WGU C909 Chapter 5 Latest Update Graded A

WGU C909 Chapter 5 Latest Update Graded A The Matthew Effect in reading: Describes reading difficulties are compounded at a young age to widen the gap between good and poor readers. Students who enter school with larger vocabularies are at an advantage because: A larger store of words facilitates phonemic awareness, it is easier to decode words that are in one's oral vocabulary, and it is the basis of comprehension. Regardless of reading level, during all small group instruction students should: Read from a leveled reader. The main purpose of Response to Intervention is: To identify students who struggle early and provide them with appropriate instruction to catch them up. Progress monitoring students with curriculum-based measures allows teachers to: Revise the intervention if it is ineffective. Instruction for good readers is most effective when: Students are engaged in independent reading, analyzing, and responding. Considerate text is helpful for struggling readers because: It is well-structured and cohesive. The advantages of decodable text include: Students being offered an immediate rationale for phonics instruction. Whole-group instruction: Allows for teachers to model and expand on strategies. When a teacher is meeting with small groups, students should be engaged in: Work that is meaningful, long-term, and largely based in text-reading. The most effective interventions: Target the youngest students. Sharing assessment results with students: Can be motivating and increase achievement. While there are a range of intervention programs, There may not be one best method of intervention. Reading intervention for ELL students: Should have a strong emphasis on vocabulary. One way to reduce isolation of weaker readers is to: Have all students reading texts on a common theme.