090 - Foundations of Reading - Practice Test 100% Correct
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Course
Foundations of Reading
Institution
Foundations Of Reading
090 - Foundations of Reading - Practice Test 100% Correct
Sea, and see, fair and fare, are called
A. Homophones
B. Antonyms
C. Homographs
D. Twin Words
A. Homophones
Another name for persuasive essay is:
A. Dynamic essay
B. Convincing essay
C. Argumentative essay
D. Position pape...
090 - Foundations of Reading - Practice Test
100% Correct
Sea, and see, fair and fare, are called
A. Homophones
B. Antonyms
C. Homographs
D. Twin Words
A. Homophones
Another name for persuasive essay is:
A. Dynamic essay
B. Convincing essay
C. Argumentative essay
D. Position paper
C. Argumentative essay
A teacher is working with a group of their graders at the same reading level. Her goal is to improve
reading fluency. She asks each child in turn to read a page from a book about mammal young. She
asks the children to read with expression. She also reminds them they don't need to stop between
each work; they should read as quickly as they comfortably can. She cautions them, however, not to
read so quickly that they leave out or misread a word. The teacher knows the component of reading
fluency are:
A. Speech, drama, and comprehension
B. Cohesion, rate, and prosody
C. Understanding, rate, and prosody
D. Rate, accuracy, and prosody
D. Rate, accuracy, and prosody
"Language load" refers to:
A. The basic vocabulary words a first grader has committed to memory
B. The number of unrecognizable words an English Language Learner encounters when reading a
passage or listening to a teacher
C. The damage that carrying a pile of heady books could cause to a child's physique
D. The number of different languages a person has mastered
B. The number of unrecognizable words an English Language Learner encounters when reading a
passage or listening to a teacher
A syllable must contain
A. a vowel
B. a consonant
C. both a vowel and consonant
D. a meaning
,A. a vowel
A third-grade teacher has several students reading above grade level. Most of the remaining students
are reading at grade level. There are also a few students reading below grade level. She decides to
experiment. Her hypothesis is that by giving the entire class a chapter book above grade level, high-
level readers will be satisfied, grade-level readers will be challenged in a positive way, and students
reading below grade level will be inspired to improve. Her method is most likely to:
A. Succeed, proceeding students reading at an Instructional reading level. High-level readers will be
happy to be given material appropriate to their reading level. Grade-level readers will challenge
themselves to improve reading strategies in order to master the text. Because only a few students are
reading below grade level, the other students, who feel happy and energized, will inspire the slower
readers by modeling success.
B. Succeed, producing students reading at an Independent reading level. High-level readers will
independently help grade-level readers who will, in turn, independently help those below grade level.
C. Fail, producing students at a Frustration reading level. Those reading below grade level are likely to
give up entirely. Those reading at grade level are likely to get frustrated and form habits that will
actually slow down their development.
D. Fail, producing students reading at a Chaotic reading level. By nature, children are highly
competitive. The teacher has not taken into consideration multiple learning styles. The children who
are at grade level will either become bitter and angry at those whose reading level is above grade
level or simply give up. The Children reading below grade level will not be able to keep up and will in
all likelihood act out their frustration or completely shut down.
C. Fail, producing students at a Frustration reading level. Those reading below grade level are likely to
give up entirely. Those reading at grade level are likely to get frustrated and form habits that will
actually slow down their development.
Of the three tiers of words, the most important words for direct instruction are:
A. Tier-one words
B. Common words
C. Tier-two words
D. Words with Latin roots
C. Tier-two words
At the beginning of each month, Mr. Yi has Jade read a page or two from a book she hasn't seem
before. He notes the total number of words in the section, and also notes the number of times she
leave out or misreads a word. If Jade reads the passage with less than 3% error, Mr. Yi is satisfied that
Jade is:
A. Reading with full comprehension
B. Probably bored and should try a more difficult book
C. Reading at her Independent reading level
D. Comfortable with the syntactical meaning
C. Reading at her Independent reading level
The purpose of corrective feedback is:
, A. To provide students with methods for explaining to the teacher or classmates what a passage was
about
B. To correct an error in reading a student has made, specifically clarifying where and how the error
was made so that the student can avoid similar errors in the future
C. To provide a mental framework that will help the stunt correctly organize new information
D. To remind students that error is essential in order to truly understand and that it is not something
to be ashamed of
B. To correct an error in reading a student has made, specifically clarifying where and how the error
was made so that the student can avoid similar errors in the future
Dr. Jenks is working with a group of high school students. They are about to read a science book about
fossils. Before they begin, she writes the words stromatolities, fossiliferous, and Eocene on the board.
She explains the meaning of each word. These words are examples of:
A. Academic words
B. Alliteration
C. Content-specific words
D. Ionization
C. Content-specific words
Which of the following best explains the importance prior knowledge brings to the act of reading?
A. Prior knowledge is information the student gets through researching a topic prior to reading the
text. A student who is well-prepared through such research is better able to decode a text and retain
its meaning.
B. Prior knowledge is knowledge the student brings from previous life or learning experience to the
act of reading. It is not possible for a student to fully comprehend new knowledge without first
integrating it with prior knowledge.
C. Prior knowledge is predictive. It motivates the student to look for contextual clues in the reading
and predict what is likely to happen next.
D. Prior knowledge is not important to any degree to the act of reading, because every text is self-
contained and therefore seamless. Prior knowledge is irrelevant in this application.
B. Prior knowledge is knowledge the student brings from previous life or learning experience to the
act of reading. It is not possible for a student to fully comprehend new knowledge without first
integrating it with prior knowledge.
A close test evaluates a student's:
A. Reading fluency
B. Understanding of context and vocabulary
C. Phonemic skills
D. Ability to apply alphabetic principle to previously unknot material
B. Understanding of context and vocabulary
Sight words are:
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