SPAUD 510 EXAM 1 COMPLETE STUDY GUIDE
WITH SOLVED QUESTIONS
◉ A teacher arranges a parent meeting to discuss some observed
vocabulary challenges. The teacher tells the parents that the student
does not recognize common instructional language used by the
teacher in the classroom. Based on the teacher's observations, the
student is significantly below the 3,000 to 4,000 words that children
her age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should make a
deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's
vocabulary development within the classroom and the process to
determine whether further intervention is necessary. Finally, the
group discusses ways for the parents to support their child from
home.
The teacher explains to the parents that part of the motivation to
intervene early on is rel.
Answer: initial reading success tends to make later success more
likely, while initial deficit may make continued progress increasingly
more difficult
This is the correct explanation for the Matthew Effect and its role in
reading development.
,◉ A second-grade teacher has planned a reading comprehension
assessment over a text about the 4th of July. However, the teacher is
concerned with the accessibility of this topic for the English
language learners in her class. How should the teacher differentiate
this activity to make it a more reliable assessment of her ELL
students' skills?
read the text aloud to all students
provide ELL students with an alternative text on the same reading
level for the assessment
encourage active reading by requiring ELL students to annotate
while they read
provide ELL students with a graphic organizer of a plot pyramid to
complete as they read.
Answer: provide ELL students with an alternative text on the same
reading level for the assessment
Providing ELL students with an alternative text would be the best
option in this case. There is a reasonable chance that some ELL
students will not have much background knowledge related to the
,4th of July, making this an unreliable assessment of their
comprehension.
◉ A kindergarten teacher is using a reading app provided by the
district to assess her students' reading skills each grading period.
She collects the data and uses it to track her students' progress over
time. Which of the following best describes the type of assessment
that the teacher is administering through the use of this technology?
diagnostic assessment
pre-assessment
ongoing assessment
summative assessment.
Answer: ongoing assessment
This assessment would best be described as an ongoing assessment,
or progress monitoring assessment, as it is used to track a student's
progress throughout the school year.
, ◉ A third-grade teacher is assessing her students' reading fluency.
She assesses each student's fluency levels once every nine weeks,
keeping a running record of their progress.
For each student's assessment, the teacher provides the student
with a clean copy of a reading passage to read aloud, uses a second
copy to mark any errors, and calculates the student's words per
minute. Which of the following does the teacher also need to assess
in order to determine a student's level of reading fluency?
prosody
background knowledge
automaticity
comprehension.
Answer: prosody
Fluency is assessed by evaluating a student's accuracy, speed, and
prosody.
◉ After recognizing a reading comprehension issue, a third-grade
teacher evaluated the student and determined that they do not read
fluently. In addition to working on developing improved reading
WITH SOLVED QUESTIONS
◉ A teacher arranges a parent meeting to discuss some observed
vocabulary challenges. The teacher tells the parents that the student
does not recognize common instructional language used by the
teacher in the classroom. Based on the teacher's observations, the
student is significantly below the 3,000 to 4,000 words that children
her age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should make a
deliberate effort to improve the students' vocabulary to prevent the
Matthew Effect and to support reading development.
The teacher then describes her plans to support the student's
vocabulary development within the classroom and the process to
determine whether further intervention is necessary. Finally, the
group discusses ways for the parents to support their child from
home.
The teacher explains to the parents that part of the motivation to
intervene early on is rel.
Answer: initial reading success tends to make later success more
likely, while initial deficit may make continued progress increasingly
more difficult
This is the correct explanation for the Matthew Effect and its role in
reading development.
,◉ A second-grade teacher has planned a reading comprehension
assessment over a text about the 4th of July. However, the teacher is
concerned with the accessibility of this topic for the English
language learners in her class. How should the teacher differentiate
this activity to make it a more reliable assessment of her ELL
students' skills?
read the text aloud to all students
provide ELL students with an alternative text on the same reading
level for the assessment
encourage active reading by requiring ELL students to annotate
while they read
provide ELL students with a graphic organizer of a plot pyramid to
complete as they read.
Answer: provide ELL students with an alternative text on the same
reading level for the assessment
Providing ELL students with an alternative text would be the best
option in this case. There is a reasonable chance that some ELL
students will not have much background knowledge related to the
,4th of July, making this an unreliable assessment of their
comprehension.
◉ A kindergarten teacher is using a reading app provided by the
district to assess her students' reading skills each grading period.
She collects the data and uses it to track her students' progress over
time. Which of the following best describes the type of assessment
that the teacher is administering through the use of this technology?
diagnostic assessment
pre-assessment
ongoing assessment
summative assessment.
Answer: ongoing assessment
This assessment would best be described as an ongoing assessment,
or progress monitoring assessment, as it is used to track a student's
progress throughout the school year.
, ◉ A third-grade teacher is assessing her students' reading fluency.
She assesses each student's fluency levels once every nine weeks,
keeping a running record of their progress.
For each student's assessment, the teacher provides the student
with a clean copy of a reading passage to read aloud, uses a second
copy to mark any errors, and calculates the student's words per
minute. Which of the following does the teacher also need to assess
in order to determine a student's level of reading fluency?
prosody
background knowledge
automaticity
comprehension.
Answer: prosody
Fluency is assessed by evaluating a student's accuracy, speed, and
prosody.
◉ After recognizing a reading comprehension issue, a third-grade
teacher evaluated the student and determined that they do not read
fluently. In addition to working on developing improved reading
