SEIP 431 Final

Question 1

What factors should be taken into consideration when designing a sequence for introducing prefixes and suffixes?

Answer 1

The relative similarity of the prefixes or suffixes and the number of primary level words in which each prefix or suffix appears.

Question 2

What types of words will always be considered irregular words?

Answer 2

-Words containing a letter combination that lacks consistency in representing a particular sound
-Words containing common letters or letter combinations not representing their respective, most common sounds
-Words containing a letter combination that will not be taught to the students because of the low frequency of their appearance in words.

Question 3

Why are y-derivatives tricky?

Answer 3

Y-derivatives can be difficult because they can produce a variety of sounds.

Question 4

What factors determine the difficulty of irregular words during intermediate reading?

Answer 4

-The difference between how the word is sounded out and how it is actually pronounced
-Whether or not the unknown word is included in students’ speaking vocabulary
-Students’ familiarity with the word

Question 5

Why are students NOT taught the suffix -ed in isolation?

Answer 5

Because the -ed suffix represents three different sounds.

Question 6

When it is appropriate to encourage children to use context clues to decode a word?

Answer 6

When students,read words, they can apply their knowledge of the most common sounds for individual letters, sound combinations, and common prefixes and suffixes.

Question 7

What is the most important factor in determining when a new letter combination should be taught?

Answer 7

When the student is able to read words containing letter combinations introduced to date with no errors.

Question 8

What is a letter combination?

Answer 8

A group of consecutive letters that predictably represent a new sound.

Question 9

What is the VCe pattern?

Answer 9

A word pattern in which a single vowel is followed by a consonant which is in turn followed by a final e.

Question 10

When teaching intermediate-level readers and preparing students for upcoming passage reading, how can teachers determine which irregular words to teach and which to delay?

Answer 10

The teacher should select irregular words from the passage that are highly useful and likely to appear in upcoming passages.

Question 11

What sound does the letter y represent?

Answer 11

-at the end of multi-syllabic words, y represents the long e sound
-y at the beginning of a syllable represents just the y sound, as in yes
-at the end of one-syllable words, y represents the long i sound

Question 12

Structural analysis is most closely associated with which term?

Answer 12

morphemic analysis

Question 13

What do students need to know before they learn to read VCe words?

Answer 13

-The names of the vowel letters
-How to read CVC, CVCC, and CCVC pattern words
-The most common letter-sound correspondences for all of the vowels

Question 14

The letters c and g consistently represent their minor sounds when…

Answer 14

-They are followed by the vowels e or i
-c is followed by y with y acting as a vowel
-g is followed by y, with y acting as a vowel

Question 15

When should similar letter combinations NOT be separated?

Answer 15

When they make the same sound

Question 16

What factors determine the order in which letter combinations are introduced?

Answer 16

The number of primary-grade words in which the letter combination appears and the similarity of letter combinations to each other.

Question 17

What is the easiest VCe derivative for students to learn?

Answer 17

A VCe derivative formed by adding an s to the end of a word.

Question 18

Accuracy refers to…

Answer 18

The student’s ability to read without making errors.

Question 19

What is Modeling?

Answer 19

When verbal explanations of a new word would need to include words students do not understand.

Question 20

What is a synonym?

Answer 20

When students know a word that can be used to explain a new word.

Question 21

What is a definition?

Answer 21

When students have adequate language to understand a longer explanation of the specific complex concept.

Question 22

Fluency refers to…

Answer 22

The ability to read text quickly and accurately with expression.

Question 23

Automaticity refers to…

Answer 23

Fast, effortless recognition of words in isolation or in lists.

Question 24

What is the purpose of including minimally different pairs of examples in a vocabulary presentation?

Answer 24

To focus student attention on the characteristics that determine whether or not an example is positive.

Question 25

Why is it necessary to provide a wide range of examples when teaching vocabulary?

Answer 25

-To clearly define parameters of ‘what it is’ by highlighting critical attributes
-To rule out the possibility of students creating overly narrow understanding of intended concept
-To promote generalization

Question 26

What factors should be considered when selecting vocabulary words to teach in-depth within intermediate reading…

Answer 26

-The more likely it is for a student to encounter a word in the future, the more important it is to teach that word.
-Teach the meaning of the most important words first.
-Teach important words critical to understanding a story.

Question 27

In the format for teaching fluency, students read a story three times. What is emphasized during the first reading?

Answer 27

Focus on accuracy

Question 28

In the format for teaching fluency, students read a story three times. What is emphasized during the second reading?

Answer 28

Focus on comprehension and accuracy

Question 29

In the format for teaching fluency, students read a story three times. What is emphasized during the third reading?

Answer 29

Focus on fluency

Question 30

Morphemic analysis has limited usefulness in helping students figure out new words because…

Answer 30

-Many morphemes have dual meanings.
-Students encounter difficulty in translating individual morphemes into a functional definition.
-Students often cannot determine the morphemes that have been combined to make up a word.

Question 31

At a minimum, what should teachers keep track of during oral reading?

Answer 31

The number of errors and words that are missed.

Question 32

Over-reliance on context is related to…

Answer 32

-Students reading at a very slow rate.
-Students saying a word that makes sense in the context but is not consistent with the spelling of the word.
-Students misidentifying words in passages that they are able to read correctly in isolation.

Question 33

Beck and colleagues identified three levels of word knowledge. What is the definition of unknown?

Answer 33

The meaning of the word is completely unfamiliar.

Question 34

Beck and colleagues identified three levels of word knowledge. What is the definition of acquired?

Answer 34

The basic meaning of the word is recognized after some thought.

Question 35

Beck and colleagues identified three levels of word knowledge. What is the definition of established?

Answer 35

The meaning of the word is easily, rapidly, and automatically recognized.

Question 36

What behaviors should be rewarded during passage reading?

Answer 36

-A student knowing their place when called on to read.
-Accuracy during oral reading.
-Making frequent self-corrections while reading.

Question 37

What is the function of negative examples?

Answer 37

To rule out incorrect generalizations.

Question 38

What is an appropriate criteria for oral reading?

Answer 38

-97% correct, or not more than 3 errors per 100 words.

Question 39

For instructionally naive kindergartners, which attributes are associated with vocabulary development?

Answer 39

-They are easily confused by unclear demonstrations.
-They have difficulty repeating statements of more than 4 or 5 words.
-They do not know many common words.

Question 40

Literal comprehension questions…

Answer 40

Should be asked during the second reading of a story only, and accuracy should be the focus of the first reading.

Question 41

Direct instruction, concept maps, and semantic feature analysis are three methods to teach:

Answer 41

Vocabulary

Question 42

What are the reasons why teaching statement repetition is important during beginning reading instruction?

Answer 42

-In the later stages, children will have difficulty applying a rule to content if they cannot remember the entire rule.
-In the beginning stage, a teacher will find it difficult to teach children to answer questions with a sentence if the child is not able to repeat a sentence a teacher models.
-In the later grades, children are more likely to have difficulty in assignments in which they have to work with longer statements that have to be precisely said.

Question 43

What ways do we address vocabulary instruction in content area reading?

Answer 43

-Provide direct instruction using synonyms or definitions.
-Guide students to use context clues.
-Guide students to use resources within the text, such as a glossary.

Question 44

According to the textbook, what are necessary components for teaching comprehension in early reading programs?

Answer 44

• Explicitly and systematically teaching foundational language skills that are prerequisites for comprehension.
  -Providing comprehension instruction related to stories the teacher reads orally to students.
  -Teaching comprehension related to the text that students read.

Question 45

Retelling includes what important comprehension-based skill?

Answer 45

Summarizing

Question 46

What is an organizational component in content-area reading that may be challenging for students who have limited experience with reading nonfiction?

Answer 46

Interruptions in text due to graphics, headings/subheadings, definitions etc.

Question 47

What is the correct sequence for teaching questioning words?

Answer 47

Who and what, where, when, how and why

Question 48

Factors affecting the difficulty students may encounter when answering literal comprehension questions based in a passage include…

Answer 48

-Question order
-Response complexity
-Passage length

Question 49

When is a story grammar used to assist students with comprehension?

Answer 49

-When reading fiction

Question 50

What can teachers do to keep student engagement when asking comprehension questions with one correct answer to the whole class?

Answer 50

-Ask a question and provide wait time before calling on a student to answer.
-Call on all students throughout the questioning time in an unpredictable order.
-Occasionally call on the same student two times in a row or shortly after calling on them.

Question 51

Why does the use of pronouns increase the difficulty of literal comprehension items?

Answer 51

-Pronoun use is contingent upon the syntactical intent of the sentence.
-Pronouns are difficult to decode because they are visually and auditorily similar.
-The student must identify the antecedent before they can answer the item.

Question 52

What are essential goals of content area reading instruction?

Answer 52

-To help students develop the skills to read nonfiction independently.
-To promote mastery of important information from the text.
-To help students gain transferable skills in reading instruction.

Question 53

Story grammar involves…

Answer 53

Identify common elements across stories, such as setting, problem, problem resolution, and impact of the events on the character, and use these elements to guide comprehension.

Question 54

Below is a passage from Harry the Dirt Dog By Gene Zion. “Harry was a white dog with black spots who liked everything except…getting a bath. So one day, when he heard the water running in the tub, he took the scrubbing brush and buried it in the backyard.” A question assessing a student’s literal comprehension of this passage is?

Answer 54

Where did Harry bury the scrubbing brush?

Question 55

What factors might contribute to difficulty with comprehension?

Answer 55

-Missing background/critical vocabulary knowledge
-Word attack and fluency skills
-Difficulty recalling what was read

Question 56

Before reading a story, a teacher should preview the story to determine what two major things?

Answer 56

Vocabulary or background knowledge that children are likely not to know but that is critical to their understanding of the story.

Question 57

Guided reading, reciprocal teaching, partner reading, and using learning strategies are methods to build comprehension at which point in the reading process?

Answer 57

During reading

Question 58

Determining the author’s conclusion, determining what evidence was presented, determining the trustworthiness of the author, and identifying faulty arguments are all:

Answer 58

Steps in critical reading of nonfiction

Question 59

To best support students when answering literal comprehension questions, the questions should be ordered…

Answer 59

So that they parallel the sequence of events in the passage

Question 60

Which of these are important in creating questions for written assignments about content area reading?

Answer 60

-Questions should address major concepts in the reading rather than less important details.
-Questions should include both literal and inferential items.
-Questions should go beyond yes/no responses.