. (T or F)

9. Vowels followed by r in the same syllable are controlled by the r. (T or F)

10. Teaching students how to decode by analogy involves the use of synonyms and antonyms to identify unknown words. (T or F)

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CHAPTER 12 Fluency Defining Key Terms Term

Definition

Fluency

Pace

Relative Accuracy

Prosody

Cold read

Assisted Fluency Activities

Discussion Topics / Essay Questions

1.

Describe what is meant by fluency.

2.

Readers show fluency when they…

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3.

Describe what is meant by “fluency is a bridge to comprehension”.

4.

What three questions guide the assessment of fluency?

5.

Discuss methods and/or tools to assess fluency.

6.

What are the ten factors that affect reading rate?

7.

Why does providing time for independent silent reading impact fluency?

8.

Name examples of children’s literature that may be used to enhance reading fluency and describe why those titles support fluency development.

9.

Describe the three-phase instructional framework for supporting all students.

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Multiple Choice Questions

1. The definition of fluency includes a. pacing. b. expression. c. accuracy. d. all of the above.

2. Fluency is a process that is a. static. b. best understood by looking at reading speed. c. dynamic. d. unrelated to comprehension.

3. Factors that affect reading rate include a. text difficulty. b. time of day. c. inability to decode. d. all of the above.

4. The Holistic Oral Reading Fluency Rubric is used to a. assess reading speed. b. assess reading comprehension in relation to fluency. c. assess only reading accuracy. d. none of the above.

5.

Concrete suggestions for helping children develop fluency consciousness include a. practicing fluency using worksheets.

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b. encouraging students to talk with one another for a variety of purposes. c. providing time for independent reading. d. both b and c.

6. Children’s literature can be used to enhance reading fluency by attending to a. prosody. b. typographical cues. c. text organization. d. both a and b.

7. Fluency activities for engaging readers include a. choral reading. b. worksheets. c. timing oral reading. d. all of the above.

8. Teachers aimed at enhancing student reading fluency can do so by a. using flexible grouping strategies. b. using children’s literature. c. using explicit integrated fluency lessons. d. doing all of the above.

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True/False Items

1.

Fluency is best understood by timing readers to determine their reading speed. (T or F)

2.

Fluency is a static process. (T or F)

3.

Fluency can be taught explicitly through teacher modeled read alouds. (T or F)

4.

Grouping strategies must be considered to enhance reading fluency of students. (T or F)

5.

All reading fluency assessments are based on the same definition of fluency. (T or F)

6.

Reading comprehension has nothing to do with reading fluency. (T or F)

7.

Fluency can be enhanced through an abundance time spent reading. (T or F)

8.

Reading comprehension is acquired once fluency has been established. (T or F)

9.

Some believe that fluency is established on after decoding is automatic. (T or F)

10. Comprehension is a bridge to reading fluency and vice-versa. (T or F)

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CHAPTER 13 Teaching Writing Defining Key Terms Term

Definition

Self-Reflection Six Traits

Cueing Questions

Feedback

Conferencing

Ideas

Organization Voice Word Choice Sentence Fluency Conventions

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Discussion Topics / Essay Questions

1. Name and describe the 4 stages of writing developmental.

2. What are the 8 stages of developmental spelling?

3.

What is meant by the writing process.

4.

What three questions guide the assessment of writing?

5.

What is conferencing and why is it important?

6.

What are the purposes of self-reflection?

7.

What are the practices of good writing teachers?

8.

What are activities for teaching writing?

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Multiple Choice Questions

1. The stages of developmental writing include a. emergent. b. developmental. c. proficient. d. all of the above.

2. Fluent writing development involves a. developing strategies for strengthening voice. b. writing for audience. c. Revising for clarity. d. all of the above.

3. A student at the standard spelling stage a. spells most words correctly. b. spells words phonetically. c. explores punctuation. d. all of the above.

4. Prewriting involves a. choosing a topic. b. organizing the text. c. creating purposes. d. all of the above.

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5.

Revising involves a. reading. b. negotiating changes. c. rewriting. d. all of the above.

6. The 4-step process for conferencing involves a. research. b. modeling. c. link. d. both a and c.

7. The questions associated with a diagnostic mindset include a. What do I want to know? b. Why do I want to know? c. What standard does this align with? d. answers a and b.

True/False Items

1. Emergent writing is the first stage of writing development. (T or F)

2. Early literacy is not a stage of the writing development. (T or F)

3. Developmental spelling has nothing to do with phonics. (T or F)

4. Invented spelling is not something that a teacher uses to determine student growth. (T or F)

5. Prewriting is not an important part of the writing process to teach. (T or F) 71 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

6. Conferencing is integral to advancing individual writer skills.

(T or F)

7. Writing instruction is progressive. (T or F)

8. Writing practice is necessary to produce effective writers. (T or F)

9. Good writing teachers teach student how to use text structure. (T or F)

10. Good writing teachers teach create an abundance of writing opportunities. (T or F)

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CHAPTER 14 Partnering with Families, Teachers, and Community Defining Key Terms Term

Definition

Junior Great Books Program Newbery Award books

Paired reading

Reading Olympics programs

Discussion Topics / Essay Questions

1. Discuss some of the roadblocks to parent involvement in/at school.

2. Describe ways teacher can overcome parental challenges that hinder them from being involved.

3. Discuss the success of parental involvement programs.

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4. Discuss the parents’ role in various school reading programs.

5. Describe effective ways to positively impact parents’ abilities to support their children’s literacy development.

6. Explain how media and technology can spur reading

Multiple Choice Questions

1. Parental involvement in the schools is greatly determined by a. parents’ personal situations and life circumstances. b. teachers’ efforts to include parents. c. the emphasis school districts have placed on parental involvement. d. all of the above.

2. Research on parental involvement in their children’s education reveals that a. parental involvement is secondary to socioeconomic status in affecting student achievement. b. parental involvement is nonexistent in communities described as being of lowsocioeconomic status. c. parental involvement increases when the community also emphasizes the importance of education.

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d. parental involvement is only effective in assisting low-achieving students.

3. Organized parental involvement reading programs within schools often include a. specific criteria that must be met. b. the need for certifications in order for parents to become involved. c. workshops, instructional materials, and book suggestions. d. all of the above

4. Organized parental involvement reading programs are intended to support a. students who are struggling in their reading development. b. all students. c. students who are advanced in their reading development. d. students whose first language is not English.

5. Paired reading is a technique intended for a. parents to support children’s growth in reading vocabulary and comprehension. b. children to use in the classroom to support one another. c. trained specialists to support struggling readers. d. all of the above.

6. Teachers may increase the level of parental involvement by a. requesting parents to be trained at the beginning of the school year. b. providing a large selection of activities from which parents can choose. c. providing parents with the knowledge and terminology used in the field of education. d. seeing the partnership as a “give and take.”

7. Parents are more likely to become involved in their children’s reading education if a. communication is clear, concise, and understandable. b. they are provided with one specific idea at a time.

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c. they are provided with the materials necessary to complete a suggested activity. d. all of the above.

8. Research on children's television viewing a. is not definitive. b. shows negative effects only for children who watch for more than 4 to 6 hours. c. affects different groups of children differently. d. is all of the above.

9. Computers may be an effective way to involve parents when they are used to a. provide an activity or game to take the place of reading with the child. b. gain information and ideas for ways to support their children. c. evaluate their child’s teacher. d. find worksheets for children to complete at home.

10. Parents oftentimes need book suggestions for their children so that a. children are reading district approved texts. b. children do not read books that are below their reading level. c. children’s at-home reading aligns with their textbook reading at school. d. children are reading texts of interest.

True/False Items

1. Parents should always be encouraged to be involved in their child(ren)’s schools. (T or F)

2. Home support is not a significant factor in fostering students’ higher achievement. (T or F)

3. Educators frown on parents’ helping their children learn to read because they do not possess the correct teaching knowledge and skills. (T or F) 76 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

4. Parental involvement may improve through building relationships among teachers and parents. (T or F)

5. There is a direct positive relationship between children’s school achievement and parents who read with them. (T or F)

6. Organized parental involvement reading programs are the same in all schools. (T or F)

7. In paired reading, the child always reads alone to the parent. (T or F)

8. Parents play an insignificant role in their child(ren)’s emergent literacy. (T or F)

9. The success of parental involvement programs is influenced by the aggressiveness of the district, school, and teachers in recruiting parents. (T or F)

10. In order to accommodate parents’ unique needs and get them involved, teachers should provide as many activities as possible from which parents can choose. (T or F)

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Test Bank Answer Key

Chapter 1 Defining Key Terms Term

Definition

Diagnostic Approach to Assessing and Teaching Reading

A comprehensive way of using data that is gathered by examining three primary components of effective reading instruction: learner, instruction, and context. This examination is ongoing and multifaceted in that it requires teachers to use a variety of assessment techniques including student selfassessment, teacher self-assessment, and assessment of instructional materials and contexts to provide the best possible instruction for all learners.

Bottom-up reading models

Models that consider the reading process as one of grapheme-phoneme correspondences, code emphasis or subskill models

Interactive reading models

Models that consider the top-down processing of information as dependent on the bottom-up processing, and vice versa

Top-down reading models

Models that depend on reader’s background of experiences and language ability in constructing meaning from the text

Reading

A dynamic, complex act that involves the bringing of meaning to and getting meaning from the written page

Three Domains of Reading

1. Affective: How readers feel and what they believe about reading. A clear body of research exists on readers’ attitudes, identity, and interests. This research has been applied both to assessment and to teaching.

2. Global: How readers think and process meaning when they read (comprehension) and when they think about their reading (metacognition)—cognitive and metacognitive processes.

3. Local: How readers use the structural parts of language to help them think. This includes how readers decode, how they apply vocabulary knowledge, and how they use their sense of syntax.

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Discussion Topics / Essay Questions (Possible answers are bulleted)

1.

What is meant by a diagnostic approach to assessing and teaching reading? ● Reading instruction is interwoven with diagnosis. ● Ongoing diagnosis and instruction are integral parts of a daily developmental reading program. ● A diagnostic approach utilizes the ten principles of diagnosis. ● A diagnostic approach is based on five beliefs: o diagnostics are necessary problem-solving tools for looking into any complicated system o reading diagnosis is about knowing readers. o identifying readers’ strengths is a good first step in accelerating readers’ growth. o identifying needs is an important part of a diagnostic approach. o zooming in and out is essential.

2.

What is the role of reading diagnosis and improvement within the RtI process? ● The best possible instruction for struggling students is a result of reading diagnosis and improvement procedures. ● There are numerous reading assessment techniques teachers can use to identify student strengths and needs beginning in kindergarten. ● A diagnostic approach to assessing and teaching reading and RtI share the goal of early identification and appraisal.

3.

What are the views associated with the three models of the reading process? ● Top-down models depend on reader’s background of experiences and language ability in constructing meaning from the text. ● Bottom-up models consider the reading process as one of grapheme-phoneme correspondences, code emphasis or subskill models. ● Interactive models consider the top-down processing of information as dependent on the bottom-up processing, and vice versa.

4.

What is the text’s definition of reading? ● Reading is a complex act that involves the bringing to and getting meaning from print. ● Reader’s feelings, backgrounds, and overall wellness play a role. ● Reading is a total integrative process involving the interaction of three domains (affective, global, and local). ● The affective aspect of reading paves the way for progress in learning the global and local skills.

5.

What are the behaviors of effective readers? ● Effective readers attempt to make what is read sound like language and make sense. ● They monitor what is read for sense and coherence.

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● ●

They build meaning using the text, their purpose, and their background.

Effective readers Use a variety of strategies when meaning breaks down: reread, rethink, read on and return if necessary, substitute, skip it, sound it out, seek assistance, use text aids (pictures, graphs, charts), ignore it, stop reading. ● They use and integrate a variety of systems of language to create meaning. ● Effective readers vary the manner in which texts are read based on purpose.

6.

What considerations must be made in a diagnostic approach to assessing and teaching reading to English Language Learners (ELLs)? ● The progression of levels of language proficiency ● The differences between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) ● Language learning is not a linear process and varies greatly from student to student; therefore, not all ELLs need the same kinds of instruction at the same time.

7.

What considerations must be made regarding the ages and stages of literacy growth in a diagnostic approach to assessing and teaching reading? ● Reading ability grows with exposure to oral language and print. ● Knowing the stages of literacy growth can also be extremely helpful in trying to determine who might need further assistance with learning to speak, listen, read, or write. ● Stages can overlap and that students rarely display every characteristic of one stage before they move into another.

All of these stages are based on the assumption that children receive a tremendous amount of support and reading experiences on their way to becoming proficient readers.

Multiple Choice Questions 1. b 2. a 3. d 4. b 5. d 6. d 7. d 8. a 9. a 10. b

True/False Items 1.

2.

True False 80 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

3.

4.

5.

6.

7.

8.

9.

10.

False True False False True True True False

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Chapter 2 Defining Key Terms Term

Definition

Astigmatism

A defect of vision that causes blurred vision.

Educational factors

Those factors that come under the domain or control of the educational system and influence learning

Home environment

Socioeconomic class, parents’ education, and the neighborhood in which children live are some factors that shape children’s home environments.

Hypermetropia

Farsightedness; difficulty with close-up vision.

Myopia

Nearsightedness; difficulty with distance vision.

Noneducational factors

Those factors that do not come under the domain or control of the educational system and that supposedly cannot be influenced by it

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss some factors that you believe might have influenced your own reading development as a child.

Educational Factors ● ● ● ● ●

Teaching methods – teachers must use the methods that work best to help children realize their full reading potential Instructional materials – in alignment with the teaching approach and enticing for children to read Teacher – scaffolding, pacing, use of appropriate materials, high expectations for all learners, allowing students to answer questions, etc.

Instructional time – more time spent on a given task School environment – safe, secure, welcome, and nurturing

Noneducational Factors 82 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

● ● ● ● ● ● ●

Home environment – understanding the factors that influence a child Dialect and language differences – related to home environment and create challenges for student learning Intelligence – problem-solving ability and ability to do abstract reasoning Gender – developmental and readiness differences Physical health – illness and nutrition Perceptual factors – visual, binocular vision, visual discrimination, auditory perception, etc.

Emotional health – self-concept, motivation, and attitude

2. Discuss how a child’s home environment influences his or her reading ability both positively and negatively. ● ● ● ●

Adult language models Opportunities to read Education of parents Composition of the family structure

3. Discuss ways that learned helplessness may develop and how teachers and parents can respond so that learned helplessness may be replaced by a positive self-concept. ● ● ●

●

Repeatedly experiencing failure at a task regardless of how hard the student tries Belief that he/she is not capable of performing the task at which he/she has failed Parents and/or teachers assisting the student with the difficult task because they a believe the student is not capable of performing the task, b) are not able to scaffold the student’s performance of the task, or c) do not take the time to provide assistance to the student to help the student become independent Learned helplessness can be extinguished through a) scaffolding the task, b) providing similar and simpler tasks that may lead up to achieving the more difficult task, c) direct instruction of components of the difficult task, d) providing materials that motivate and interest the student so that he/she desires to overcome the difficulties hindering his/her success

4. Describe factors that may positively influence reading motivation in the classroom and at home. ● ● ● ● ●

Text-filled environment People of all ages reading various texts for various purposes, serving as models Positive talk about reading and texts Creation of a community of readers, with adults knowing personal interests of students and able to recommend texts that align with these interests Enthusiasm for reading and writing communicated through shared stories of exciting and/or interesting experiences using reading and writing

5. Discuss the relationship among phonological processing, auditory perception, auditory acuity, binaurality, masking, and auditory discrimination.

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● ● ●

In order for people to develop strong phonological processing abilities, auditory perception and auditory acuity must be sufficient.

Masking and poor auditory discrimination, along with a lack of binaurality can limit the development of strong phonological processing abilities.

Students should undergo routine physical examinations to test for auditory perception and acuity so that interventions focusing on auditory discrimination can begin early on in the process of learning to read and write.

6. Discuss the relationship of language and dialect to the development of academic English. ●

● ●

Challenge for the teacher to help students retain their cultural heritage, including language and dialect, while becoming accustomed to the new culture and standard English: spelling, grammar, pronunciation, and vocabulary Nonstandard English usage does not indicate inferiority Overcoming communication problems and developing standard English use by beginning early and building on a student’s primary language base

Multiple Choice Questions 1. d 2. c 3. d 4. a 5. b 6. d 7. a 8. c 9. b 10. b

True/False Questions 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

False True True False True False True False True True

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Chapter 3 Defining Key Terms Term

Definition

Anecdotal record

A record of observed behavior over a period of time

Assessment

Asking questions about students’ knowledge and skills, and the process of getting answers.

Authentic assessment

Using authentic, “real-life” materials to assess students’ reading.

Checklist

A means for systematically and quickly recording behavior; the observer checks items as present or absent.

Evaluation

Interpreting evidence

Informal interviews

Teachers converse with students to learn about their interests and feelings.

Interest inventory

A statement or questionnaire method that helps teachers learn about students’ likes and dislikes.

Measurement

Ways of gathering evidence for evaluation

Observation

A technique that helps teachers collect data about students’ behavior.

Performance assessment

Using a situation or project where learners can demonstrate knowledge.

Portfolio

A storage system that represents samples of students’ reading and writing over a period of time.

Portfolio assessment

Material in a portfolio is evaluated in some way.

Projective technique

A method in which the individual puts himself or herself into a situation and reveals how he or she feels.

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Rating scale

An evaluative instrument used to record estimates of particular aspects of a student’s behavior.

Reading autobiography

Students write or tell about their feelings and attempt to analyze their reading problems.

Test

An assigned set of tasks to be performed

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Explain the differences among evaluation, test, measurement, and assessment.

Evaluation ● ● ● ● ●

Interpretation of evidence gathered through measurement Passing personal judgment on the accuracy, truthfulness, or validity of something Good evaluators avoid emotional bias when making judgments Necessary for diagnosis and must be conducted by the teacher, not outsiders Based on the collection of data

Test ● ●

Assigned set of tasks to be performed One way, among many, to provide evidence for evaluation

Measurement ● ● ● ● ● ●

Quantifying or assigning a number to express the degree to which a characteristic is present Useful for diagnostic, review, and predictive purposes Used for motivating students Used as a basis for discussing student achievement with parents and other community members Standardized and teacher-made tests are used for measurement Used for reflecting on and revising teaching methods and curriculum

Assessment ● ● ●

Broad term that describes the act of figuring out what is going on Comprised of three basic questions: What do I want to know? Why do I want to know it? How can I discover this information with confidence?

Helps teachers figure out what students know, what they can do, what skills they have and if they are making progress.

2. Discuss the four questions guiding what a teacher might want to know regarding authentic and performance based assessment techniques.

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● ● ● ●

Do the students use what they know about reading regardless of what they read?

Do students show growth over time?

How do students perform in a variety of contexts?

How can I remember everything I see when observing?

3. Explain how understanding the development of a test is helpful in interpreting and applying the results of that test. ● ● ● ●

It is important to determining how reliable the test results can be if the test is administered correctly.

It is important to determining if the test has been validated with the population to which you are intending to administer the test.

It may provide information regarding the suitability for the students who will take the test, including possible revisions to test administration if necessary.

Given the above, the results may or may not need to be complemented by various other assessment tools in order to accurately diagnose a student’s reading.

4. What assumptions are performance-based assessments dependent upon? ● ●

Authentic contexts are appropriate for answering assessment questions about individual learners.

Learners are active participants who should be made aware of their growth and learning and to value both.

● ● ● ● ●

Ongoing evaluation and teacher guidance occur simultaneously.

Both the end product and the means of arriving there (i.e., the process) are important.

A body of evidence from many sources needs to be collected, interpreted, and used over time.

Interpretation focusing on students’ strengths and needs should be used to plan appropriate instruction.

The teacher is not the only contributor to the body of evidence. Others, including the students themselves, can provide valid input.

5. Discuss rationales for using multiple measurements. ● ● ●

No one test is perfect for all students, thereby limiting the validity of the test results for all learners.

Students change over time and many assessments usually provide only a brief snapshot of students’ achievement.

When used appropriately, classroom assessment results can assist teachers in reflecting on their own instructional strengths and needs.

Multiple Choice Questions 1. b 87 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2. a 3. d 4. b 5. d 6. c 7. b 8. a 9. d 10. b

True/False Items 1. False 2. True 3. False 4. True 5. True 6. False 7. True 8. True 9. True 10. False

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Chapter 4 Defining Key Terms Term

Definition

Buffer zone

The area that falls between the instructional and frustration levels

Frustration reading level

The child reads with many word recognition and comprehension errors. It is the lowest reading level and one to be avoided.

Independent reading level

Level at which child reads words without any assistance and comprehends the text

Informal reading inventory (IRI)

A valuable aid in helping teachers determine a student’s reading levels and his or her strengths and needs. It usually consists of oral and silent reading passages and comprehension questions.

Instructional reading level

The teaching level

Listening capacity level

The highest level at which a learner can understand material when it is read aloud to him or her

Miscue

Unexpected response to print

Miscue analysis

A process that helps teachers learn how readers use language cues to construct meaning

Running record

Documentation of a child’s reading

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Describe the components of an informal reading inventory. ● Graded word lists ● Graded reading passages ● Comprehension questions/retelling 89 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2. Discuss the questions teachers might ask to establish their understanding of what they want to know about a reader that guide their selection of oral reading assessments. ● What are the children’s functional reading levels? ● What strategies do children use when reading? ● How well do children comprehend? ● Are students able to identify words when reading connected text?

3. Explain the purposes of an informal reading inventory. ● Help the teacher determine a child’s functional levels of reading: independent, instructional, and frustrational ● Used to determine an estimate of a child’s listening capacity ● Ultimately used to make proper matches between children and the texts they read ● Determining reading strengths and needs to guide proper instruction ● Provide student with feedback of his or her reading behaviors

4. Explain modified miscue analysis. ● A process that helps teachers learn what language cues the student uses to make meaning and/or decode a text ● Observation process ● Record and analysis of student responses to print ● Determines patterns of reading behavior to identify reading strengths and needs

5. Discuss some advantages of using a running record. ● Use of authentic, interesting, or any text ● Accessibility of the texts to be used ● Used to inform instruction ● Brief assessment that can be done often and repeatedly to monitor progress ● Does not require specialized materials (e.g., manual, protocols, passages, etc.)

Multiple Choice Questions 1. b 2. d 3. a 4. c 5. d 6. a 7. a 8. d 9. b 10. b

True/False Items 90 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

1. False 2. True 3. True 4. True 5. False 6. False 7. True 8. True 9. False 10. True

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Chapter 5 Defining Key Terms Term

Definition

Content domain

Refers to subject matter covered

Criterion-referenced tests

Based on an extensive inventory of objectives in a specific curriculum area; used to help assess an individual student’s performance with respect to his or her mastery of specified objectives in a given curriculum area

Grade equivalents

Description of year and month of school for which a given student’s level of performance is typical

Locator test

Used to determine at what level a student should begin testing

Mean

Arithmetical average

Normal curve

Scores are symmetrically distributed around the mean

Norm-referenced tests Standardized tests with norms so that comparisons can be made to a sample population Norms

Average scores for a given group of students, which allow comparisons to be made for different students or groups of students

Objective

Desired educational outcome

Objectivity

The same score must result regardless of who grades the test.

Percentile

A point on the distribution below which a certain percentage of the scores fall

Practice test

Ensures that the actual test measures what students know rather than their test-taking ability familiarizes students with the test

Raw score

The number of items that a student answers correctly on a test

Reliability

The extent to which a test instrument consistently produces similar results.

Standard deviation

Deals with how widely scores vary from the mean 92

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Standard score

Used to compare test takers’ assessment scores; presented in terms of standard deviations

Standardized tests

Tests that have been published by experts in the field and have precise instructions for administration and scoring.

Suitability

The appropriateness of a test for a specific population of students.

Validity

The degree to which a test instrument leads to valid inferences—that is, the degree to which it really measures what it claims to measure.

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Describe what is meant by standardized tests. ● ● ● ●

Commercially published tests constructed by experts in the field Specific instructions for administering and scoring Instructions supposed to be followed by all who administer May or may not be norm-referenced

2. What are some types of standardized score reporting that may be used to communicate student results? ● ● ●

Standard scores with standard deviation – describe how close to the mean a student has scored on the test Grade equivalent – describes an approximate year and month level at which the student has performed on that particular test or subtest Percentile –different from percent correct; the point on the distribution below which a certain percent of the scores fall

3. Describe norm-referenced tests and their limitations. ●

●

Norms are average scores, derived from a random sampling of a cross-section of a large population of individuals, for a given group of students that allow comparisons to be made among different student groups or individuals.

Used to help teachers determine where their students stand in relation to others in the class, school system, city, state, nation, and/or globally.

Limitations

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● ● ● ● ●

The measure may be inappropriate for use with some groups of individuals, either too hard or too easy.

Time limits for testing may be unrealistic.

Items may sample breadth of reading and not depth.

Misunderstanding of directions may invalidate the results.

Generally, the tests provide an overestimate of the students’ appropriate instructional reading level.

4. What are some purposes for using criterion-referenced tests? ● ● ● ●

●

Designed to help teachers learn about students’ specific strengths and needs Useful to determine students’ various skill levels Support or enhance information gathered from other assessment sources, such as norm-referenced tests Measure a student against him/herself, thereby helping teachers to measure students’ individual progress toward attaining goals and objectives within a particular content area Can be constructed by the teacher, thereby aligning closer with curriculum being taught in the classroom

5. How are standardized tests, specifically reading survey tests, useful in diagnosis? ● ●

●

Useful for screening or identification, which is the first step in a diagnostic pattern A group test that is usually easy to administer quickly so that students who are in need of assistance can be identified for further detailed assessment and intervention as soon as possible May reveal general areas of difficulty and general strengths to begin remediation as diagnostic process continues

Multiple Choice Questions 1. b 2. b 3. d 4. d 5. b 6. d 7. a 8. d 9. a 10. d

True/False Items 1. True 94 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2. False 3. True 4. True 5. True 6. True 7. True 8. True 9. False 10. True

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Chapter 6 Defining Key Terms Term

Definition

Diagnostic teaching

The practice of continuously trying a variety of instructional strategies and materials based on the current needs of students

Explicit instruction

Instruction guided by a teacher, who uses various strategies to help students understand what they are reading

Self-fulfilling prophecy

Teacher assumptions about children become true, at least in part, because of the attitude of the teacher, which in turn becomes part of the children’s self-concept

Discussion Topics / Essay Questions (Possible answers are bulleted) 1. Do you agree with the authors’ statement, “The teacher is the key to improving reading instruction”? Why or why not? ● Regardless of which curriculum is chosen, the teacher must have the skills and abilities to implement the curriculum effectively. ● Teachers’ knowledge of reading and reading instruction must be used to determine how best to meet individual students’ needs using a variety of instructional materials and differentiation practices. ● Teacher development will improve the likelihood that students’ strengths and needs can be identified and attended to with targeted instruction.

2. What are some of the characteristics and practices of good reading teachers? ● Integration of multiple goals in a single reading lesson ● Consistent use of scaffolding for all learners ● High expectations for all students ● Quality classroom management skills ● Understand why students do what they do

3. What is meant by self-fulfilling prophecy? ● The more teachers know about their students, the better they are able to meet their needs. ● Teacher’s assumptions about students become true. ● Teacher’s expectations will influence the students’ learning. ● When teachers assume that all of their students are capable of becoming effective readers, their instructional practices will reflect this.

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4. Discuss why a teacher must be a good organizer and classroom manager in a diagnostic reading and improvement program. ● Teachers must be able to work effectively with students in varying groupings (individual, small group, and whole class) on a regular basis. ● The teacher knows when and why to group students. ● The teacher can deal with more than one situation at a time. ● The teacher is able to prevent problems. ● Teachers can track students’ progress and needs effectively and use this knowledge repeatedly to group students for optimal growth and development.

5. Take a look at Figure 6.1, the Sample Teacher Self-Assessment. Compare the eight items on the checklist to the lists of characteristics of good 1st and 4th grade teachers. What items might be added to the checklist according to these lists of characteristics? ● Did I use purposeful flexible grouping to support individual student learning? ● Did I use multiple assessment strategies? ● Did I connect the new learning to student background experiences and previous learning? ● How well did I connect the learning to other content areas studied?

Multiple Choice Questions 1. d 2. a 3. a 4. c 5. c 6. d 7. d 8. d 9. c 10. c

True/False Items 1. True 2. False 3. True 4. True 5. False 6. False 7. False 8. False 9. True 10. False

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Chapter 7 Defining Key Terms Term

Definition

Commercial books

Texts that have been written for a given program.

Multilevel books

Books written with multiple story lines.

Multicultural texts

All genres that portray the likenesses and differences among social, cultural, and ethnic groups.

Basal Readers

Grade-level anthologies accompanied by additional materials such as teacher guides, workbooks, and commercially created tests.

Correspondence

Personal letters, business letters, postcards, e-mail, text and instant messages, directions, etc.

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss the importance of providing students time to read in school. ● Reading helps reading; practice in using learned skills and strategies ensures their permanence. ● Independent silent reading enhances fluency, vocabulary development, and comprehension. ● The importance of learning to read and reading to learn should occur together. ● Recreational reading is often rare outside of school and, thus, needs to be incorporated within the school day.

2. Discuss reasons for using different types of text. ● To motivate all children to be readers ● To capitalize on student interest ● To address reading attitudes ● To help students understand that texts are written in different ways ● To expose children to content-specific vocabulary and new concepts ● To serve as a scaffold ● To broaden students’ knowledge base

3. What are the reasons for using basal readers in the classroom?

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● Accessibility ● Consistency of instruction ● Organization provides a general scope/sequence enabling ongoing progress ● Teachers have ample support in using them ● District administrators’ level of expectations

4. What are the reasons for utilizing informational texts in the classroom? ● Provide information about the world, increasing background knowledge ● Satisfy children’s natural curiosity about the world, thus increasing likelihood of interest in reading and positive attitudes about reading ● Provide the opportunity to study the differences in text structure

5. Explain the importance of using texts that are not books (e.g., newspapers, magazines, real life texts, advertisements, postcards, etc.) ● Provide motivation for children struggling with school texts ● Provide variety of text structures ● Introduce students to concepts about print beyond the linear design of books ● Expose students to the wide variety of purposes for reading ● Give children skills and strategies that may improve their independence (e.g., reading a menu, bus schedule, newspaper weather report, signs, etc.)

Multiple Choice Questions 1. d 2. a 3. d 4. d 5. c 6. d 7. a 8. d 9. d 10. b

True/False Items 1. True 2. False 3. False 4. True 5. True 6. True 7. False 8. False 9. True 10. True

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Chapter 8 Defining Key Terms Term

Definition

Accommodation

Developing new categories for stimuli that do not fit into existing ones – another aspect of what Piaget refers to as cognitive development

Assimilation

A continuous process that helps the individual to integrate new incoming stimuli into existing concepts – one aspect of what Piaget refers to as cognitive development

Concept

A group of stimuli with common characteristics

Concept development

Refers to development of thinking

Developmental spelling

Learning to spell is ongoing and based on the cognitive development of the child

Directed listening/thinking approach

Requires teachers to ask questions before, during, and after a talk; consists of a number of steps; requires students to be active participants

Emergent literacy

The development of the association of print with meaning that begins early in a child’s life and continues until the child reaches the stage of conventional reading and writing

Emergent writing

Nonconventional writing that includes scribbling and nonphonetic letterings

Equilibrium

According to Piaget, a balance between assimilation and accommodation in cognitive development

Phonemic awareness

Awareness that spoken words are made up of individual sounds

Phonological awareness

Awareness of spoken words, syllables, and phonemes

Pre-reading

Precursor to reading; before formal reading begins

Reading readiness

Children demonstrate behaviors that show they are ready for reading instruction

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Schemata

These structured designs that are the cognitive arrangements by which the mind is able to categorize incoming stimuli

Story sense

The understanding that there is a structure used to tell stories and that stories are written to be understood

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss emergent literacy. ● Beginning stages of literacy ● Development of the notion that print carries meaning ● An ongoing process that is developmental in nature

2. How can oral language concepts be assessed and taught? ● Informal inventory test of concepts ● Have children provide opposites for words ● Have children provide directions to others ● Play games, riddles, etc. ● Use concepts as part of classroom routines ● Read aloud to children ● Explicit instruction of concepts ● Use instructional activities to learn the functions of language

3. What is phonological awareness? ● Awareness that spoken language can be broken down into parts ● Awareness of three aspects of spoken language: words, syllables, and phonemes

4. Discuss methods for helping children acquire phonological awareness. ● Embed phonological awareness into everyday reading and writing activities ● Provide time to write using invented spelling ● Read aloud books that include specific language features ● Play with language ● Assess to see where children need the most support ● Get families involved

5. What is early intervention? ● Helping children overcome reading problems as early as possible ● Specialized instruction focused on the needs of the child ● Additional instruction

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Multiple Choice Questions 1. b 2. c 3. a 4. d 5. c 6. d 7. a 8. d 9. c 10. d

True/False Items 1. True 2. True 3. False 4. True 5. False 6. True 7. False 8. True 9. True 10. False

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Chapter 9 Defining Key Terms Term

Definition

Central idea

The main idea of a larger portion of text

Cloze procedure

A technique that helps teachers gain information about a variety of language facility and comprehension ability skills

Cloze test

Reader must supply words that have been systematically deleted from a passage

Comprehension

Understanding; the effort and process used to get the meaning of something

Creative reading

Use of divergent thinking skills to go beyond the literal comprehension, interpretation, and critical reading levels

Critical reading

A high-level reading skill that involves evaluation-making a personal judgment on the accuracy, value, and truthfulness of what is read

Directed ReadingThinking Activity (DRTA)

Requires teachers to nurture the inquiry process and students to be active participants and questioners; includes prediction and verification

Divergent thinking

The many different ways to solve problems or to look at things.

Inference

Understanding that is not derived from a direct statement but from an indirect suggestion in what is stated; understanding that is implied

Interpretation

A reading level that demands a higher level of thinking ability because the material it involves is not directly stated in the text but only suggested or implied

Listening vocabulary

The words one knows the meaning of when they are said aloud

Literal comprehension

A low-level type of understanding that uses only information that is explicitly stated

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Literature webbing

A story map technique to help guide children in using predictable trade books

Main idea

The central thought of a paragraph. All the sentences in the paragraph develop the main idea.

Maze procedure

Reader must choose the correct word from three choices for words that have been systematically selected from a passage

Question-Answer Relationships (QARs)

Helps students distinguish between “what they have in their heads” and information that is in the text.

Reading comprehension

A complex intellectual process involving a number of abilities.

The two major abilities involve knowing word meanings and reasoning with verbal concepts.

Reading comprehension taxonomy

A hierarchy of reading comprehension skills ranging from the more simplistic to the more complex ones; a classification of these skills

Reciprocal reading instruction

A teacher-directed technique consisting of four steps: summarizing, questioning, clarifying, and predicting

Repeated reading

Similar to paired reading; child reads along (assisted by a model or tape) until he or she gains confidence to read alone

Schema theory

Deals with relations between prior knowledge and comprehension.

Supporting details

Additional information that supports, explains, or illustrates the main idea. Some of the ways that supporting details may be arranged are as cause and effect, examples, sequence of events, descriptions, definitions, comparisons, or contrasts.

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Describe what is meant by reading comprehension. ● Complex intellectual process ● Involves knowing word meanings ● Involves reasoning with verbal concepts ● More than simple understanding of an author’s intended message

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2. Describe good comprehenders. ● Able to do inferential reasoning ● Can state main idea or central ideas of information ● Can assimilate knowledge gained through reading, connecting new understandings to known understandings ● Can categorize information ● Can compare ideas and information ● Can see relationships among concepts ● Can analyze, synthesize, and evaluate information ● Can think beyond the information given ● Know what information to attend to and what to ignore ● Are active, purposeful, evaluative, thoughtful, strategic, persistent, and productive

3. Discuss different ways to assess reading comprehension. ● Teacher-created informal assessments, such as cloze and maze processes ● Checklists on assessments are used as a guide for data collection and monitoring ● Asking a variety of questions (e.g., literal, inferential, etc.)

4. Explain the difference between assessing reading comprehension and teaching reading comprehension. ● Teaching reading comprehension a. requires explicit instruction b. is the act of guiding students in processes that good readers use to gain meaning from text c. is making the inner processes needed for comprehension evident to students. ● Assessing reading comprehension a. requires observing and/or measuring a reader’s behaviors b. is the act of acquiring data that describes the proficiency with which students are able to use reading comprehension skills and/or strategies c. is making the reader’s inner processes evident to the teacher to improve diagnosis and instruction

5. Explain the differences between comprehension skills and strategies. ● Comprehension skills (e.g., identifying the main idea and supporting details, drawing inferences and conclusions, etc.) assist students in coming away from a text having learned something or gained new understanding that can then be applied elsewhere. ● Comprehension strategies are mental processes which include making connections, making predictions, monitoring understanding, visualizing, questioning, and retelling/summarizing. ● Comprehension strategies become more automatic with practice and result in the ability to perform comprehension skills with ease. The strategies become skills.

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Multiple Choice Questions 1. b 2. c 3. a 4. b 5. b 6. d 7. d

True/False Items 1. True 2. True 3. False 4. False 5. True 6. True 7. True 8. False 9. False 10. False

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Chapter 10 Defining Key Terms Term

Definition

Affixes

Prefixes and suffixes

Analogy

A comparison of relationships between words or ideas.

Antonyms

Words opposite in meaning

Categorizing

A thinking skill involving the ability to classify items into general and specific categories.

Combining forms

Roots borrowed from another language combine with each other or with affixes to form a word.

Comparison

A demonstration of the similarities between persons, ideas, things, and so on

Context clue

An item of information from the words surrounding a particular word in the form of a synonym, antonym, example, definition, description, explanation, and so on, that helps shed light on the meaning of the particular word

Contrast

A demonstration of the differences between persons, ideas, things, and so on

Derivatives

Combinations of root words with prefixes or suffixes, or both

Example

Something representative of a whole or group

High-frequency words

Words that appear most often in texts

Homonyms

Words that are spelled and sound the same but have different meanings

Prefix

A letter or a sequence of letters added to the beginning of a root word

Root

Smallest unit of a word that can exist and retain its basic meaning

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Sight words

Words readers can identify instantaneously

Suffix

A letter or a sequence of letters added to the end of a root word

Synonyms

Words similar in meaning

Vocabulary consciousness

An awareness that words may have different meanings based on their context and a desire to increase one’s vocabulary

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss three basic ways that teachers can help children acquire new words. ● Create a word-rich environment ● Create independent word learners ● Model good word learning

2. Explain what is meant by vocabulary consciousness. ● Awareness that words may have different meanings based on their context ● A desire to increase one’s vocabulary ● Curiosity about the words heard used in daily life

3. Explain three levels of knowing a word. ● No awareness ● Recognizing a word with some help (prompting) and beginning to become acquainted with it ● Identifying a word instantaneously, having a better understanding of it, and attaining deeper meaning of the word

4. Explain how to assess reading vocabulary. ● Observation in a variety of contexts accompanied by checklists ● Discussions with students ● Conferencing with students about their independent reading record/log ● Informal, teacher-created assessments ● The Context Clues Informal Assessment ● The Categorizing Informal Assessment ● The word tests within an IRI

5. Explain guidelines for effective vocabulary instruction. ● A word-rich environment 108 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

- Promote wide reading - Provide time for discussion of words/ideas - Show enthusiasm about acquiring new words Independent word learners - Select and teach words central to understanding a topic - Teach/Show students how to use context clues - Teach/Show students how to use word parts - Allow for and encourage self-selection of words to learn Model good word-learning - Use graphic displays with discussion - Personalize and contextualize words - Gather information from multiple, varied sources - Play, experiment with words

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Multiple Choice Questions 1. b 2. c 3. d 4. c 5. d 6. a 7. c 8. d 9. d 10. d

True/False Items 1. True 2. True 3. False 4. False 5. False 6. False 7. False 8. True 9. True 10. False

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Chapter 11 Defining Key Terms Term

Definition

Analytic phonics instruction

The teacher presents students with a whole word and asks them to break it into its sounds and letters.

Auditory discrimination

Ability to detect differences and similarities in sounds

Phonics

The study of the relationships between sounds and letters in a language

Phonogram

Sets of letters with the same phonetic value in a number of words, that is, word families

Syllable

A vowel and the consonants around it

Synthetic phonics instruction

Each sound associated with letters in a word is pronounced in isolation, and then the sounds are blended together

Visual discrimination

Ability to detect similarities and differences among written symbols

Word identification

A twofold process that includes the pronunciation and knowledge of word meaning

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss the limitations of teaching students to memorize phonics rules. ● Phonics rules like “when two vowels go walking the first one does the talking” only apply part of the time. ● Rule implies consistency, which is incorrect, in the English language.

2. Identify the content typically addressed in phonics programs. ● Consonants ● Vowels ● Phonics Effectiveness ● Phonograms ● High-Frequency words 110 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

● Sight words ● Multiple Syllables

3. Discuss meaningful ways to assess phonics. ● Observe children reading to understand how they’re applying phonics understandings and which understandings they need. ● Names Test ● Early Names Test ● Tile Test ● Running record

4. Discuss the guidelines for exemplary phonics instruction. ● Builds on what children already know about reading ● Builds on a foundation of phonological awareness ● Is clear and direct; explanations make sense; application is explained ● Is integrated into a total reading program ● Focuses on reading words rather than learning rules ● Leads to automatic word identification

5. Explain the differences between explicit vs. implicit phonics instruction and synthetic vs. analytic phonics instruction.

Explicit ●

Teacher tells students what the parts of words are.

Implicit ●

Teacher leads children to discover parts of words and patterns among those parts.

Synthetic ●

Each sound associated with letters in a word is pronounced in isolation, and then the sounds are blended together.

Analytic ●

The teacher presents students with a whole word and asks them to break it into its sounds and letters.

Multiple Choice Questions 111 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

1. a 2. b 3. d 4. a 5. d 6. b 7. d 8. d 9. d 10. b

True/False Items 1. False 2. False 3. True 4. True 5. True 6. False 7. True 8. False 9. True 10. False

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Chapter 12 Defining Key Terms Term

Definition

Fluency

The ability to silently or orally read a text with appropriate speed, with relative accuracy, and with prosody for the purpose of enhancing comprehension.

Pace

Reading rate that is adjusted according to punctuation, text structure, or the rising action of a story.

Relative Accuracy

Reading the text as it is written depending on the reading purpose with some miscues that are left alone when they do not affect meaning.

Prosody

Reading with phrasing, intonation, tempo, and expression.

Cold read

A reading without any preview or practice of a text.

Assisted Fluency Activities

Activities that model fluent reading behaviors to children, provide a wealth of print exposure, and emphasize practice to help enhance not only all areas of fluency, but also comprehension.

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Describe what is meant by fluency. ● Pace ● Expression ● Accuracy ● Provide a bridge to comprehension

2. Readers show fluency when they…

• attempt to make what they read sound like language and make sense.

• monitor what they read to make sure that it is making sense and that it is coherent.

• construct meaning using the text, their purpose for reading, and their background knowledge.

•

flexibly use a variety of strategies such as rereading, substituting words that make sense, decoding, and using text aids, when meaning is disrupted.

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• • • • •

sample print selectively using both visual and nonvisual information. vary their rate of reading depending on the purpose for reading. correct miscues more often than not. correct miscues that disrupt the meaning of the text they are reading. read in chunks rather than letter-by-letter.

3. Describe what is meant by “fluency is a bridge to comprehension”. ● Readers begin by learning to decode words and once they can do so automatically, then, and only then, can they cross the fluency bridge (i.e., using speed, accuracy, and expression) arriving at comprehension, their final destination. ● Fluent reading leads to better identification of words. In other words, it is the understanding that is enabling the fluency to occur. Seen this way, then, comprehension is the bridge to fluency rather than the other way around. ● A third way to explain the relationship between fluency and comprehension emphasizes a nonlinear process in which readers use both visual features of words and background knowledge simultaneously to read with greater fluency.

4. What three questions guide the assessment of fluency?

• What do I want to know?

• Why do I want to know it?

• How can I best discover this information?

5. Discuss methods and/or tools to assess fluency. ● Holistic Oral Reading Fluency ● Listening to a student read orally during one-to-one conferences ● Recording student readings ● Observation ● Running records ● Using the three questions to guide assessment

6. What are the ten factors that affect reading rate?

• self-confidence • purpose and desire • individual style • understanding that reading must make sense • lack of background for the text • text difficulty • the environment • audience • limited sight vocabulary • inability to apply phonics skills to decode unknown words

7. Why does providing time for independent silent reading impact fluency?

• Providing time for students to read silently enables them to develop the ability to have their eyes move ahead of the text enabling them to read without hesitation.

• Students who read more are better readers.

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8. Name examples of children’s literature that may be used to enhance reading fluency and describe why those titles support fluency development.

• See list of titles in Figure 12.2.

9. Describe the three-phase instructional framework for supporting all students.

• BEFORE READING - Prepare students for reading: o Activate or build background knowledge. o Arouse curiosity. o Address any individual needs. o Set purpose.

• DURING READING - Provide time for students to read.

• AFTER READING - Provide an opportunity for students to demonstrate understanding of the reading and attainment of the purpose of the lesson.

Multiple Choice Questions 1. d 2. c 3. d 4. b 5. d 6. d 7. a 8. d

True/False Items 1. False 2. False 3. True 4. True 5. False 6. False 7. True 8. False 9. True 10. True

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Chapter 13 Defining Key Terms Term

Definition

Self-Reflection

Analysis of practice to inform further growth

Six Traits

Traits that effective writers focus on and use

Cueing Questions

Questions that guide the purposeful use of unknown word and fix-up strategies to enhance comprehension

Feedback

Purposeful statements offered to students to promote growth

Conferencing

Process for interacting with students one-to-one

Ideas

Generation of topics to write about and describe

Organization

Structure of writing to promote reader understanding

Voice

Writer views and perspectives

Word Choice

Key words used in writing to promote message and voice

Sentence Fluency

Cadence, coordination, and power of words employed

Conventions

Spelling, grammar, punctuation, and details of writing

Discussion Topics / Essay Questions (Possible answers are bulleted) 1. Name and describe the 4 stages of writing developmental. ● emergent ● early ● transitional ● fluent 116 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

2. What are the 8 stages of developmental spelling?

• scribbling • letter-like symbols • strings of letters • beginning sounds emerge • consonants represent words • initial, middle, and final sounds • transitional phase • standard spelling 3. What is meant by the writing process.

• Prewriting • Drafting • Revising • Editing • Publishing 4. What three questions guide the assessment of writing?

• What do I want to know?

• Why do I want to know it?

• How can I best discover this information?

5. What is conferencing and why is it important? ● Meeting one-to-one with a student ● Opportunity to identify the needs and strengths of the student ● Growth monitoring ● Goal setting ● Connecting to continued practice 6. What are the purposes of self-reflection?

• Build student efficacy • Promote self-regulatory behavior • Focus on individual practice 7. What are the practices of good writing teachers?

• • • • • • • • • • • •

Teach writers the writing process (i.e., planning, drafting, and revising).

Teach writers how and when to apply writing strategies.

Teach writers imagery and other forms of creative writing.

Teach writers about and how to use text structure.

Teach writers how to spell and handwriting/keyboarding skills.

Teach writing through collaborative activities.

Teach writers how to set and work towards specific writing goals.

Teach writers how to generate and organize ideas before drafting.

Teach writers by assessing, monitoring progress, and offering meaningful feedback.

Teach writers to use word processing and software to support their efforts.

Teach writers by increasing writing opportunities.

Teach writers using a comprehensive writing program.

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8. What are activities for teaching writing?

• Self-reflection • Six Traits • Thesaurus and Dictionary • Cueing Questions • Offering Feedback • Peer Conferencing

Multiple Choice Questions 1. a 2. d 3. a 4. d 5. d 6. d 7. d

True/False Items 1. True 2. False 3. False 4. False 5. False 6. True 7. True 8. True 9. True 10. True

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Chapter 14 Defining Key Terms Term

Definition

Junior Great Books Program

Program in which parent–teacher teams work together to plan reading discussion sessions for students; sessions take place during the school day and are led by both parent and teacher.

Newbery Award books Books that have received the Newbery Medal, which is given annually to the book in the United States that has been voted “the most distinguished literature” for children.

Paired reading

The child reads aloud simultaneously with another person, usually the parent.

Reading Olympics programs

Programs vary; however, most challenge students to read as many books as they can and to share them in some way with parents

Discussion Topics / Essay Questions (Possible answers are bulleted)

1. Discuss some of the roadblocks to parent involvement in/at school. ● Exhaustion and lack of time due to working, sometimes working multiple jobs ● Unable to attend evening meetings due to lack of childcare options ● Parents’ first language is not English; therefore, they may not be aware of a meeting/event or may be anxious about attending ● Parents themselves have reading and/or writing challenges that prevent them from feeling comfortable about being in the school

2. Describe ways teacher can overcome parental challenges that hinder them from being involved. ● use telephone calls rather than a printed newsletter to communicate with parents ● teachers can seek out people in the community to help them communicate with parents in their first languages ● teachers can structure school meetings so that siblings of students can accompany their parents

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3. Discuss the success of parental involvement programs. ● Parental involvement resulted in greater interest in reading and improvement ● Parental involvement is one of the clearest predictors of early reading ability

4. Discuss the parents’ role in various school reading programs. ● Junior Great Books – parent-teacher teams plan reading instruction ● Reading Olympics – parents listen to their children read books aloud to them and then ask the children questions about the books ● Paired Reading – parents read simultaneously with a child on a regular basis

5. Describe effective ways to positively impact parents’ abilities to support their children’s literacy development. ● Provide parents with one idea and include all the materials needed to complete the reading activity. ● Keep communication as jargon-free as possible; use everyday language. ● Help parents to choose appropriate texts for their children by providing reading lists. ● Use explicit and welcoming invitations.

6. Explain how media and technology can spur reading ● Help children recognize that television viewing and reading can both be beneficial; one does not exclude the other. ● Help children connect their knowledge gained from various sources (e.g., magazines, television, websites, etc.). ● Turn on the captions on the television so that students can continue to see the match between spoken and written words. ● Help children find programs on television that are linked to their reading interests as well (e.g., if a child enjoys texts about animals, find programs that teach about animals).

Multiple Choice Questions 1. d 2. c 3. c 4. b 5. a 6. d 7. d 8. d 9. b 10. d

True/False Items 120 Copyright © 2020, 2015, 2012 Pearson Education, Inc. All Rights Reserved

1. True 2. False 3. False 4. True 5. True 6. False 7. False 8. False 9. True 10. False

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