LETRS Unit 5 - 8 Posttest Exam Questions
And Answers Verified 100% Correct
Good readers will stop and reread a portion of the text for clarification if they
don't understand it. This behavior demonstrates:
an understanding of vocabulary words in context.
the ability to maintain a fluent reading pace.
the application of background knowledge.
cognitive flexibility and metacognition. - ANSWER -cognitive flexibility and
metacognition.
When students read about a topic for which they already have well-developed
background knowledge, they are more likely than uninformed students to:
get the meaning without really reading all the words.
acquire new knowledge faster from the text.
be bored and inattentive to what they are reading.
need several rereadings to remember new information. - ANSWER -acquire new
knowledge faster from the text.
A valuable first step before reading a text with a group of students is:
telling students how the story is going to end.
asking students to select the vocabulary words they don't know.
clearly stating the purpose for reading the text.
summarizing the main ideas for the students. - ANSWER -clearly stating the
purpose for reading the text.
Which of the following is the best description of the comprehension process as it
relates to reading?
linking the surface code with ideas in the text base
ANSWERing multiple-choice questions after reading
completing a graphic organizer showing main ideas
taking a picture walk to preview the text - ANSWER -linking the surface code with
ideas in the text base
, Which teaching strategy is most likely to help students construct a mental model
of a text's meanings?
asking students to do an unassisted cold read of the text
having students discuss their favorite books as a group
accepting any interpretation that a student generates
anticipating the takeaways and building background knowledge - ANSWER -
anticipating the takeaways and building background knowledge
Standardized tests of reading comprehension have been shown by research to:
give varied results depending on the content and format.
give very consistent results and be highly reliable.
measure decoding skills, not language comprehension.
be irrelevant to classroom reading performance. - ANSWER -give varied results
depending on the content and format.
Which technique would be least relevant for teaching an informational passage
about the difference between frogs and toads?
setting up a Venn diagram or T-chart for making comparisons
outlining the elements of story grammar
bringing live specimens of frogs and toads to class
calling attention to phrases such as "in contrast" - ANSWER -outlining the
elements of story grammar
Which of the following would be a good example to use while teaching students to
identify compound sentences?
After the rain, we went out and started again.
The team went out and played in the rain.
The rain came but the team played on.
The team, drenched by the rain, played without stopping. - ANSWER -The rain
came but the team played on.
Which of the following activities would help students identify cohesive ties in a
text?
having students draw arrows between pronouns and their referents
having students underline main ideas in one color and details in another
And Answers Verified 100% Correct
Good readers will stop and reread a portion of the text for clarification if they
don't understand it. This behavior demonstrates:
an understanding of vocabulary words in context.
the ability to maintain a fluent reading pace.
the application of background knowledge.
cognitive flexibility and metacognition. - ANSWER -cognitive flexibility and
metacognition.
When students read about a topic for which they already have well-developed
background knowledge, they are more likely than uninformed students to:
get the meaning without really reading all the words.
acquire new knowledge faster from the text.
be bored and inattentive to what they are reading.
need several rereadings to remember new information. - ANSWER -acquire new
knowledge faster from the text.
A valuable first step before reading a text with a group of students is:
telling students how the story is going to end.
asking students to select the vocabulary words they don't know.
clearly stating the purpose for reading the text.
summarizing the main ideas for the students. - ANSWER -clearly stating the
purpose for reading the text.
Which of the following is the best description of the comprehension process as it
relates to reading?
linking the surface code with ideas in the text base
ANSWERing multiple-choice questions after reading
completing a graphic organizer showing main ideas
taking a picture walk to preview the text - ANSWER -linking the surface code with
ideas in the text base
, Which teaching strategy is most likely to help students construct a mental model
of a text's meanings?
asking students to do an unassisted cold read of the text
having students discuss their favorite books as a group
accepting any interpretation that a student generates
anticipating the takeaways and building background knowledge - ANSWER -
anticipating the takeaways and building background knowledge
Standardized tests of reading comprehension have been shown by research to:
give varied results depending on the content and format.
give very consistent results and be highly reliable.
measure decoding skills, not language comprehension.
be irrelevant to classroom reading performance. - ANSWER -give varied results
depending on the content and format.
Which technique would be least relevant for teaching an informational passage
about the difference between frogs and toads?
setting up a Venn diagram or T-chart for making comparisons
outlining the elements of story grammar
bringing live specimens of frogs and toads to class
calling attention to phrases such as "in contrast" - ANSWER -outlining the
elements of story grammar
Which of the following would be a good example to use while teaching students to
identify compound sentences?
After the rain, we went out and started again.
The team went out and played in the rain.
The rain came but the team played on.
The team, drenched by the rain, played without stopping. - ANSWER -The rain
came but the team played on.
Which of the following activities would help students identify cohesive ties in a
text?
having students draw arrows between pronouns and their referents
having students underline main ideas in one color and details in another
