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OAE 090 Test | Questions Solved 100% CorrectAn English Language Learner reads academic texts fluently in her primary language but is
struggling to understand her content-area textbooks in English. This student would likely
benefit most from engaging in which of the following activities?
A. translating textbook reading assignments from English into her primary language
B. receiving reading comprehension instruction with texts written in her primary language
C. learning to use metacognitive reading strategies with English text
D. reading texts in her primary language that cover the same material as her English textbooks -
ANSWER C. The student reads academic texts well in her primary language, so she likely has
both adequate background knowledge in the content areas and basic reading skills. The
student would benefit from using metacognitive strategies such as self-monitoring to connect
what she has already learned in the primary language with the content presented in the English
textbooks. A, B, and D all focus on primary-language materials. While these strategies may be
helpful in supporting the students' ongoing conceptual development with regard to specific
content, they do not promote the students' ability to comprehend content-area textbooks in
English.
A fifth-grade teacher plans to have students read a chapter about the American Revolutionary
War from their social studies textbook. The following is an excerpt from the chapter.
The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied
the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common
on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill,
however, officers decided to move to Breed's Hill, a smaller hill closer to Boston.
,Based on this excerpt from the chapter, which of the following graphic organizers would
best promote students' awareness of the chapter's text structure?
A. outline
B. Venn diagram
C. timeline
D. semantic map - ANSWER C. The text structure of this passage is chronological, focusing on when
troop movements took place leading up to the battle. Timelines are the most effective form of
graphic organizer for conveying a chronology of events. Outlines (A) and semantic maps
(D) are well suited to passages that are organized into different sections or categories of
related content. Venn diagrams (B) visually display similarities and differences between two or
more related topics.
A fifth-grade teacher plans to have students read a chapter about the American Revolutionary
War from their social studies textbook. The following is an excerpt from the chapter.
The Battle of Bunker Hill took place on June 17, 1775. At the time, the American army occupied
the area from Cambridge to the Mystic River. American troops gathered in Cambridge Common
on the evening of June 16, 1775, and set out for Bunker Hill. Upon reaching Bunker Hill,
however, officers decided to move to Breed's Hill, a smaller hill closer to Boston.
The teacher asks students to locate and mark
places mentioned in the chapter on a map as they read. This activity is most likely to
help students:
A. use visualization to facilitate their comprehension of the text.
B. paraphrase content to make the text more understandable.
C. connect elements in the text to their background knowledge.
D. identify the text's main ideas and support - ANSWER A. The passage mentions several sites or
landmarks with which students may be unfamiliar. Locating and marking these sites on a map
would improve the students' ability to visualize the direction of the troop movements
,mentioned in the passage. B, C, and D are not skills that would be scaffolded, facilitated, or
reinforced by having the students consult maps.
A third-grade teacher has been conducting a series of ongoing assessments of a student's oral
reading. Shown below is a sentence from a text, followed by a transcription of a typical example
of the student's oral reading performance.
Text: Her boots crunched through
the snow.
Student: Her boats crucked throw the
snow.
After reading the sentence, the student paused and then reread it without the teacher's
prompting and self-corrected the errors. Based on this information, the teacher could
best meet this student's needs by adjusting instruction in order to:
A. enhance the student's oral vocabulary
development.
B. develop the student's ability to self-
monitor comprehension.
C. improve the student's decoding
skills.
D. promote the student's ability to track
print. - ANSWER C. The student's oral reading performance in this sample strongly suggests a
lack of foundational knowledge in phonics and sight words. The miscues indicate serious
decoding difficulties with various phonics elements, including lack of automaticity in decoding
common vowel digraphs (reading boats for boots), common consonant digraphs (reading ck for
ch), and complex consonant clusters (reading crucked for crunched). The student also misread
a high-frequency sight word (through) that should have been mastered by the end of second
grade. Conversely, this oral reading sample provides no evidence that the student has difficulty
tracking print (D). And, by self-correcting his or her errors without prompting, the student
, demonstrates both understanding of the text's vocabulary (A) and the ability to self-monitor for
comprehension (B).
Which of the following types of assessments would best provide information about
the comparative reading proficiency of students in an elementary school?
A. a test of vocabulary development
B. a norm-referenced survey test
C. a reading miscue inventory
D. a diagnostic portfolio - ANSWER B. Norm-referenced tests are designed specifically for the
purpose of comparing students' performance. Norms are statistics that describe the test
performance of a representative sample group. In general, the tests in A and C are designed
to measure the degree to which students meet specific objectives (i.e., they are criterion
referenced); therefore, A and C are incorrect. A diagnostic portfolio (D) is individually
administered and would most likely contain a comprehensive battery of reading assessments
designed for diagnostic purposes.
Considerations of validity in test construction relate most closely to:
A. how a particular examinee's test performance relates to a pre-established standard.
B. whether the test questions effectively measure their specified content.
C. how a particular examinee's test
performance compares to the performance of other examinees.
D. whether the test results are likely
to be repeatable with a similar examinee test group. - ANSWER B. Validity is the degree
to which a test measures what it is intended to measure. A is incorrect because criterion
referencing is the term used when a student's performance is related to a preestablished
standard or set of objectives. C describes norm referencing. D describes test reliability.
If a standardized test is said to lack reliability, the test:
A. is not measuring what it is supposed to measure.
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