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Test Bank For Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach 3rd Edition All Chapters - 9780133488470$49.99
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Test Bank For Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach 3rd CHAPTER 1 QUIZ SYSTEMATIC, EXPLICIT READING INSTRUCTION Multiple Choice # Item 1. The National Institute of Child Health and Developmen t estimates that as many as ___% of school children may need intensive instructional support in order to learn to read. a. 30% b. 70% c. 50% d. 10% 2. Johnelle is not reading at grade level at the end of first grade. According to research by Juel (1988), how many readers in her situation ever catch up to their peers and read at grade level? a. 90% b. one in four c. three out of four d. one in eight 3. Ms. Dawes is a kindergarten teacher who starts each school day by saying a word, and then having the students identify the sounds in the word. For example, Ms. Dawes might say the word "goat" and ask the students to say each sound in the word, i.e., /g/ /ō/ /t/. This type of segmenting is an exampl e of what essential skill area recommended by the National Reading Panel? a. phonemic awareness b. vocabulary c. phonics d. fluency 4. Teaching phonics makes sense because: a. the majority of English words are irregular so students must learn how to decode context clues b. there is 1 to 1 correspondence between phonemes (sounds) and graphemes (letters) in English c. complex spelling patterns cannot be taught or learned with certainty d. at least half of all English words are predictable and therefore decodable and teachable 5. Which classroom teacher is instructing using systematic phonics? a. Mrs. Win, a first grade teacher, mostly teaches out of the leveled books in her basal reading program. If students learned the sound for /au/ that week and she notices a word with /au/ in the book, she will point it out and have students read it. b. Mrs. Jordash works with the group of readers in her room who are still struggling to learn blends. She has the students read the blends st, sl, and 1 Test Bank For Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach 3rd scr, then has them read words that start with those blends, and finally has them read a story calle d Slim Stan Has to Scram c. Mrs. Nuygen emphasizes reading by having her students read good literature. If a student misreads a word like bag as sag, she will point out the sound of /b/ and remind the student to read more carefully next time . d. Mr. Carlson teaches his kindergarteners the 50 most common words that are in the beginning text. By January, he also makes sure that he teaches letter sounds every day so that the students will answer them correctly on the end- of- year kindergarten test. 6 According to Marilyn Adams’ reading model, when a reader sees text on a page, the ___________ processor processes the speech sounds of language. a. context processor b. meaning processor c. orthographic processor d. phonological processor 7. In a multi-tiered reading model, students who receive Tier 2 instruction are: a. students who are slightly behind grade level and require additional small -
group tutoring sessions. b. so close to being at grade level that they don't need any additional instruction. c. in the lowest 5% of students at any grade level. d. at least two years below grade level. 8. Assessments that teachers frequently give throughout the year to determine which students need more support to succeed and which students are making adequate growth are called a. progress monitoring assessments. b. high-stakes assessments. c. universal screening assessments. d. diagnostic assessments. 9 Lydia has just entered kindergarten and receives testing in September to determine whether she needs additional support. This type of assessment used to identify students who need extra support is called a. diagnostic assessment b. progress monitoring c. universal screening d. high stakes assessment 10. When Mrs. Adams tests her students to determine what prefixes and suffixes they still do not know so she can teach them in the small afternoon group, what type of assessment is she using? a. high stakes assessment b. diagnostic assessment 2 Test Bank For Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach 3rd c. universal screening d. progress monitoring 11. Advance organizers are used to: a. provide practice time for students b. tell students what they are learning and why c. increase student retention d. teach new critical skills 12. Mrs. Ashford has finally taught the last of the five short vowel sounds and is delighted to move on to teaching the long vowels. She teaches long a to m astery before moving on to the long i sound. During the next two weeks, as she teaches the students words with long i , Mrs. Ashford doesn't have students read any words with other vowel sounds besides the long i in order to avoid confusing them. Every day the students read only words with long i. What instructional enhancement is Mrs. Ashford violating by not continuing to provide ongoing practice reading vowel sounds that the students learned in earlier lessons? a. cumulative review b. My Turn-Together-Your Turn c. teaching to success d. systematic error correction 13. Effective classroom management includes motivational activities that: a. require that students receive a tangible reward or prize (i.e. sticker, candy, toy) b. help students learn behaviors that support their own and other s’ learning c. give points instead of verbal feedback d. give students warnings to correct inappropriate behavior before receiving a consequence 14. Students in the Tier 3 reading group are still learning to read their basic letter -
sounds, but the rest of the class is already reading two -and three-syllable words. When the Tier 3 group is with the rest of the class, Mr. Fatheree always expects them to try and read from the regular book so that they don't feel left out. Whenever they misread words, which is often, he uses the same error correction he does for everyone else, which is telling them what the word is and having them go on with their reading. M r. Fatheree hopes that the Tier 3 students learn a word or two and that they feel good to be a part of the class. What is the instructional enhancement that Mr. Fatheree is most directly violating. a. efficient use of teacher talk b. teaching to success c. student motivational system d. cumulative review 15. When engaging in the "Teacher -Class" game, the teacher should: a. give repeated warnings about the potential points lost b. give students frequent points at the end of the lesson 3
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