Question: Once students decode well, which statement describes the relationship between vocabulary and reading comprehension?

Answer: Vocabulary is the best single predictor of reading comprehension.

Question: 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?

Answer: morphology

Question: The Hart and Risley study (1995) identified a "30-million-word" gap. This gap refers to:

Answer: the difference in the number of words heard by preschool children raised in high- and low-language family environments.

Question: Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students?

Answer: watching children's television programs

Question: To introduce a Tier 2 vocabulary word explicitly and systematically before reading, which of these strategies would be the least effective?

Answer: asking students to write the word 10 times until they can spell it

Question: 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?

Answer: 45211

Question: When a student is an accurate but slow reader, which of the following practices is most effective?

Answer: Focus instruction on foundational reading skills that address multiple aspects of language.

Question: In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers?

Answer: They may need to learn the meanings of the Tier 1 words in a passage.

Question: To select the best vocabulary words to teach before reading a text, the teacher should prioritize which types of words?

Answer: words that are central to understanding key meanings in the passage

Question: A primary-grade teacher who wants to implement research-based vocabulary instruction should try to emphasize:

Answer: word relationships, including antonyms, synonyms, categories, and semantic families.

Question: Good readers will stop and reread a portion of the text for clarification if they don't understand it. This behavior demonstrates:

Answer: cognitive flexibility and metacognition.

Question: When students read about a topic for which they already have well-developed background knowledge, they are more likely than uninformed students to:

Answer: acquire new knowledge faster from the text.

Question: A valuable first step before reading a text with a group of students is:

Answer: clearly stating the purpose for reading the text.

Question: Which of the following is the best description of the comprehension process as it relates to reading?

Answer: linking the surface code with ideas in the text base

Question: Which teaching strategy is most likely to help students construct a mental model of a texts meanings?

Answer: anticipating the takeaways and building background knowledge

Question: Standardized tests of reading comprehension have been shown by research to:

Answer: give varied results depending on the content and format.

Question: Which technique would be least relevant for teaching an informational passage about the difference between frogs and toads?

Answer: outlining the elements of story grammar

Question: Which of the following activities would help students identify cohesive ties in a text?

Answer: having students draw arrows between pronouns and their referents

Question: Which kind of text structure organization is suggested by the topic sentence, "Here are some easy steps for making pancakes"?

Answer: process (time sequence)

Question: Which of the following would be a good example to use while teaching students to identify compound sentences?

Answer: The rain came but the team played on.

Question: Which criterion best describes a high-quality text for use in read-alouds or comprehension instruction?

Answer: It is worth rereading for new meanings.

Question: When students are still learning foundational reading skills, the recommended division of instructional time between word work and language comprehension is:

Answer: about 30-40 minutes on word work during a 90-minute reading lesson.

Question: The research consensus on the teaching of comprehension strategies during reading instruction indicates that:

Answer: - after 1-2 lessons, strategies easily generalize to students' independent reading.- strategy instruction is more effective in grades 4 and up than in grades 1-3.(Not sure on this one, but it's between these two)

Question: During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings?

Answer: "What have we learned so far about the third pig?"

Question: One of the most important follow-up activities to deepen student understanding of and memory for the content of a specific text is:

Answer: retelling or summarizing the text, either orally or in writing.

Question: Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students:

Answer: typically make fewer, lower-quality inferences on their own.

Question: Which one of the following is not a key difference between narrative and informational text?

Answer: its appropriateness for classroom libraries in all grades

Question: Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by:

Answer: explicitly contrasting "home language" with "school language" in frequent, brief lessons.

Question: The most practical way for teachers to assess student progress in writing is to use:

Answer: all of the above.

Question: If an English Learner (EL) is confused about the meaning of a reading passage, a teacher might be more successful conveying the meaning by:

Answer: supplementing the language in the text with pictures, actions, and objects.

Question: During the editing phase of writing, a personal editing/proofreading checklist should contain:

Answer: a few specific reminders of skills the student has learned and practiced.

Question: Which of these techniques is least helpful for encouraging comprehension monitoring (e.g., students noticing and reacting when the text does not make sense to them)?

Answer: waiting until a reading is completed and then asking students to summarize

Question: Of the topic sentences below, which one would be most appropriate for writing an opinion?

Answer: This book about wolves is one of my favorites.

Question: About how many American students demonstrate "proficient" or "advanced" writing skills by grade 8, according the National Assessment of Educational Progress (2007)?

Answer: 33 percent

Question: Which would be the most essential step to take in preparing students to write a complete narrative?

Answer: Talk out ideas and make notes within a Story Framework.

Question: Writing is sometimes called the "quintessential mental juggling act" because:

Answer: it requires more cognitive, motor, and language skills than any other academic activity.

Question: Which of the following sentence-writing skills is the most challenging for students to learn?

Answer: - distinguishing among the four basic sentence types- writing complex sentences beginning with adverbial phrases*- combining two simple sentences into a compound sentence

Question: The act of transcribing words into print by hand or by keyboarding is part of which phase of the writing process?

Answer: translating

Question: The most important reason for systematically teaching and valuing good handwriting and spelling is that:

Answer: mastery and automaticity enable higher quality compositions.

Question: Which statement best describes the relationship between foundational writing skills (handwriting, spelling, punctuation, capitalization) and composition?

Answer: An equal emphasis on learning foundational skills and composition will work best for most students.