LETRS Units 5-8 Pretest & Posttest
Once students decode well, which statement describes the relationship between vocabulary and
reading comprehension? Ans- Vocabulary is the best single predictor of reading comprehension.
In teaching the word invisible, the teacher broke it into the parts in - ...
LETRS Units 5-8 Pretest & Posttest
Once students decode well, which statement describes the relationship between vocabulary and
reading comprehension? Ans- Vocabulary is the best single predictor of reading comprehension.
In teaching the word invisible, the teacher broke it into the parts in - vis - ible and talked about the
meanings of the parts. Which aspect of language was emphasized? Ans- morphology
According to research on differences in word growth, which of the following is NOT true? Ans- The gap
in word knowledge automatically decreases by the end of grade 2.
Which of the following is least likely to narrow the vocabulary gap for students who know fewer word
meanings when beginning school? Ans- watching children's television programs
To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these
strategies would be LEAST effective? Ans- asking students to write the word 10 times until they can spell
it
Students must learn the meanings of several thousand new words every year if they are going to meet
grade-level expectations for vocabulary growth. About how many of those word meanings should
teachers aim to teach explicitly and thoroughly per week? Ans- 10-12
When a student is an accurate but slow reader, which of the following practices is MOST effective? Ans-
Focus instruction on foundational reading skills that address multiple aspects of language.
In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the
vocabulary instruction of native English speakers? Ans- They may need to learn the meanings of the Tier
1 words in a passage.
To select the BEST vocabulary words to teach before reading a text, the teacher should prioritize which
types of words? Ans- words that are central to understanding key meanings in the passage
, A primary-grade teacher who wants to implement research-based vocabulary instruction should try to
emphasize: Ans- word relationships, including antonyms, synonyms, categories, and semantic families.
Good readers will stop and reread a portion of the text for clarification if they don't understand it. This
behavior demonstrates: Ans- 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: Ans- acquire new knowledge faster from the text.
A valuable first step before reading a text with a group of students is: Ans- 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?
Ans- 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 texts meanings?
Ans- anticipating the takeaways and building background knowledge
Standardized tests of reading comprehension have been shown by research to: Ans- 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? Ans- outlining the elements of story grammar
Which of the following would be a good example to use while teaching students to identify compound
sentences?
a) After the rain, we went out and started again.
b) The team went out and played in the rain.
c) The rain came but the team played on.
d) The team, drenched by the rain, played without stopping. Ans- The rain came but the team played on.
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