WGU C909 Exam
Questions With
COMPLETE
SOLUTION
2025
(Latest Update
Graded A+
,WGU C909 Exam Questions
1. Constructivism (Learning Philosophies):
-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):
-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):
-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):
-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):
-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):
-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):
-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): (1.) Construction
, (2.) Integration
(3.) Metacognition
9. Construction (Construction-Integration Process-Learning Philosophies): Phase
1:
-In the construction phase, a reader uses knowledge of vocabulary and syntax to
make meaning.
10. Integration (Construction-Integration Process-Learning Philosophies): Phase
2:
-Integrates words and sentences by linking previous information using cohesive
ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning
Philosophies): Phase 3: -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):
-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):
-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): -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):
-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):
-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):
-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):
-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
Questions With
COMPLETE
SOLUTION
2025
(Latest Update
Graded A+
,WGU C909 Exam Questions
1. Constructivism (Learning Philosophies):
-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):
-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):
-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):
-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):
-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):
-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):
-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): (1.) Construction
, (2.) Integration
(3.) Metacognition
9. Construction (Construction-Integration Process-Learning Philosophies): Phase
1:
-In the construction phase, a reader uses knowledge of vocabulary and syntax to
make meaning.
10. Integration (Construction-Integration Process-Learning Philosophies): Phase
2:
-Integrates words and sentences by linking previous information using cohesive
ties to create a textbase.
11. Metacognition (Construction-Integration Process-Learning
Philosophies): Phase 3: -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):
-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):
-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): -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):
-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):
-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):
-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):
-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
