TEST BANK
Creating Literacy Instruction for All Students, 10th edition
by Thomas Gunning
TU
TO
R
G
U
R
U
, TABLE OF CONTENT
1. The Nature of Literacy
2. Teaching All Students
3. Assessing for Learning
4. Emergent/Early Literacy
5. Teaching Phonics and Syllabic Analysis
6. High-Frequency Words, Fluency, and Extended Reading
TU
7. Building Vocabulary
8. Comprehension: Theories and Strategies
9. Comprehension: Text Structures and Teaching Procedures
TO
10. Reading and Writing in the Content Areas and Study Skills
11. Reading Literature
12. Approaches to Teaching Reading
R
13. Writing and Reading
14. Creating and Managing a Literacy Program
G
U
R
U
, Chapter 1: The Nature of Literacy
1.1 Multiple Choice Questions
1) The ultimate goal of the Every Student Succeeds Act is to have all students
A) reach proficiency on national tests.
B) reach proficiency on state tests.
C) read to the best of their ability.
D) become college and career ready.
Answer: D / Explanation:
A) The ultimate goal of Every Student Succeeds Act is to have all students become college and
TU
career ready. Reaching proficiency on national tests could be an intermediate goal.
B) The ultimate goal of Every Student Succeeds Act is to have all students become college and
career ready. Reaching proficiency on state tests could be an intermediate goal.
C) The ultimate goal of Every Student Succeeds Act is to have all students become college and
career ready. Having students read to the best of their ability is a worth goal but not the same as
having all students become college and career ready.
D) The ultimate goal of Every Student Succeeds Act is to have all students become college and
TO
career ready.
Page Ref: 10
2) Which of the following is an example of a behavioral approach?
A) providing students with hands-on activities in which they assemble a toy to show that they have
comprehended a set of directions
R
B) making sure that students can answer 80 percent of the comprehension questions before moving
to the next level
C) having students work in pairs so they can learn from each other
G
D) making sure that students are in the zone of proximal development
Answer: B / Explanation:
A) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
U
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
B) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
R
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
C) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
U
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
D) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
Page Ref: 3
3) Which of the following teacher questions best incorporates a New Criticism approach?
45
, Instructor’s Manual with Resource Masters for Creating Literacy Instruction for All Students, 10th Edition
A) Do you know anyone like the main character in the story?
B) How do you think the author’s early life influenced her writing?
C) What impact does the author’s word choice have on the poem?
D) If the author were writing today, what changes do you think he might make in his poem?
Answer: C / Explanation:
A) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work. They focus on the work and not personal connections.
B) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work. They focus on the work and do not consider information about the author.
C) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work.
D) In a New Criticism approach, readers construct an understanding by carefully analyzing the
TU
elements of the work. They focus on the work and not the time in which it was written.
Page Ref: 7
4) What is the zone of proximal development (ZDP)?
A) the amount of help that a student needs in order to experience maximal growth
TO
B) the level of work that a student can do when working on his or her own
C) the difference between what a student can do on his or her own and what the student can do with
help
D) the amount of growth that a student should attain in a year’s time
Page Ref: 4
Answer: C / Explanation:
R
A) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
G
B) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
C) The zone of proximal development is the difference between what a student can do independently
U
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
D) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
R
child has learned and what a child is capable of achieving.
Page Ref: 5
U
5) Which of the following is a top-down approach to reading?
A) teaching phonics after children have learned to read a number of words
B) teaching the letters of the alphabet and then their sounds
C) teaching phonics and then teaching students to apply this skill to real reading
D) teaching the sounds but not the names of the letters
Answer: A / Explanation:
A) In a top-down approach, reading proceeds by having children learn to read some simple stories
and then introducing phonics based on the words they have learned to read.
B) In a top-down approach, reading proceeds by having children learn to read some simple stories
and then introducing phonics based on the words they have learned to read.
46
Creating Literacy Instruction for All Students, 10th edition
by Thomas Gunning
TU
TO
R
G
U
R
U
, TABLE OF CONTENT
1. The Nature of Literacy
2. Teaching All Students
3. Assessing for Learning
4. Emergent/Early Literacy
5. Teaching Phonics and Syllabic Analysis
6. High-Frequency Words, Fluency, and Extended Reading
TU
7. Building Vocabulary
8. Comprehension: Theories and Strategies
9. Comprehension: Text Structures and Teaching Procedures
TO
10. Reading and Writing in the Content Areas and Study Skills
11. Reading Literature
12. Approaches to Teaching Reading
R
13. Writing and Reading
14. Creating and Managing a Literacy Program
G
U
R
U
, Chapter 1: The Nature of Literacy
1.1 Multiple Choice Questions
1) The ultimate goal of the Every Student Succeeds Act is to have all students
A) reach proficiency on national tests.
B) reach proficiency on state tests.
C) read to the best of their ability.
D) become college and career ready.
Answer: D / Explanation:
A) The ultimate goal of Every Student Succeeds Act is to have all students become college and
TU
career ready. Reaching proficiency on national tests could be an intermediate goal.
B) The ultimate goal of Every Student Succeeds Act is to have all students become college and
career ready. Reaching proficiency on state tests could be an intermediate goal.
C) The ultimate goal of Every Student Succeeds Act is to have all students become college and
career ready. Having students read to the best of their ability is a worth goal but not the same as
having all students become college and career ready.
D) The ultimate goal of Every Student Succeeds Act is to have all students become college and
TO
career ready.
Page Ref: 10
2) Which of the following is an example of a behavioral approach?
A) providing students with hands-on activities in which they assemble a toy to show that they have
comprehended a set of directions
R
B) making sure that students can answer 80 percent of the comprehension questions before moving
to the next level
C) having students work in pairs so they can learn from each other
G
D) making sure that students are in the zone of proximal development
Answer: B / Explanation:
A) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
U
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
B) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
R
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
C) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
U
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
D) In a behavioral approach, students demonstrate mastery of one skill level before moving to the
next level. This approach tends to be teacher oriented. Hands-on activities and having students
work in pairs could be used with any approach. Making sure students are in the zone of proximal
development tends to be used with cognitive approaches.
Page Ref: 3
3) Which of the following teacher questions best incorporates a New Criticism approach?
45
, Instructor’s Manual with Resource Masters for Creating Literacy Instruction for All Students, 10th Edition
A) Do you know anyone like the main character in the story?
B) How do you think the author’s early life influenced her writing?
C) What impact does the author’s word choice have on the poem?
D) If the author were writing today, what changes do you think he might make in his poem?
Answer: C / Explanation:
A) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work. They focus on the work and not personal connections.
B) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work. They focus on the work and do not consider information about the author.
C) In a New Criticism approach, readers construct an understanding by carefully analyzing the
elements of the work.
D) In a New Criticism approach, readers construct an understanding by carefully analyzing the
TU
elements of the work. They focus on the work and not the time in which it was written.
Page Ref: 7
4) What is the zone of proximal development (ZDP)?
A) the amount of help that a student needs in order to experience maximal growth
TO
B) the level of work that a student can do when working on his or her own
C) the difference between what a student can do on his or her own and what the student can do with
help
D) the amount of growth that a student should attain in a year’s time
Page Ref: 4
Answer: C / Explanation:
R
A) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
G
B) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
C) The zone of proximal development is the difference between what a student can do independently
U
and what he or she can do when provided with scaffolding. It is the difference between what a
child has learned and what a child is capable of achieving.
D) The zone of proximal development is the difference between what a student can do independently
and what he or she can do when provided with scaffolding. It is the difference between what a
R
child has learned and what a child is capable of achieving.
Page Ref: 5
U
5) Which of the following is a top-down approach to reading?
A) teaching phonics after children have learned to read a number of words
B) teaching the letters of the alphabet and then their sounds
C) teaching phonics and then teaching students to apply this skill to real reading
D) teaching the sounds but not the names of the letters
Answer: A / Explanation:
A) In a top-down approach, reading proceeds by having children learn to read some simple stories
and then introducing phonics based on the words they have learned to read.
B) In a top-down approach, reading proceeds by having children learn to read some simple stories
and then introducing phonics based on the words they have learned to read.
46
