LETRS Units 5 - 8 Pre & Post Test Once students decode well, which statement describes the relationship between vocabulary and reading comprehension? - ANS - Vocabulary is the best single predict or of reading comprehension. In teaching the word invisible, the teacher broke it into the parts in - vis - ible and talked about the meanings of the parts. Which aspect of language was emphasized? - ANS - morphology The Hart and Risley study (1995) iden tified a "30 -million -word" gap. This gap refers to: - ANS - the difference in the number of words heard by preschool children raised in high - and low -
language family environments . Which of the following is least likely to narrow the vocabulary gap between language -rich and language -poor students? - ANS - watching children's television programs To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective? - ANS - asking students to write the word 10 times until they can spell it Students must learn the meanings of several thousand new words every year if they are going to meet grade -level expectations for vocabulary growth. About how many of those word meanings should teachers ai m to teach explicitly and thoroughly per week? - ANS - 10-12 When a student is an accurate but slow reader, which of the following practices is most effective? - ANS - Focus instruction on foundational reading skills that address multiple aspects of langu age. In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers? - ANS - They may need to learn the meanings of the Tier 1 words in a passage. To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words? - ANS - words that are central to understanding key meanings in the passage A primary -grade teacher who wants to implement research -based vocabulary instruction should try to emphasize: - ANS - word relationships, including antonyms, synonyms, categories, and semantic families. Good readers will stop and reread a portion of the text for clarification if they don't understand it. This beh avior demonstrates: - ANS - cognitive flexibility and metacognition . When students read about a topic for which they already have well -developed background knowledge, they are more likely than uninformed students to: - ANS - acquire new knowledge faster f rom the text. A valuable first step before reading a text with a group of students is: - ANS - clearly stating the purpose for reading the text. Which of the following is the best description of the comprehension process as it relates to reading? - ANS - linking the surface code with ideas in the text base Which teaching strategy is most likely to help students construct a mental model of a texts meanings? - ANS - anticipating the takeaways and building background knowledge Standardized tests of reading comprehension have been shown by research to: - ANS - give varied results depending on the content and format. Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? - ANS - outlining t he elements of story grammar Which of the following activities would help students identify cohesive ties in a text? - ANS - having students draw arrows between pronouns and their referents
language family environments . Which of the following is least likely to narrow the vocabulary gap between language -rich and language -poor students? - ANS - watching children's television programs To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective? - ANS - asking students to write the word 10 times until they can spell it Students must learn the meanings of several thousand new words every year if they are going to meet grade -level expectations for vocabulary growth. About how many of those word meanings should teachers ai m to teach explicitly and thoroughly per week? - ANS - 10-12 When a student is an accurate but slow reader, which of the following practices is most effective? - ANS - Focus instruction on foundational reading skills that address multiple aspects of langu age. In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers? - ANS - They may need to learn the meanings of the Tier 1 words in a passage. To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words? - ANS - words that are central to understanding key meanings in the passage A primary -grade teacher who wants to implement research -based vocabulary instruction should try to emphasize: - ANS - word relationships, including antonyms, synonyms, categories, and semantic families. Good readers will stop and reread a portion of the text for clarification if they don't understand it. This beh avior demonstrates: - ANS - cognitive flexibility and metacognition . When students read about a topic for which they already have well -developed background knowledge, they are more likely than uninformed students to: - ANS - acquire new knowledge faster f rom the text. A valuable first step before reading a text with a group of students is: - ANS - clearly stating the purpose for reading the text. Which of the following is the best description of the comprehension process as it relates to reading? - ANS - linking the surface code with ideas in the text base Which teaching strategy is most likely to help students construct a mental model of a texts meanings? - ANS - anticipating the takeaways and building background knowledge Standardized tests of reading comprehension have been shown by research to: - ANS - give varied results depending on the content and format. Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads? - ANS - outlining t he elements of story grammar Which of the following activities would help students identify cohesive ties in a text? - ANS - having students draw arrows between pronouns and their referents
