FOUNDATIONS OF READING MTEL PRACTICE TEST 100 STUDY
QUESTIONS WITH CORRECT ANSWERS GUARANTEED PASS RATED
A+
Which of the following statements best describes the relationship between word decoding and
reading comprehension in a beginning reader's development?
a) Decoding skills and reading comprehension tend to develop independently of one another.
b) Development of decoding skills has little effect on the development of reading fluency or
reading comprehension.
c) Reading comprehension contributes to and directly facilitates the development of decoding
skills.
D) Decoding skills are essential for the development of reading fluency to support reading
comprehension. - Answer>>> D) Decoding skills are essential for the development of reading
fluency to support reading comprehension.
A second-grade teacher pairs students with appropriate, accessible texts for a paired-reading
activity. During the activity, two students sit side by side and take turns reading an entire short
text aloud. Over a period of several days, the pairs of students read and reread a large number of
accessible texts together. This activity best promotes students' development of:
A) reading rate and automaticity.
B) prosodic reading skills.
C) comprehension skills and strategies.
D) new phonics skills. - Answer>>> A) reading rate and automaticity.
A third-grade teacher observes that students who can read aloud fluently also demonstrate
greater comprehension of expository texts. The best explanation for this is that fluent readers:
A) possess a self-awareness that allows them to use metacognitive skills efficiently.
, B) have already developed the base of background knowledge typically covered by textbooks.
C)have well-developed skills for decoding any level of text word by word.
D)are able to focus their full attention and cognitive resources on the meaning of a text. -
Answer>>> D)are able to focus their full attention and cognitive resources on the meaning of a
text.
A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-
up" activity to begin supporting their development of reading fluency. The teacher sequences the
poems in the booklets according to phonics patterns and high-frequency words that students have
recently learned. At the beginning of each week, the teacher works with small groups of students
to ensure that they can read their new poem-of-the-week accurately. For the rest of the week,
students practice reading the new poem with a classmate from their group. They also practice
reading aloud other poems in the fluency warm-up booklet that they have previously learned.
Which of the following rationales best describes the advantage of using poems for fluency
practice?
A)Poems frequently have predictable structures to support phonics development.
B)Poetry resources are typically abundant in most classroom libraries.
C)Poetry is m - Answer>>> C)Poetry is meant to be read aloud and reread many times to
construct meaning.
QUESTIONS WITH CORRECT ANSWERS GUARANTEED PASS RATED
A+
Which of the following statements best describes the relationship between word decoding and
reading comprehension in a beginning reader's development?
a) Decoding skills and reading comprehension tend to develop independently of one another.
b) Development of decoding skills has little effect on the development of reading fluency or
reading comprehension.
c) Reading comprehension contributes to and directly facilitates the development of decoding
skills.
D) Decoding skills are essential for the development of reading fluency to support reading
comprehension. - Answer>>> D) Decoding skills are essential for the development of reading
fluency to support reading comprehension.
A second-grade teacher pairs students with appropriate, accessible texts for a paired-reading
activity. During the activity, two students sit side by side and take turns reading an entire short
text aloud. Over a period of several days, the pairs of students read and reread a large number of
accessible texts together. This activity best promotes students' development of:
A) reading rate and automaticity.
B) prosodic reading skills.
C) comprehension skills and strategies.
D) new phonics skills. - Answer>>> A) reading rate and automaticity.
A third-grade teacher observes that students who can read aloud fluently also demonstrate
greater comprehension of expository texts. The best explanation for this is that fluent readers:
A) possess a self-awareness that allows them to use metacognitive skills efficiently.
, B) have already developed the base of background knowledge typically covered by textbooks.
C)have well-developed skills for decoding any level of text word by word.
D)are able to focus their full attention and cognitive resources on the meaning of a text. -
Answer>>> D)are able to focus their full attention and cognitive resources on the meaning of a
text.
A first-grade teacher creates poetry booklets for students to read each day as a morning "warm-
up" activity to begin supporting their development of reading fluency. The teacher sequences the
poems in the booklets according to phonics patterns and high-frequency words that students have
recently learned. At the beginning of each week, the teacher works with small groups of students
to ensure that they can read their new poem-of-the-week accurately. For the rest of the week,
students practice reading the new poem with a classmate from their group. They also practice
reading aloud other poems in the fluency warm-up booklet that they have previously learned.
Which of the following rationales best describes the advantage of using poems for fluency
practice?
A)Poems frequently have predictable structures to support phonics development.
B)Poetry resources are typically abundant in most classroom libraries.
C)Poetry is m - Answer>>> C)Poetry is meant to be read aloud and reread many times to
construct meaning.
