WGU C909 OBJECTIVE ASSESSMENT EXAM
2025-2026 ACTUAL EXAM 100 QUESTIONS AND
CORRECT DETAILED ANSWERS WITH
RATIONALES
Constructivist |Theory |- |CORRECT |ANSWER✔✔-A |philosophy |based |on |the |premise |that |people
|construct |their |own |understanding |of |the |world |they |live |in |through |reflection |on
|experiences.
Constructivist |Theory |in |Practice |- |CORRECT |ANSWER✔✔-For |example: |Groups |of |students |in |a
|science |class |are |discussing |a |problem |in |physics. |Though |the |teacher |knows |the |"answer" |to
|the |problem, |she |focuses |on |helping |students |restate |their |questions |in |useful |ways. |She
|prompts |each |student |to |reflect |on |and |examine |his |or |her |current |knowledge. |When |one |of
|the |students |comes |up |with |the |relevant |concept, |the |teacher |seizes |upon |it, |and |indicates |to
|the |group |that |this |might |be |a |fruitful |avenue |for |them |to |explore. |They |design |and |perform
|relevant |experiments. |Afterward, |the |students |and |teacher |talk |about |what |they |have
|learned, |and |how |their |observations |and |experiments |helped |(or |did |not |help) |them |to |better
|understand |the |concept.
Cognitive-constructivist |view |of |reading |- |CORRECT |ANSWER✔✔-Aim |to |assist |students |in
|assimilating |new |information |to |existing |knowledge, |as |well |as |enabling |them |to |make |the
|appropriate |accommodations |to |their |existing |intellectual |framework |to |accommodate |that
|information. |Ex. |Because |of |Winn-Dixie; |from |her |inference, |and |active |knowledge |of |the |text
|says |that |people |who |have |things |in |common |often |become |friends.
Socio-cultural |theory/Ex. |- |CORRECT |ANSWER✔✔-Extends |the |influence |on |the |cognitive-
constructivist |view |out |from |the |reader |and |the |text |into |the |larger |social |realm. |Learning |is
,|viewed |as |social |rather |than |individual. |-Lev |Vygotsky |Ex. |Understanding |the |zone |of |proximal
|development |can |be |helpful |for |teachers.
|In |classroom |settings, |teachers |may |first |assess |students |to |determine |their |current |skill |level.
|Educators |can |then |offer |instruction |that |stretches |the |limits |of |each |child's |capabilities. |
At |first, |the |student |may |need |assistance |from |an |adult |or |a |more |knowledgeable |peer, |but
|eventually, |their |zone |of |proximal |development |will |expand. |Teachers |can |help |promote |this
|expansion |by:
Planning |and |organizing |their |instruction |and |lessons: |For |example, |the |teacher |might |organize
|the |class |into |groups |where |less |skilled |children |are |paired |with |students |who |have |a |higher
|skill |level.
Using |hints, |prompts, |and |direct |instruction |to |help |kids |improve |their |ability |levels.
Scaffolding, |where |the |teacher |provides |specific |prompts |to |move |the |child |progressively
|forward |toward |a |goal.
Reader |Response |Theory |- |CORRECT |ANSWER✔✔-The |main |argument |of |reader-response
|theory |is |that |readers, |as |much |as |the |text, |play |an |active |role |in |a |reading |experience
|(Rosenblatt, |1994). |This |theory |rejects |the |structuralist |view |that |meaning |resides |solely |in
|the |text. |Words |in |a |text |evoke |images |in |readers' |minds |and |readers |bring |their |experiences
|to |this |encounter.
Experiential |Learning |- |CORRECT |ANSWER✔✔-As |the |name |suggests, |experiential |learning
|involves |learning |from |experience. |The |theory |was |proposed |by |psychologist |David |Kolb |who
|was |influenced |by |the |work |of |other |theorists |including |John |Dewey, |Kurt |Lewin, |and |Jean
|Piaget
Oral |Language |Development |- |CORRECT |ANSWER✔✔-The |complex |system |that |relates |sounds
|to |meanings, |is |made |of |three |components: |phonological, |(rules |for |combining |sounds)
|semantic, |(the |smallest |units |of |meaning |that |may |be |combined |to |make |up |words) |and
|syntactic |(the |rules |that |combine |morphemes |into |sentences). |Reading |and |talking |with
|children |plays |an |important |role |in |developing |their |vocabulary. |The |more |you |talk |to
|children, |the |larger |their |vocabulary |will |develop. |Note: |Pragmatic |is |also |the |rules |that |allow
|us |to |speak |appropriately |in |different |settings
, What |are |the |stages |of |writing |development? |- |CORRECT |ANSWER✔✔-Scribbling/drawing
Letter |like |forms |and |shapes
Letters
Letters |and |spaces
Conventional |writing |and |spelling |(children |in |this |stage |spell |most |words |correctly |with |a
|reliance |on |knowledge |of |phonics |to |spell |longer |words, |they |can |punctuate, |can |properly |use
|capital |and |lower |case |letters. |Writing |different |purposes |is |important, |handwriting |and
|spelling |becomes |easier.
What |are |stages |of |reading |development |- |CORRECT |ANSWER✔✔-Early |Emergent
Emergent |(understands |alphabet, |phonological |awareness |and |knows |phonics, |have |command
|of |high |frequency |words, |developing |comprehension |and |word |attack |skills, |recognize |types |of
|texts, |non-fiction |and |fiction, |and |that |reading |has |a |variety |of |purposes).
Early |Fluent
Fluent
What |are |the |stages |of |the |alphabetic |phase |- |CORRECT |ANSWER✔✔-The |written |forms |of
|spoken, |alphabetic |language |languages |which |use |letters |(graphemes) |in |a |code |to |represent
|the |sounds |of |speech |(phonemes) |specific |sequences |of |letters |form |words, |this |is |the
|alphabetic |principle. |If |we |obeyed |this |principle |we |wouldn't |have |words |like |to, |too, |and |two.
Gradual |release |of |responsibility |- |CORRECT |ANSWER✔✔-Teaching |approach |that |incorporates
|scaffolding |(building |on |what |the |student |already |knows) |so |that |the |responsibility |for |the
|content |is |shifted |from |teacher |to |student.
Strategies |for |vocabulary/literacy |development |- |CORRECT |ANSWER✔✔-Integration:
|connecting |new |vocabulary |to |prior |knowledge
2025-2026 ACTUAL EXAM 100 QUESTIONS AND
CORRECT DETAILED ANSWERS WITH
RATIONALES
Constructivist |Theory |- |CORRECT |ANSWER✔✔-A |philosophy |based |on |the |premise |that |people
|construct |their |own |understanding |of |the |world |they |live |in |through |reflection |on
|experiences.
Constructivist |Theory |in |Practice |- |CORRECT |ANSWER✔✔-For |example: |Groups |of |students |in |a
|science |class |are |discussing |a |problem |in |physics. |Though |the |teacher |knows |the |"answer" |to
|the |problem, |she |focuses |on |helping |students |restate |their |questions |in |useful |ways. |She
|prompts |each |student |to |reflect |on |and |examine |his |or |her |current |knowledge. |When |one |of
|the |students |comes |up |with |the |relevant |concept, |the |teacher |seizes |upon |it, |and |indicates |to
|the |group |that |this |might |be |a |fruitful |avenue |for |them |to |explore. |They |design |and |perform
|relevant |experiments. |Afterward, |the |students |and |teacher |talk |about |what |they |have
|learned, |and |how |their |observations |and |experiments |helped |(or |did |not |help) |them |to |better
|understand |the |concept.
Cognitive-constructivist |view |of |reading |- |CORRECT |ANSWER✔✔-Aim |to |assist |students |in
|assimilating |new |information |to |existing |knowledge, |as |well |as |enabling |them |to |make |the
|appropriate |accommodations |to |their |existing |intellectual |framework |to |accommodate |that
|information. |Ex. |Because |of |Winn-Dixie; |from |her |inference, |and |active |knowledge |of |the |text
|says |that |people |who |have |things |in |common |often |become |friends.
Socio-cultural |theory/Ex. |- |CORRECT |ANSWER✔✔-Extends |the |influence |on |the |cognitive-
constructivist |view |out |from |the |reader |and |the |text |into |the |larger |social |realm. |Learning |is
,|viewed |as |social |rather |than |individual. |-Lev |Vygotsky |Ex. |Understanding |the |zone |of |proximal
|development |can |be |helpful |for |teachers.
|In |classroom |settings, |teachers |may |first |assess |students |to |determine |their |current |skill |level.
|Educators |can |then |offer |instruction |that |stretches |the |limits |of |each |child's |capabilities. |
At |first, |the |student |may |need |assistance |from |an |adult |or |a |more |knowledgeable |peer, |but
|eventually, |their |zone |of |proximal |development |will |expand. |Teachers |can |help |promote |this
|expansion |by:
Planning |and |organizing |their |instruction |and |lessons: |For |example, |the |teacher |might |organize
|the |class |into |groups |where |less |skilled |children |are |paired |with |students |who |have |a |higher
|skill |level.
Using |hints, |prompts, |and |direct |instruction |to |help |kids |improve |their |ability |levels.
Scaffolding, |where |the |teacher |provides |specific |prompts |to |move |the |child |progressively
|forward |toward |a |goal.
Reader |Response |Theory |- |CORRECT |ANSWER✔✔-The |main |argument |of |reader-response
|theory |is |that |readers, |as |much |as |the |text, |play |an |active |role |in |a |reading |experience
|(Rosenblatt, |1994). |This |theory |rejects |the |structuralist |view |that |meaning |resides |solely |in
|the |text. |Words |in |a |text |evoke |images |in |readers' |minds |and |readers |bring |their |experiences
|to |this |encounter.
Experiential |Learning |- |CORRECT |ANSWER✔✔-As |the |name |suggests, |experiential |learning
|involves |learning |from |experience. |The |theory |was |proposed |by |psychologist |David |Kolb |who
|was |influenced |by |the |work |of |other |theorists |including |John |Dewey, |Kurt |Lewin, |and |Jean
|Piaget
Oral |Language |Development |- |CORRECT |ANSWER✔✔-The |complex |system |that |relates |sounds
|to |meanings, |is |made |of |three |components: |phonological, |(rules |for |combining |sounds)
|semantic, |(the |smallest |units |of |meaning |that |may |be |combined |to |make |up |words) |and
|syntactic |(the |rules |that |combine |morphemes |into |sentences). |Reading |and |talking |with
|children |plays |an |important |role |in |developing |their |vocabulary. |The |more |you |talk |to
|children, |the |larger |their |vocabulary |will |develop. |Note: |Pragmatic |is |also |the |rules |that |allow
|us |to |speak |appropriately |in |different |settings
, What |are |the |stages |of |writing |development? |- |CORRECT |ANSWER✔✔-Scribbling/drawing
Letter |like |forms |and |shapes
Letters
Letters |and |spaces
Conventional |writing |and |spelling |(children |in |this |stage |spell |most |words |correctly |with |a
|reliance |on |knowledge |of |phonics |to |spell |longer |words, |they |can |punctuate, |can |properly |use
|capital |and |lower |case |letters. |Writing |different |purposes |is |important, |handwriting |and
|spelling |becomes |easier.
What |are |stages |of |reading |development |- |CORRECT |ANSWER✔✔-Early |Emergent
Emergent |(understands |alphabet, |phonological |awareness |and |knows |phonics, |have |command
|of |high |frequency |words, |developing |comprehension |and |word |attack |skills, |recognize |types |of
|texts, |non-fiction |and |fiction, |and |that |reading |has |a |variety |of |purposes).
Early |Fluent
Fluent
What |are |the |stages |of |the |alphabetic |phase |- |CORRECT |ANSWER✔✔-The |written |forms |of
|spoken, |alphabetic |language |languages |which |use |letters |(graphemes) |in |a |code |to |represent
|the |sounds |of |speech |(phonemes) |specific |sequences |of |letters |form |words, |this |is |the
|alphabetic |principle. |If |we |obeyed |this |principle |we |wouldn't |have |words |like |to, |too, |and |two.
Gradual |release |of |responsibility |- |CORRECT |ANSWER✔✔-Teaching |approach |that |incorporates
|scaffolding |(building |on |what |the |student |already |knows) |so |that |the |responsibility |for |the
|content |is |shifted |from |teacher |to |student.
Strategies |for |vocabulary/literacy |development |- |CORRECT |ANSWER✔✔-Integration:
|connecting |new |vocabulary |to |prior |knowledge
