A
An English Language Learner whose
primary language uses definite and
indefinite articles has little difficulty
understanding the use of articles in
English. This is an example of which
of the following linguistic processes?
A. positive transfer
B. interlanguage
C. phonemic awareness
D...
an english language learner whose primary language uses definite and indefinite articles has little difficulty understanding the use of articles in english th
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Based on Praxis
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Practice Test Questions, based on
Praxis
A - ANSWER an English Language Learner whose
primary language uses definite and
indefinite articles have little difficulty
understanding the use of articles in
English. This is an example of which
of the following linguistic processes?
A. positive transfer
B. interlanguage
C. phonemic awareness
D. code-switching
B - ANSWER A first-grade teacher places a "start here"
sticker in the upper-left corner of a poster
listing several short sentences. As he
points to each word, he has students read
the sentences in unison. The primary
benefit of this activity is to:
A. provide skills practice in
auditory/visual association.
B. reinforce the tracking motions used
in reading.
C. encourage self-control and attention
to teacher direction.
D. assess fluency in reading word
combinations.
D - ANSWER A health class is beginning a new unit on
nutrition. The teacher asks students to
complete a pre-reading activity in which
they keep a personal log of their eating
habits for one week. This instructional
activity is likely to be most effective for
accomplishing which of the following
instructional goals?
A. establishing text-to-text connections
,between old and new material
B. providing guided practice for
development of students' research
skills
C. increasing students' understanding
of their own cognitive processes
D. making meaningful connections
between new material and students'
current knowledge and life
experiences
C - ANSWER Which of the following reading and
writing activities would best promote the
development of a sixth-grade student's
literal comprehension skills?
A. reading two newspaper editorials
about the same topic and creating a
chart comparing the evidence the
authors use to support their opinions
B. reading a grade-level book and
writing a new chapter describing
what happened next to the main
character
C. reading an expository text about a
historical event and creating a flow-
chart showing the cause-and-effect
sequences that led to the event
D. reading a first-person narrative text
and writing a description of the
narrator based on details from the
text
A - ANSWER A reading specialist is evaluating the text
complexity of various reading materials
for use in the reading program. Which of
the following strategies would be most
effective for the reading specialist to use
to measure qualitative dimensions of text
complexity?
A. analyzing factors such as the text's
levels of meaning, language clarity,
and knowledge demands
B. applying a proprietary formula to
the text that takes into account the
variables of word frequency and
syntactic complexity
, C. using readability software that is
able to measure the text's word and
sentence length quickly and
accurately
D. evaluating reader and task
considerations such as background
knowledge relevant to the text,
reading purpose, and motivation
B - ANSWER Which of the following would be an
appropriate responsibility to assign to a
paraprofessional in a reading program?
A. advocating with classroom teachers
on behalf of students
B. tutoring individual or small groups
of students with teacher guidance
C. monitoring the implementation of a
student's Individualized Education
Program (IEP)
D. interpreting the results of diagnostic
reading tests
D - ANSWER An elementary school has just completed
an evaluation of its reading program. In
reviewing the results of the evaluation,
the reading specialist should probably
consider which of the following the most
serious problem?
A. Many students exhibit strong
preferences regarding the types of
texts they read and are not equally
enthusiastic about all types of
reading.
B. Teachers at each grade level do
not use a uniform set of strategies
and resources for providing their
students with reading instruction.
C. Most classrooms contain a
significant amount of reading
material with words and concepts
that are unfamiliar to some of their
students.
D. Some teachers provide reading
instruction in whole-class settings
based on the needs of the average
reader in that classroom.
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