WGU-C909: Elementary Reading Methods and
Interventions Questions with Correct Answers
15. Phonological Component (Oral Language Dev.-Stages of Development):
-Involves the rules for combining sounds.
-We are not aware of our knowledge of these rules, but our ability to understand and
pronounce English words demonstrates that we do know a vast number of rules.
19. Stages of Reading Development (Stages of Development):
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
20. Emergent Readers (D-J) (Stages of Development):
-Readers at this stage have developed an understanding of the alphabet, phonological
awareness, and early phonics.
-They have command of a significant number of high-frequency words.
-Emergent readers are developing a much better grasp of comprehension strategies and word-
attack skills.
-They can recognize different types of text, particularly fiction and nonfiction, and recognize
that reading has a variety of purposes.
21. Stages of Writing Development (Stages of Development):
-Scribbling/Drawing
-Letter-Like Forms & Shapes
-Letters
,-Letters & Spaces
-Conventional Writing & Spelling
22. Conventional Writing & Spelling (Stages of Development):
-Children spell most words correctly, with a reliance on phonics knowledge to spell longer
words.
-Writers use punctuation marks correctly and use capital and lower case letters in the correct
places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority of words.
23. Gradual Release of Responsibility (Strategies for Literacy Development):
-A teaching approach which incorporates scaffolding so that responsibility for the content is
gradually shifted from teacher to student.
24. Various Strategies for Vocabulary Development (Strategies for Literacy
Development):
(1.) Integration—connecting new vocabulary to prior knowledge
(2.) Repetition—encountering/using the word/concept many times
(3.) Meaningful use—multiple opportunities to use new words in reading, writing and soon
discussion.
26. Reading Workshop Components (Balanced Literacy Framework):
(1.) shared reading
(2.) guided reading
(3.) independent reading
27. Shared Reading (Balanced Literacy Framework):
, -During shared reading, teachers provide explicit comprehension and instruction.
-Reading A-Z's collection of projectable Big Books supports developmentally appropriate
skills, such as concepts of print, as well as reinforces specific reading skills and strategies.
-Using an enlarged text that all children can see, the teachers involve children in reading
together following a pointer.
28. Guided Reading (Balanced Literacy Framework):
-Provides a scaffolded approach to instruction.
-Reading A-Z's collection of leveled readers spanning levels of difficulty represents a variety
of text types and genres and includes a balance of fiction and nonfiction.
-Use Benchmark Books or Benchmark Passages to determine where to start students within
the levels and to monitor their progress as their reading improves.
-The teacher works with a small group of students who read at all similar levels
29. Independent Reading (Balanced Literacy Framework):
-Provides students the opportunity to apply reading strategies and skills in a text of personal
interest.
-Print Reading A-Z's leveled books for students to select for daily independent reading.
-A membership to Raz-Plus provides students with the opportunity to select eBook versions
of the Leveled Books to read online.
-Students read from classroom library or leveled books.
-Students read from a wide variety of materials.
30. Writing Workshop Components (Balanced Literacy Framework):
(1.) shared writing
(2.) guided writing
(3.) independent writing
Interventions Questions with Correct Answers
15. Phonological Component (Oral Language Dev.-Stages of Development):
-Involves the rules for combining sounds.
-We are not aware of our knowledge of these rules, but our ability to understand and
pronounce English words demonstrates that we do know a vast number of rules.
19. Stages of Reading Development (Stages of Development):
-Early Emergent Readers (Levels aa-C)
-Emergent Readers (D-J)
-Early Fluent Readers (K-P)
-Fluent Readers (Q-Z2)
20. Emergent Readers (D-J) (Stages of Development):
-Readers at this stage have developed an understanding of the alphabet, phonological
awareness, and early phonics.
-They have command of a significant number of high-frequency words.
-Emergent readers are developing a much better grasp of comprehension strategies and word-
attack skills.
-They can recognize different types of text, particularly fiction and nonfiction, and recognize
that reading has a variety of purposes.
21. Stages of Writing Development (Stages of Development):
-Scribbling/Drawing
-Letter-Like Forms & Shapes
-Letters
,-Letters & Spaces
-Conventional Writing & Spelling
22. Conventional Writing & Spelling (Stages of Development):
-Children spell most words correctly, with a reliance on phonics knowledge to spell longer
words.
-Writers use punctuation marks correctly and use capital and lower case letters in the correct
places.
-Writing for different purposes becomes more important.
-Handwriting becomes easier, as does the spelling of a majority of words.
23. Gradual Release of Responsibility (Strategies for Literacy Development):
-A teaching approach which incorporates scaffolding so that responsibility for the content is
gradually shifted from teacher to student.
24. Various Strategies for Vocabulary Development (Strategies for Literacy
Development):
(1.) Integration—connecting new vocabulary to prior knowledge
(2.) Repetition—encountering/using the word/concept many times
(3.) Meaningful use—multiple opportunities to use new words in reading, writing and soon
discussion.
26. Reading Workshop Components (Balanced Literacy Framework):
(1.) shared reading
(2.) guided reading
(3.) independent reading
27. Shared Reading (Balanced Literacy Framework):
, -During shared reading, teachers provide explicit comprehension and instruction.
-Reading A-Z's collection of projectable Big Books supports developmentally appropriate
skills, such as concepts of print, as well as reinforces specific reading skills and strategies.
-Using an enlarged text that all children can see, the teachers involve children in reading
together following a pointer.
28. Guided Reading (Balanced Literacy Framework):
-Provides a scaffolded approach to instruction.
-Reading A-Z's collection of leveled readers spanning levels of difficulty represents a variety
of text types and genres and includes a balance of fiction and nonfiction.
-Use Benchmark Books or Benchmark Passages to determine where to start students within
the levels and to monitor their progress as their reading improves.
-The teacher works with a small group of students who read at all similar levels
29. Independent Reading (Balanced Literacy Framework):
-Provides students the opportunity to apply reading strategies and skills in a text of personal
interest.
-Print Reading A-Z's leveled books for students to select for daily independent reading.
-A membership to Raz-Plus provides students with the opportunity to select eBook versions
of the Leveled Books to read online.
-Students read from classroom library or leveled books.
-Students read from a wide variety of materials.
30. Writing Workshop Components (Balanced Literacy Framework):
(1.) shared writing
(2.) guided writing
(3.) independent writing
