Praxis II Reading Specialist 5301 Exam Questions And Answers (Updated And Verified)

Praxis II Reading Specialist 5301 Exam Questions And Answers (Updated And Verified) Assessment and Instructional Planning - answerYoung children should undergo an initial screening to determine literacy levels before teachers plan their instruction. phonological vs phonemic awareness - answer_phonological awareness: simple awareness of the sound structure of words _phonemic awareness: the ability to hear, identify and manipulate individual sounds in spoken words pragmatics - answerInvestigates language as it is used in actual interaction/conversation. Collaborative Strategic Reading (CSR) depends on what two teaching practices? - answer1. Cooperative learning 2. Reading comprehension Writing haiku promotes - answerbuilding vocabulary an understanding of the meanings of prefixes and suffixes such as dis, mis, un, re, able, and ment are important for: - answerReading comprehension Coarticulation affects - answerphonemic awareness The most effective strategy for decoding sight words is: - answernone. Sight words cannot be decoded. Verbal dyspraxia refers to: - answerconfusing word or sentence order while speaking Phonological awareness activities are: - answeroral Self-Monitoring - answerAll readers should self-monitor to match print to sound, cross check what they are reading, punctuation clues, pacing, phrasing, and fluency. Older, more fluent students should self monitor whether they are following the plot, character development, setting, narrators, etc. For informational text students should self-monitor to make sure that they understand the text, which parts are more or less important, and unfamiliar words. A literacy center is a: - answerLeveled reading group (students grouped for differentiated instruction) Assessing Print Concepts Awareness - answerTeacher gives the student a storybook and asks the student to demonstrate the following: Recognize the book's front and back, identify the title, identify a word in the book, identify a letter in a word in the book, identify a space between words in a book, identify the place to begin reading, and identify a period as a punctuation mark ending a sentence. Testing recognition of rhyming - answerTeacher asks if student knows what rhyming words are. If student says yes, ask for an example. If no or example is wrong, then teacher explains. Teacher then states two words and student should identify whether the two words rhyme. Identifying Initial Word Sounds - answerTeacher gives an example (fun, fat) of two words that start with the same sound. Use a checklist to mark results. Once you show teachers strategies, the next step should be: - answerHolding feedback sessions throughout the year so that teachers can discuss their questions about the strategies. This will demonstrate to teachers that you are there in a supportive, rather than evaluative, manner. Instructional model that differentiates content to meet the needs of all learners: - answerProviding specific interventions based on needs identified through preassessment and ongoing progress monitoring. The most effective activity for developing students' concepts of print is: - answerlistening to teachers or parents read aloud QAR - answerQuestion-Answer Relationship. Answers to questions are related to the type of question being asked. Asks students to identify strategic reading processes to determine answers to questions. (Right There, Think & Search, Author and You, On My Own) A student consistently encodes initial and final consonant sound but does not include vowel sounds. What stage of development is this? - answerphonetic Testing ability to blend words and segment phonemes - answerBlended words: teacher gives word to student in segments (c-/-at) and asks the student what the word is. Phoneme Segmentation: teacher says word, and student has to break it up into all the phonemes/segments Assessment for phoneme manipulation and deletion - answerTeacher says a word and has student change the first letter of the word using a pre-ordered letter (cat/s/sat). Teacher also says word and has student drop the first letter. Running Records Marks / C - answerword correctly read Running Records Marks / Word substitutions - answerWritten above the word Running Records Marks / --- - answerWord Omitted Running Records Marks / ^ word written above - answerExtra word Running Records Marks / R/R2/R3 - answerrepeated words Running Records Marks / R with an arrow - answerPhrase repetitions Running Records Marks / SC - answerself correction Running Records Marks / TA - answerteacher told the student to "try again" Running Records Marks / T - answerteacher told the student the word after 5-10 seconds Running Records Marks / student says initial sound first, then says the word - answerteacher marks the sound and then adds a check above the word Running Records Marks / M - answerStudent used meaning cues (considering background cues, using text illustrations, realizing what a sentence means, etc) Running Records Marks / S - answerStudent used structural cues Running Records Marks / V - answerStudent used visual cues (initial letter/sound, word length, familiar phrases) Running Records - scoring Error Rate - answertotal words read/total errors Example 1oo words read/10 errors = 1:10 (for each error, the student read 10 words correctly) Running Records - scoring Accuracy - answertotal words read - total errors 100 words - 10 errors = 90% accuracy Running Records - scoring Self Correction Rate - answerErrors + Self Corrections / Self Corrections 10+5/5 = 3 or 1:3 (1 self correction for every 3 errors) Running Records - qualitative analysis - answerteacher note and observation of M/V/S, fluency, prompts, cues used for overall picture of development Running Records - early emergent readers get tested: - answerevery 2-4 weeks Running Records - emergent readers get tested: - answerevery 4-6 weeks Running Records - early fluent readers get tested: - answerevery 6-8 weeks Running Records - fluent readers get t