WGU C909 ELEMENTARY READING
METHODS AND INTERVENTIONS EXAM
SCRIPT WITH VERIFIED ANSWERS
◉ Repeated oral readings are most effective when texts are?
a. easy and automatic
b. slightly challenging
c. on grade-level
d. read aloud
Answer: b. slightly challenging
Readers can become complacent if a text use for repeated
readings is too easy.
Also, not all students can read an 'on-grade-level' text...but can
still practice fluency (accuracy, rate, prosody - expression and
phrasing) with a text at their appropriate reading level.
Listening to a teacher read aloud is a great way to observe reading
fluently...but to practice reading with fluency...the reader must be
reading.
◉ Which of these marks good fluency instruction...?
, a. students do lots of round robin reading in groups
b. teachers make students' progress public
c. students do a lot of reading in non-taxing situations
d. students read on easy material
Answer: c. students do a lot of reading in non-taxing situations
Round-robin reading (when one student reads aloud in a group)
has been proven to be highly ineffective and should rarely be used.
It has been proven students who are supposed to be listening and
following along as one students read - are not engaged - but may
be 'tuning out' or 'reading ahead' to practice the part they are
required to read aloud.
Making student progress public can degrade student confidence
in themselves and in their teachers.
Reading only easy material provides no challenge and so students
will not improve their fluency.
◉ Students add to their reading, writing, speaking and listening
vocabularies most effectively by....?
a. using context clues for unknown words.
b. listening to read alouds and books on tape.
METHODS AND INTERVENTIONS EXAM
SCRIPT WITH VERIFIED ANSWERS
◉ Repeated oral readings are most effective when texts are?
a. easy and automatic
b. slightly challenging
c. on grade-level
d. read aloud
Answer: b. slightly challenging
Readers can become complacent if a text use for repeated
readings is too easy.
Also, not all students can read an 'on-grade-level' text...but can
still practice fluency (accuracy, rate, prosody - expression and
phrasing) with a text at their appropriate reading level.
Listening to a teacher read aloud is a great way to observe reading
fluently...but to practice reading with fluency...the reader must be
reading.
◉ Which of these marks good fluency instruction...?
, a. students do lots of round robin reading in groups
b. teachers make students' progress public
c. students do a lot of reading in non-taxing situations
d. students read on easy material
Answer: c. students do a lot of reading in non-taxing situations
Round-robin reading (when one student reads aloud in a group)
has been proven to be highly ineffective and should rarely be used.
It has been proven students who are supposed to be listening and
following along as one students read - are not engaged - but may
be 'tuning out' or 'reading ahead' to practice the part they are
required to read aloud.
Making student progress public can degrade student confidence
in themselves and in their teachers.
Reading only easy material provides no challenge and so students
will not improve their fluency.
◉ Students add to their reading, writing, speaking and listening
vocabularies most effectively by....?
a. using context clues for unknown words.
b. listening to read alouds and books on tape.
