READING 360 FINAL EXAM REVIEW QUESTIONS WITH VERIFIED SOPLUTIONS LATEST UPDATE 2026

READING 360 FINAL EXAM REVIEW QUESTIONS WITH VERIFIED SOPLUTIONS LATEST UPDATE 2026 Cognitive-Constructivist View - Answers reading is an active process in which the reader actively searches for meaning in what she reads. Schema - Answers abstract knowledge stored in memory, richly organized networks of knowledge the cognitive orientation - Answers reading and learning are active processes constructivism - Answers emphasizes that learning and reading are active and constructive processes automaticity - Answers decoding quickly, recognize words and assign meaning; allows readers to decode and comprehend simultaneously metacognition - Answers ability to employ fix-up strategies when meaning breaks down, active awareness of one's text comprehension scaffolding - Answers guiding students toward proficiency; a process that enables a child or novice to solve a problem, carry out a task, or achieve a goal, which would be beyond his unassisted efforts zone of proximal development - Answers social nature of learning; the range of tasks in which a child can achieve if they are assisted by a more knowledgeable or more competent other Matthew effect - Answers rich get richer, the poor get poorer; reversible, children who read well tend to read more; children who struggle in reading read less Phonemic Awareness - Answers the understanding that words are composed of sounds that can be manipulated phoneme - Answers smallest sound in a language alphabetic principle - Answers phonemes are represented by letters; imperfect correspondence btw phonemes and letters pre-alphabetic - Answers visual cues partial alphabetic - Answers initial/final letters full alphabetic - Answers well developed letter-sound (can decode) consolidated alphabetic - Answers larger units (rimes/chunks) processes involved in reading words - Answers sight word reading, decoding, analogizing, contextual guessing sight word reading - Answers whole unit by sight decoding - Answers letter-sound correspondence analogizing - Answers rimes (comparing unknown to similarly spelled, chucking) contextual guessing - Answers semantic and syntactic cues word work - Answers word banks, high-frequency words, word walls word banks - Answers collection of words high-frequency words - Answers most common in print Differences btw at risk-students vs. non-risk students - Answers at risk-students have less content knowledge and lower vocabularies unknown - Answers unfamiliar word and its meaning is not known acquainted - Answers somewhat familiar, some basic meaning of word established - Answers very familiar with word, students can immediately recognize its meaning correctly dictionary - Answers used only to verify or refine meanings Tier 1 of Vocab - Answers very basic, common words Ex: happy, good, hand, telephone, house Tier 2 of Vocab - Answers high frequency for mature language Ex: coincidence, remote, absurd, delinquent Tier 3 of Vocab - Answers low frequency words often limited in us to a particular domain Ex: schemata, beaker, radicals Tier 4 of Vocab - Answers exotic words not likely to be encountered even by well educated individuals Ex: mahout, onager Thesaurus - Answers Used to find synonyms and antonyms of words, better choice than dictionary Number of times before established - Answers 4-14 times fluency - Answers that ability to read rapidly, smoothly, without many errors, and with appropriate expression; attained by reading in non-taxing situations Importance of fluency - Answers reflects automaticity, a necessary accomplishment for a skilled reader phonological awareness - Answers awareness of all phonological structures of words in a language; ability to notice, think about, manipulate sounds in words phonics - Answers the teaching of the phoneme-grapheme relationship, sound to letter relationship guided reading - Answers select appropriate material (leveled books), instructional levels, text introduction, silent supported reading, discussion, teacher assessment automatic stage of fluency - Answers recognize automatically, good pace, and expression shared reading - Answers who;e/large group, varying level, teacher and student read together, teacher selects focus independent reading - Answers students self select reading, individual, independent level, silent sustained reading, inside and outside of classroom 1st comprehension strategy - Answers establishing a purpose for reading 2nd comprehension strategy - Answers using prior knowledge 3rd comprehension strategy - Answers asking and answering questions 4th comprehension strategy - Answers making inferences 5th comprehension strategy - Answers determining what is important 6th comprehension strategy - Answers summarizing 7th comprehension strategy - Answers dealing with graphic information 8th comprehension strategy - Answers imaging and creating graphic representations 9th comprehension strategy - Answers being metacognitive 5 pillars of literacy - Answers phonemic awareness, phonics, fluency, vocab, comprehension purpose of assessments - Answers seek to discover what students do know, monitor students progress, understand where students are developmentally examples of assessment - Answers DIBELS, CTOPP, Running Record, QRI DIBELS - Answers look at overlapping skills and grade levels, focuses on fluency bottom-up - Answers start by decoding graphic symbols, letter-letter, word-word, sentence-sentence, then meaning can occur top down - Answers begin with reader's prior knowledge, make predictions, decode graphic symbols, test out hypothesis about meaning, require prior knowledge and graphophonemic information syllables - Answers the basic phonological unit of speech onset - Answers initial consonant or consonants rimes - Answers the vowel and any consonants that follow phonograms - Answers rimes that share the same spelling morphemes - Answers smallest meaning units into which a word can be divided affix - Answers morphemes that cannot stand alone prefix - Answers placed before a root to form a word with a meaning different from the root suffix - Answers placed after a root to form a word with a different meaning or a different grammatical function process writing - Answers prewriting, drafting, revising, editing, and publishing writing workshop - Answers instruction: modeling, shared writing, mini-lessons; student writing time and shared student writing time Response to Intervention #1 - Answers a process of providing increasingly more explicit and supportive instruction so that all students can learn to read Response to Intervention #2 - Answers identifies struggling readers early on to remediate difficulties Response to Intervention #3 - Answers includes a series of assessments to determine necessary instruction RtI: Tier 1 - Answers strong classroom instruction RtI: Tier 2 - Answers additional small-group instruction RtI: Tier 3 - Answers more time instruction, smaller groups, and intervention focused on specific students needs What does ESL stand for - Answers English as a Second Language What does ELL stand for - Answers English Language Learner What does LEP stand for - Answers Limited English Proficient