WGU-C909: Elementary Reading Methods and
Interventions (Revised) Questions with verified answers
1. Constructivism (Learning Philosophies): Ans✓✓✓--Constructivism emphasizes
the idea that comprehending a text is very much an active process. -
Constructivism holds that the meaning one constructs from a text is subjective—
the result of one particular person's processing of the text.
2. Cognitive-Constructivist View of Reading-Teaching Methods (Learning
Philosophies): Ans✓✓✓--Aim to assist students in assimilating new information
to existing knowledge, as well as enabling them to make the appropriate
modifications to their existing intellectual framework to accommodate that
information.
-Jean Piaget and William Perry
3. Cognitive-Constructivist View of Reading (Learning Philosophies): Ans✓✓✓--
Emphasizes that reading is a process in which the reader actively searches for
meaning in what she reads.
-The reader makes connections between ideas and then integrates these
understandings with prior knowledge
-Ex: Because of Winn-Dixie,-the inference comes from her knowledge that people
who have things in common often become friends and from her active processing
of the text.
4. Sociocultural Theory (Learning Philosophies): Ans✓✓✓--Extends the influence
on the cognitive-constructivist view out from the reader and the text into the
larger social realm.
-Learning is viewed as primarily a social rather than an individual matter.
-Lev Vygotsky
,5. Steps of Sociocultural Theory (Learning Philosophies): Ans✓✓✓--First, the
social and cultural backgrounds of students have a huge and undeniable effect on
their learning.
-Second, because learning is quintessentially social, much learning—particularly
the best and most lasting learning—will take place as groups of learners work
together.
-Third, the classroom, the school, and the various communities of students in a
classroom are social contexts that have strong influences on what is or is not
learned in the classroom, and each of them must be carefully considered in
planning and carrying out instruction.
6. Schema (Learning Philosophies): Ans✓✓✓--Theory that is concerned with
knowledge, particularly with the way knowledge is represented in our minds, how
we use that knowledge, and how it expands.
7. Reader Response Theory (Learning Philosophies): Ans✓✓✓--Puts a good deal
of emphasis on the reader, stressing that the meaning one gains from text is the
result of a transaction between the reader and the text and that readers will have
a range of responses to literary works.
-Many literary texts simply do not have a single correct interpretation, and
readers should be allowed and encouraged to construct a variety of
interpretations—if they can support them.
-Louise Rosenblatt
8. The three phases of the construction-integration process (Learning
Philosophies): Ans✓✓✓-(1.) Construction
(2.) Integration
(3.) Metacognition
,9. Construction (Construction-Integration Process-Learning Philosophies): Phase
1: Ans✓✓✓--In the construction phase, a reader uses knowledge of vocabulary
and syntax to make meaning.
10. Integration (Construction-Integration Process-Learning Philosophies): Phase 2:
Ans✓✓✓--Integrates words and sentences by linking previous information using
cohesive ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning Philosophies):
Phase 3: Ans✓✓✓--A reader employs metacognition to monitor his processes to
ensure the meaning makes sense. If it doesn't, the reader employs strategies to
fix comprehension.
12. Define Metacognition as it Applies to Reading (Learning Philosophies):
Ans✓✓✓--Metacognition is the process of reflecting on one's reading strategies
while reading to monitor comprehension.
-A metacognitive reader is able to articulate the strategies he uses to
comprehend. He is also able to recognize when meaning breaks down and employ
strategies to fix comprehension.
13. Oral Language Development (Stages of Development): Ans✓✓✓--The
complex system that relates sounds to meanings, is made up of three
components: the phonological, semantic, and syntactic.
14. How Oral Language Supports Vocabulary Development (Stages of
Development): Ans✓✓✓--Reading and talking with children plays an important
role in developing their vocabulary.
-The more you read to children, the larger vocabulary they will develop.
, 15. Phonological Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--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.
16. Semantic Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--Is made up of morphemes, the smallest units of meaning that may be
combined with each other to make up words (for example, paper + s are the two
morphemes that make up papers), and sentences.
-A dictionary contains the semantic component of a language, but also what
words (and meanings) are important to the speakers of the language.
17. Syntactic Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--Consists of the rules that enable us to combine morphemes into
sentences.
-Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
using a syntactic rule about how morphemes are combined to convey meaning.
18. Pragmatics (Oral Language Dev.-Stages of Development): Ans✓✓✓--Some
language experts would add a fourth component: which deals with rules of
language use.
-Pragmatic rules are part of our communicative competence, our ability to speak
appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. Stages of Reading Development (Stages of Development): Ans✓✓✓--Early
Emergent Readers (Levels aa-C)
Interventions (Revised) Questions with verified answers
1. Constructivism (Learning Philosophies): Ans✓✓✓--Constructivism emphasizes
the idea that comprehending a text is very much an active process. -
Constructivism holds that the meaning one constructs from a text is subjective—
the result of one particular person's processing of the text.
2. Cognitive-Constructivist View of Reading-Teaching Methods (Learning
Philosophies): Ans✓✓✓--Aim to assist students in assimilating new information
to existing knowledge, as well as enabling them to make the appropriate
modifications to their existing intellectual framework to accommodate that
information.
-Jean Piaget and William Perry
3. Cognitive-Constructivist View of Reading (Learning Philosophies): Ans✓✓✓--
Emphasizes that reading is a process in which the reader actively searches for
meaning in what she reads.
-The reader makes connections between ideas and then integrates these
understandings with prior knowledge
-Ex: Because of Winn-Dixie,-the inference comes from her knowledge that people
who have things in common often become friends and from her active processing
of the text.
4. Sociocultural Theory (Learning Philosophies): Ans✓✓✓--Extends the influence
on the cognitive-constructivist view out from the reader and the text into the
larger social realm.
-Learning is viewed as primarily a social rather than an individual matter.
-Lev Vygotsky
,5. Steps of Sociocultural Theory (Learning Philosophies): Ans✓✓✓--First, the
social and cultural backgrounds of students have a huge and undeniable effect on
their learning.
-Second, because learning is quintessentially social, much learning—particularly
the best and most lasting learning—will take place as groups of learners work
together.
-Third, the classroom, the school, and the various communities of students in a
classroom are social contexts that have strong influences on what is or is not
learned in the classroom, and each of them must be carefully considered in
planning and carrying out instruction.
6. Schema (Learning Philosophies): Ans✓✓✓--Theory that is concerned with
knowledge, particularly with the way knowledge is represented in our minds, how
we use that knowledge, and how it expands.
7. Reader Response Theory (Learning Philosophies): Ans✓✓✓--Puts a good deal
of emphasis on the reader, stressing that the meaning one gains from text is the
result of a transaction between the reader and the text and that readers will have
a range of responses to literary works.
-Many literary texts simply do not have a single correct interpretation, and
readers should be allowed and encouraged to construct a variety of
interpretations—if they can support them.
-Louise Rosenblatt
8. The three phases of the construction-integration process (Learning
Philosophies): Ans✓✓✓-(1.) Construction
(2.) Integration
(3.) Metacognition
,9. Construction (Construction-Integration Process-Learning Philosophies): Phase
1: Ans✓✓✓--In the construction phase, a reader uses knowledge of vocabulary
and syntax to make meaning.
10. Integration (Construction-Integration Process-Learning Philosophies): Phase 2:
Ans✓✓✓--Integrates words and sentences by linking previous information using
cohesive ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning Philosophies):
Phase 3: Ans✓✓✓--A reader employs metacognition to monitor his processes to
ensure the meaning makes sense. If it doesn't, the reader employs strategies to
fix comprehension.
12. Define Metacognition as it Applies to Reading (Learning Philosophies):
Ans✓✓✓--Metacognition is the process of reflecting on one's reading strategies
while reading to monitor comprehension.
-A metacognitive reader is able to articulate the strategies he uses to
comprehend. He is also able to recognize when meaning breaks down and employ
strategies to fix comprehension.
13. Oral Language Development (Stages of Development): Ans✓✓✓--The
complex system that relates sounds to meanings, is made up of three
components: the phonological, semantic, and syntactic.
14. How Oral Language Supports Vocabulary Development (Stages of
Development): Ans✓✓✓--Reading and talking with children plays an important
role in developing their vocabulary.
-The more you read to children, the larger vocabulary they will develop.
, 15. Phonological Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--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.
16. Semantic Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--Is made up of morphemes, the smallest units of meaning that may be
combined with each other to make up words (for example, paper + s are the two
morphemes that make up papers), and sentences.
-A dictionary contains the semantic component of a language, but also what
words (and meanings) are important to the speakers of the language.
17. Syntactic Component (Oral Language Dev.-Stages of Development):
Ans✓✓✓--Consists of the rules that enable us to combine morphemes into
sentences.
-Ex. As soon as a child uses two morphemes together, as in "more cracker," she is
using a syntactic rule about how morphemes are combined to convey meaning.
18. Pragmatics (Oral Language Dev.-Stages of Development): Ans✓✓✓--Some
language experts would add a fourth component: which deals with rules of
language use.
-Pragmatic rules are part of our communicative competence, our ability to speak
appropriately in different situations.
-Ex. in a conversational way at home and in a more formal way at a job interview.
19. Stages of Reading Development (Stages of Development): Ans✓✓✓--Early
Emergent Readers (Levels aa-C)
