C365 WGU
C365 WGU COMPLETE REVIEW STUDY
QUESTIONS WITH CORRECT DETAILED
SOLUTIONS GRADED A+ 2026
Standards
Set of goals for each discipline.
Assessment
Provides data necessary for effective instruction.
Authentic Assessment
reflect actual learning and instructional activities.
Summative Assessment
Summarizes student progress at the end of a unit or semester.
Formative Assessment
Ongoing and used to inform instruction during learning.
Informal Reading Inventory
(IRI)- used to determine students' reading levels. Consists of word lists,
reading passages, and comprehension questions. Can also include silent
reading passages in some instances.
Independent Reading Level
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,C365 WGU
free-reading level, students can read on their own without teacher assistance.
96-100% accuracy
Instructional Reading Level
Students need assistance, should be level of materials used for instruction.
90-95% accuracy
Frustration Reading Level
Text is too difficult. Less than 90% accuracy
Word Lists for IRI
Given first to determine where reading passages should begin.
Miscues
Errors student makes while reading.
Self-Correct Errors
Child corrects mispronounced word- does not count as an error.
Quantitative Errors
Errors that change the text and affect comprehension. Errors that are
countable - everyone can agree that it is an error (objective).
Qualitative Errors
Errors that change how a student reads, but may not affect comprehension.
These do not count as errors. These are subjective errors.
Fluency
2|Page
,C365 WGU
Reading rate usually recorded as words per minute.
Miscue Analysis
Process of analyzing miscues in order to determine which cueing systems or
combination of cueing systems the student is using.
Cueing Systems
Syntactic (how language sounds), semantic (meaning of the sentence or
passage), phonic (graphophonic) (phonics).
Syntactic
Grammatical makeup of language.
Semantic
Meaning of the sentence or passage.
Phonic/Visual
Phonics.
Running Record
Students read aloud to determine whether reading materials are appropriate
and to obtain information about the word-recognition processes students are
using. Can be 100 words or a 2 minute reading.
Developmental Reading Assessment
(DRA)- Commerical Running Record- assesses fluency and decoding skills.
Qualitative Reading Inventory 5
3|Page
, C365 WGU
(QRI-5)- Commercial IRI which includes lengthy content area passages and
think alouds.
Degrees of Reading Power
(DRP)- Assesses overall reading ability by having students choose from
among five options the one that best completes a portion of the passage from
which words have been omitted.
Scholastic Reading Inventory
(SRI)- uses modified cloze procedure (like the DRA)- yields lexile scores.
STAR
(Advantage Learning Systems)- administered and scored by computer- uses a
modified cloze procedure. Adaptive testing - changes with the student.
Word List Tests
only assesses ability to pronounce words-
Screening Measures
Designed to indicate possible difficulties or problems.
Benchmark
An expected level of performance on a task.
Curriculum Based Measures
(CBM)- General outcome assessments- measure overall indicators of
proficiency rather than mastery of specific skills. Standardized tests.
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C365 WGU COMPLETE REVIEW STUDY
QUESTIONS WITH CORRECT DETAILED
SOLUTIONS GRADED A+ 2026
Standards
Set of goals for each discipline.
Assessment
Provides data necessary for effective instruction.
Authentic Assessment
reflect actual learning and instructional activities.
Summative Assessment
Summarizes student progress at the end of a unit or semester.
Formative Assessment
Ongoing and used to inform instruction during learning.
Informal Reading Inventory
(IRI)- used to determine students' reading levels. Consists of word lists,
reading passages, and comprehension questions. Can also include silent
reading passages in some instances.
Independent Reading Level
1|Page
,C365 WGU
free-reading level, students can read on their own without teacher assistance.
96-100% accuracy
Instructional Reading Level
Students need assistance, should be level of materials used for instruction.
90-95% accuracy
Frustration Reading Level
Text is too difficult. Less than 90% accuracy
Word Lists for IRI
Given first to determine where reading passages should begin.
Miscues
Errors student makes while reading.
Self-Correct Errors
Child corrects mispronounced word- does not count as an error.
Quantitative Errors
Errors that change the text and affect comprehension. Errors that are
countable - everyone can agree that it is an error (objective).
Qualitative Errors
Errors that change how a student reads, but may not affect comprehension.
These do not count as errors. These are subjective errors.
Fluency
2|Page
,C365 WGU
Reading rate usually recorded as words per minute.
Miscue Analysis
Process of analyzing miscues in order to determine which cueing systems or
combination of cueing systems the student is using.
Cueing Systems
Syntactic (how language sounds), semantic (meaning of the sentence or
passage), phonic (graphophonic) (phonics).
Syntactic
Grammatical makeup of language.
Semantic
Meaning of the sentence or passage.
Phonic/Visual
Phonics.
Running Record
Students read aloud to determine whether reading materials are appropriate
and to obtain information about the word-recognition processes students are
using. Can be 100 words or a 2 minute reading.
Developmental Reading Assessment
(DRA)- Commerical Running Record- assesses fluency and decoding skills.
Qualitative Reading Inventory 5
3|Page
, C365 WGU
(QRI-5)- Commercial IRI which includes lengthy content area passages and
think alouds.
Degrees of Reading Power
(DRP)- Assesses overall reading ability by having students choose from
among five options the one that best completes a portion of the passage from
which words have been omitted.
Scholastic Reading Inventory
(SRI)- uses modified cloze procedure (like the DRA)- yields lexile scores.
STAR
(Advantage Learning Systems)- administered and scored by computer- uses a
modified cloze procedure. Adaptive testing - changes with the student.
Word List Tests
only assesses ability to pronounce words-
Screening Measures
Designed to indicate possible difficulties or problems.
Benchmark
An expected level of performance on a task.
Curriculum Based Measures
(CBM)- General outcome assessments- measure overall indicators of
proficiency rather than mastery of specific skills. Standardized tests.
4|Page
