NT890 Arizona Foundations
of Reading
,QUESTIONS
Question 1
The label “Processes of language development” is attached to “Instructional
practices and comprehension strategies (e.g., visualizing, summarizing,
questioning, activating prior knowledge, self-monitoring) applied to literature”.
Which replacement description better fits the label?
A. phonological, morphological, semantic, syntactic, and pragmatic systems
B. Relationship between fluency, word recognition, and reading comprehension
C. Relationship between phonics and decoding (phonics instruction methodologies: explicit,
systematic, and synthetic vs. analytic)
D. Instructional practices and comprehension strategies (e.g., visualizing, summarizing,
questioning, activating prior knowledge, self-monitoring) applied to literature
Correct Answer: A
Full Explanation: Processes of language development: phonological, morphological, semantic,
syntactic, and pragmatic systems. Comprehension and Analysis of Literary Texts: Instructional
practices and comprehension strategies (e.g., visualizing, summarizing, questioning, activating
prior knowledge, self-monitoring) applied to literature. B: This describes “Reading Fluency”, rather
than the requested focus. C: This describes “Phonics and Word Analysis Skills”, rather than the
requested focus. D: This describes “Comprehension and Analysis of Literary Texts”, rather than the
requested focus.
Question 2
Which area should coordinate a review covering both “Use of text features and
visual aids (e.g., headings, tables of contents, glossaries, indices, diagrams,
charts, graphs, maps)” and “Instructional strategies for promoting
comprehension, critical analysis, and synthesis of informational and technical
texts”?
A. Vocabulary Development and Academic Language
B. Inferential comprehension
C. Comprehension and Analysis of Informational and Expository Texts
D. Direct and indirect methods of vocabulary instruction
Correct Answer: C
Full Explanation: Comprehension and Analysis of Informational and Expository Texts: Use of text
features and visual aids (e.g., headings, tables of contents, glossaries, indices, diagrams, charts,
graphs, maps). Comprehension and Analysis of Informational and Expository Texts: Instructional
strategies for promoting comprehension, critical analysis, and synthesis of informational and
technical texts. A: That focus concerns “Importance of vocabulary development in reading
comprehension and overall academic success”, not the activity being assigned. B: That focus
concerns “drawing conclusions, predicting outcomes, interpreting figurative language, and making
generalizations”, not the activity being assigned. D: That focus concerns “semantic mapping, word
tiers, contextual analysis, structural/morphemic analysis”, not the activity being assigned.
2
,QUESTIONS
Question 3
A handover intended for “Evidence-Based Instruction, Differentiation, and
Intervention” instead discusses “Purposes of reading assessment (screening,
diagnostic, progress monitoring, and outcome/summative evaluation)”. Which
entry corrects that mismatch?
A. Principles of scientifically based reading research (SBRR) and explicit, systematic instruction
B. Designing a targeted, evidence-based instructional strategy, activity, intervention, or
extension tailored to the student's profile
C. Purposes of reading assessment (screening, diagnostic, progress monitoring, and
outcome/summative evaluation)
D. Subarea I: Foundations of Reading Development (approx. 43–45 multiple-choice questions)
Correct Answer: A
Full Explanation: Evidence-Based Instruction, Differentiation, and Intervention: Principles of
scientifically based reading research (SBRR) and explicit, systematic instruction. Principles of
Reading Assessment: Purposes of reading assessment (screening, diagnostic, progress monitoring,
and outcome/summative evaluation). B: This describes “Application of Foundational Reading Skills
Analysis”, rather than the requested focus. C: This describes “Principles of Reading Assessment”,
rather than the requested focus. D: This describes “istribution”, rather than the requested focus.
Question 4
A review of “Evidence-based instructional strategies and interventions to build
and monitor fluency” has drifted toward “Concepts of phonological awareness
vs. phonemic awareness”. Which entry brings it back to its intended focus?
A. repeated reading, guided oral reading, choral reading, reader's theater
B. Concepts of phonological awareness vs. phonemic awareness
C. Instructional strategies for promoting comprehension, critical analysis, and synthesis of
informational and technical texts
D. phonics instruction methodologies: explicit, systematic, and synthetic vs. analytic
Correct Answer: A
Full Explanation: Evidence-based instructional strategies and interventions to build and monitor
fluency: repeated reading, guided oral reading, choral reading, reader's theater. Phonological and
Phonemic Awareness: Concepts of phonological awareness vs. phonemic awareness. B: This
describes “Phonological and Phonemic Awareness”, rather than the requested focus. C: This
describes “Comprehension and Analysis of Informational and Expository Texts”, rather than the
requested focus. D: This describes “Relationship between phonics and decoding”, rather than the
requested focus.
3
, QUESTIONS
Question 5
One of the following notes confuses the roles of “Vocabulary Development and
Academic Language”, “Inferential comprehension”, “istribution”, “Literal
comprehension”. Which note is inconsistent? Pay particular attention to the
role of “Importance of vocabulary development in reading comprehension and
overall academic success”.
A. Literal comprehension — identifying explicit facts, details, and sequence of events
B. Vocabulary Development and Academic Language — drawing conclusions, predicting
outcomes, interpreting figurative language, and making generalizations
C. Inferential comprehension — drawing conclusions, predicting outcomes, interpreting
figurative language, and making generalizations
D. istribution — Subarea I: Foundations of Reading Development (approx. 43–45 multiple-choice
questions)
Correct Answer: B
Full Explanation: The note requiring correction assigns the second focus’s activity to the first
focus. Vocabulary Development and Academic Language: Importance of vocabulary development
in reading comprehension and overall academic success. Inferential comprehension: drawing
conclusions, predicting outcomes, interpreting figurative language, and making generalizations. A:
This association is consistent: Literal comprehension: identifying explicit facts, details, and
sequence of events. C: This association is consistent: Inferential comprehension: drawing
conclusions, predicting outcomes, interpreting figurative language, and making generalizations. D:
This association is consistent: istribution: Subarea I: Foundations of Reading Development (approx.
43–45 multiple-choice questions).
4
of Reading
,QUESTIONS
Question 1
The label “Processes of language development” is attached to “Instructional
practices and comprehension strategies (e.g., visualizing, summarizing,
questioning, activating prior knowledge, self-monitoring) applied to literature”.
Which replacement description better fits the label?
A. phonological, morphological, semantic, syntactic, and pragmatic systems
B. Relationship between fluency, word recognition, and reading comprehension
C. Relationship between phonics and decoding (phonics instruction methodologies: explicit,
systematic, and synthetic vs. analytic)
D. Instructional practices and comprehension strategies (e.g., visualizing, summarizing,
questioning, activating prior knowledge, self-monitoring) applied to literature
Correct Answer: A
Full Explanation: Processes of language development: phonological, morphological, semantic,
syntactic, and pragmatic systems. Comprehension and Analysis of Literary Texts: Instructional
practices and comprehension strategies (e.g., visualizing, summarizing, questioning, activating
prior knowledge, self-monitoring) applied to literature. B: This describes “Reading Fluency”, rather
than the requested focus. C: This describes “Phonics and Word Analysis Skills”, rather than the
requested focus. D: This describes “Comprehension and Analysis of Literary Texts”, rather than the
requested focus.
Question 2
Which area should coordinate a review covering both “Use of text features and
visual aids (e.g., headings, tables of contents, glossaries, indices, diagrams,
charts, graphs, maps)” and “Instructional strategies for promoting
comprehension, critical analysis, and synthesis of informational and technical
texts”?
A. Vocabulary Development and Academic Language
B. Inferential comprehension
C. Comprehension and Analysis of Informational and Expository Texts
D. Direct and indirect methods of vocabulary instruction
Correct Answer: C
Full Explanation: Comprehension and Analysis of Informational and Expository Texts: Use of text
features and visual aids (e.g., headings, tables of contents, glossaries, indices, diagrams, charts,
graphs, maps). Comprehension and Analysis of Informational and Expository Texts: Instructional
strategies for promoting comprehension, critical analysis, and synthesis of informational and
technical texts. A: That focus concerns “Importance of vocabulary development in reading
comprehension and overall academic success”, not the activity being assigned. B: That focus
concerns “drawing conclusions, predicting outcomes, interpreting figurative language, and making
generalizations”, not the activity being assigned. D: That focus concerns “semantic mapping, word
tiers, contextual analysis, structural/morphemic analysis”, not the activity being assigned.
2
,QUESTIONS
Question 3
A handover intended for “Evidence-Based Instruction, Differentiation, and
Intervention” instead discusses “Purposes of reading assessment (screening,
diagnostic, progress monitoring, and outcome/summative evaluation)”. Which
entry corrects that mismatch?
A. Principles of scientifically based reading research (SBRR) and explicit, systematic instruction
B. Designing a targeted, evidence-based instructional strategy, activity, intervention, or
extension tailored to the student's profile
C. Purposes of reading assessment (screening, diagnostic, progress monitoring, and
outcome/summative evaluation)
D. Subarea I: Foundations of Reading Development (approx. 43–45 multiple-choice questions)
Correct Answer: A
Full Explanation: Evidence-Based Instruction, Differentiation, and Intervention: Principles of
scientifically based reading research (SBRR) and explicit, systematic instruction. Principles of
Reading Assessment: Purposes of reading assessment (screening, diagnostic, progress monitoring,
and outcome/summative evaluation). B: This describes “Application of Foundational Reading Skills
Analysis”, rather than the requested focus. C: This describes “Principles of Reading Assessment”,
rather than the requested focus. D: This describes “istribution”, rather than the requested focus.
Question 4
A review of “Evidence-based instructional strategies and interventions to build
and monitor fluency” has drifted toward “Concepts of phonological awareness
vs. phonemic awareness”. Which entry brings it back to its intended focus?
A. repeated reading, guided oral reading, choral reading, reader's theater
B. Concepts of phonological awareness vs. phonemic awareness
C. Instructional strategies for promoting comprehension, critical analysis, and synthesis of
informational and technical texts
D. phonics instruction methodologies: explicit, systematic, and synthetic vs. analytic
Correct Answer: A
Full Explanation: Evidence-based instructional strategies and interventions to build and monitor
fluency: repeated reading, guided oral reading, choral reading, reader's theater. Phonological and
Phonemic Awareness: Concepts of phonological awareness vs. phonemic awareness. B: This
describes “Phonological and Phonemic Awareness”, rather than the requested focus. C: This
describes “Comprehension and Analysis of Informational and Expository Texts”, rather than the
requested focus. D: This describes “Relationship between phonics and decoding”, rather than the
requested focus.
3
, QUESTIONS
Question 5
One of the following notes confuses the roles of “Vocabulary Development and
Academic Language”, “Inferential comprehension”, “istribution”, “Literal
comprehension”. Which note is inconsistent? Pay particular attention to the
role of “Importance of vocabulary development in reading comprehension and
overall academic success”.
A. Literal comprehension — identifying explicit facts, details, and sequence of events
B. Vocabulary Development and Academic Language — drawing conclusions, predicting
outcomes, interpreting figurative language, and making generalizations
C. Inferential comprehension — drawing conclusions, predicting outcomes, interpreting
figurative language, and making generalizations
D. istribution — Subarea I: Foundations of Reading Development (approx. 43–45 multiple-choice
questions)
Correct Answer: B
Full Explanation: The note requiring correction assigns the second focus’s activity to the first
focus. Vocabulary Development and Academic Language: Importance of vocabulary development
in reading comprehension and overall academic success. Inferential comprehension: drawing
conclusions, predicting outcomes, interpreting figurative language, and making generalizations. A:
This association is consistent: Literal comprehension: identifying explicit facts, details, and
sequence of events. C: This association is consistent: Inferential comprehension: drawing
conclusions, predicting outcomes, interpreting figurative language, and making generalizations. D:
This association is consistent: istribution: Subarea I: Foundations of Reading Development (approx.
43–45 multiple-choice questions).
4
