Final Exam Flashcards

1
Q

The difference between what a student can do on his or her own and what the student can do with help.

A

Zone of Proximal Development

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2
Q

Teaching phonics after children have learned to read a number of words.

A

Top Down Approach to Reading

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3
Q

Asking students if anything in a story reminded them of something that happened to them

A

Aesthetic response

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4
Q

Learning language is imitative

A

young student says “We eated out lunch”

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5
Q

do whatever it takes to bring all students up to the fullest literacy possible

A

Ultimate purpose of Response to Intervention

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6
Q

Delay all formal reading instruction until ELL students have reasonable command of English

A

Most effective approach to teaching ELL learners to read with no bilingual program available

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7
Q

What causes the 4th grade reading slump

A

Schooling becomes more academic and more abstract. Content area reading.

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8
Q

What effect does dialect have on reading proficency

A

It has virtually no effect on reading achievement but may influence teacher attitude.

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9
Q

The major problem with high-stakes tests is that they often do this

A

narrow the curriculum to what is tested

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10
Q

What is the main purpose of progress monitoring

A

to see if students are currently making adequate improvement.

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11
Q

The contents of a portfolio should depend primarily upon

A

The goals and results of instruction

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12
Q

The best approach for assessing the difficulty level of materials is to

A

Use objective and subjective methods such as formulas leveling scores and observations, and professional judgement.

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13
Q

When do children begin acquiring literacy

A

long before they start school

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14
Q

What is the most basic concept of print, often taught first

A

What we say can be written down.

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15
Q

Children’s “pretend reading” should be ____ because it _____

A

encouraged, helps them construct more advanced understandings about reading

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16
Q

The current emphasis on writing in kindergarten involves

A

Exploration and expression

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17
Q

Which stage would a student be in who spells the word name as NAM

A

Alphabetic (letter name stage)

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18
Q

The best way to reinforce high-frequency words in through

A

Reading them at sight (in context)

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19
Q

What is the main reason why sorting is an excellent reinforcement activity for phonics

A

It forces students to find critical differences in phonics patterns.

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20
Q

What are the main disadvantages of decodable texts

A

They may lack natural flow and use words that incorporate phonics but are unusual or difficult

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21
Q

Helps foster fluency

A

reading a series of easy books

22
Q

Most helpful in learning the meaning of a new word

A

Hearing the word explained in context

23
Q

Must happen for vocabulary study to have an impact upon comprehension

A

Unfamiliar words must be identified, labeled and connected to backgrounds or relationships

24
Q

Words generally used in texts and class discussions and are often literate labels for common words

A

Tier 2 words (peered)

25
Q

Words that are content or technical words

A

Tier 3 words (refracted)

26
Q

Graphic organizer used to compare two subjects with similar traits

A

Venn Diagram

27
Q

Most effective approach for learning new words, requires little planning or effort

A

Wide reading and meeting words in context

28
Q

Morphemic analysis is primarily concerned with

A

Meaning.

29
Q

Meaningful parts of words

A

morphemes

30
Q

Last resort for word recognition

A

Dictionary usage

31
Q

Most important factor in comprehension

A

reader’s background knowledge about the topic of the selection

32
Q

Most effective organizational strategy for comprehension

A

summarizing

33
Q

Example of a preparational strategy

A

Activating prior knowledge

34
Q

Technique specially designed for students having difficulty with inferences

A

QAR

35
Q

Elaboration strategy that works with concrete ideas as students learn to picture concepts in their minds.

A

Imaging

36
Q

Reciprocal teaching includes

A

predicting, questioning, clarifying, summarizing

37
Q

Most children first learn how to develop a schema for stories through

A

listening to stories

38
Q

When is best to ask questions to help students activate schema and read with a purpose

A

before a selection is read

39
Q

Best technique for getting students to use context and read for meaning on a sentence-by-sentence basis

A

Cloze

40
Q

How is content area reading different from other kinds of reading

A

Students learn new concepts in a content are then then apply this knowledge

41
Q

Technique specifically designed to help teachers model comprehension processes

A

Think-aloud - teacher describes thoughts as they read.

42
Q

Most helpful tool for comprehension with struggling readers and ELL students

A

Gloss - explains technical terms and difficult concepts

43
Q

Most widely used study technique because it fosters understanding and long-term retention of material being read independently

A

SQR3 Allows readers to survey, question, read to answer the questions posed, recite and review.

44
Q

Reading designed to obtain information or learn how to perform a task.

A

Efferent reading

45
Q

Emphasizes the evocation of emotion, expression of feeling or personal response to a reading selection

A

Reader Response Theory

46
Q

Reading curriculum that provides the most direction for teachers

A

Basal/literature anthology.

47
Q

When writing individual language-experience stories, it is recommended that the teacher

A

write exactly what the child says, even if there is a grammatical error

48
Q

When revising, novice writers are generally most conscious of

A

Spelling and handwriting

49
Q

The Six Traits Plus approach focuses on _____ as its main element of writing

A

Ideas, content and information the the writing conveys.

50
Q

Students are grouped by level of reading proficiency

A

Guided reading

51
Q

A key characteristic of effective literacy programs is to know where the students are and what they are lacking, then make adjustments as needed, referred to as

A

Progress monitoring