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Q:
"Before reading" activities that include helping students determine what they know already and deciding what they want to learn are part of which strategy?
A) POSSE
B) K-W-L
C) KU-CRL
D) Maze strategy
Q:
Describe the difference between positive and negative reinforcement. Give an example of each.
Q:
Activating background knowledge, preteaching critical vocabulary, generating questions, and finding the main ideas are all considered:
A) Fluency strategies.
B) Decoding strategies.
C) Comprehension strategies.
D) Before reading strategies.
Q:
What principles must be applied in order to maintain or increase behavior?
Q:
Which of the following categories of comprehension refers to information that is not stated in the text, and where readers have to active and use their background knowledge to obtain the information?
A) Textually explicit
B) Textually implicit
C) Scriptually explicit
D) Scriptually implicit
Q:
All of the following choices are examples of instructional features that incorporate executive functioning EXCEPT:
A) Activating prior knowledge
B) Relating new learning to existing schemas
C) Teaching and monitoring the use of metacognitive strategies
D) Decreasing undesirable behavior through consequences
Q:
After reading Where the Wild Things Are, Mrs. Lillman asked her students what they thought the boy would dream about next. What type of information will the students need to answer this question?
A) Textually explicit
B) Textually implicit
C) Scripted
D) Scriptually implicit
Q:
All of the following are general implications for teaching students to use executive functioning EXCEPT:
A) Provide cues to students so that they can be guided to the relevant tasks or salient features of the task
B) Discourage the activation of schemas
C) Have students study the critical feature differences between stimuli when trying to perceive differences
D) Have the students use the context to aid in perception
Q:
Critical reading involves all of the following skills EXCEPT:
A) Drawing logical conclusions
B) Verifying factual statements
C) Distinguishing between facts and opinions
D) Ignoring the author's purpose and focusing only on the text
Q:
Which of the following choices is NOT a key practice for scaffolding instruction?
A) Initially provide more teacher support and then fade support as a student's proficiency increases.
B) Avoid using questions to guide instruction and feedback.
C) Increase transfer of independent learning.
D) Use diagnostic strategies to inform instruction.
Q:
Charlie reads rapidly and without pause. When he comes to the end of the sentence, he often does not use appropriate intonation to signify punctuation. After he finishes reading, he is unable to answer comprehension questions about what he has just read. What interferes most with Charlie's comprehension?
A) Charlie has poor decoding skills.
B) Charlie has poor sight word recognition skills.
C) Charlie has poor comprehension monitoring skills.
D) Charlie is not a fluent reader.
Q:
Which of the following choices is NOT a component of metacognition?
A) An awareness of what skills, strategies, and resources are needed to perform a cognitive task
B) The ability to use self-regulatory strategies to monitor the thinking processes
C) The ability to undertake fix-up strategies when processing is not going smoothly
D) An awareness of your own behavior and which reinforcers works and do not work
Q:
Miss Schultz reads the first page of a story to her kindergarten class: "Henry put on his mittens, scarf, and wool sweater. He would have to wear his boots today." She then asks hers class, "What do you think the weather is like in this story?" To answer this question, the children need to do all of the following choices EXCEPT:
A) Use implicit information.
B) Use their background knowledge.
C) Use their ability to form inferences.
D) Use explicit information.
Q:
Which of the following is NOT a decision we as learners control within the learning process?
A) Which stimuli to attend to
B) How long information can be stored in our long-term memory
C) Whether to rely more on feature analysis or context and prior knowledge
D) What is an effective and efficient way to store information for later retrieval
Q:
When information can be derived directly from the text, it is referred to as:
A) Inferential.
B) Textually implicit.
C) Textually explicit.
D) Reading between the lines.
Q:
Which of the following is NOT a specific process in the information-processing system?
A) Attention
B) Working memory
C) Long-term memory
D) Executive functioning
Q:
Which of the following is used as a "before reading" activity?
A) Activate relevant background knowledge
B) Summarize the text
C) Interpret nonliteral information
D) Monitor comprehension
Q:
Mr. Cilenti is teaching his first graders how to tell better stories. His class creates stories together as the students engage in interactive dialogue. Mr. Cilenti takes into account each student's suggestion and helps the class come to a consensus about the formation of the plot and characters. As they discuss the outline of the story, Mr. Cilenti takes notes on the overhead projector. Which approach to learning and teaching is most reflected in this method of instruction?
A) Applied behavioral analysis
B) Cognitive strategy instruction
C) Social learning and interactive dialog
D) Information-processing theory
Q:
Lupe is an eighth grader who has just moved to Boston from Nicaragua. Her class is learning about the 13 colonies. Lupe is a good reader in Spanish and knows English well enough to converse with her friends, but she struggles to comprehend the concepts in the social studies text. She is more comfortable reading the science text because the topics were covered in her science class the year before. The main reason for Lupe's difficulty with the social studies is text most likely:
A) Her decoding skills.
B) Her fluency skills.
C) Her background knowledge.
D) Her sight word recognition skills.
Q:
Which of the following is NOT an instructional implication of social learning?
A) Instruction is designed to facilitate cooperation and mutual respect among students.
B) Learning and teaching should be embedded in meaningful and socially relevant activities.
C) Instruction should provide opportunities for mediated learning.
D) Students' sociocultural backgrounds should have no impact on learning.
Q:
Which of the following statements about comprehension is NOT true?
A) Reading comprehension is the process of construction meaning by integrating the information provided by an author with a reader's own background knowledge.
B) It consists of three elements: the reader, the text, and the purpose for reading.
C) It involves complex cognitive skills and strategies with which the reader interacts with the text to construct meaning.
D) Reading comprehension is unaffected by low oral language skills.
Q:
The following are benefits of productive teacher and student-led conversations:
A) Student "talk-time"
B) Open-ended questions
C) Higher-level thinking
D) Removal of undesirable behaviors
Q:
What is the essence of reading and the ultimate goal of reading instruction?
A) Fluency
B) Decoding
C) Word identification
D) Comprehension
Q:
Another concept of the social learning relates to the role of the teacher or expert, who encourages learners by providing temporary and adjustable support as they develop new skills, strategies, and knowledge. This is referred to as:
A) Scaffolded instruction.
B) Reciprocal teaching.
C) Executive functioning
D) Retrieval
Q:
Which of the following strategies involves matching higher readers with less able readers to practice rereading text and asking and answering questions about text meaning?
A) Peer-supported reading
B) Buddy reading
C) Readers' theater
D) DIBELS
Q:
A technique designed to foster comprehension and comprehension monitoring, where the teacher and students take turns leading dialogues that focus on their knowledge of the information they are studying is called:
A) Scaffolding.
B) Observation.
C) Retrieval.
D) Reciprocal teaching.
Q:
Which of the following choices is the most difficult aspect of reading to assess?
A) Reading comprehension
B) Fluency
C) Phonics
D) Phonological awareness
Q:
Which of the following statements about social learning and interactive dialog is NOT true?
A) Learning is a social event.
B) Teachers perform no form of modeling.
C) Teachers and students discuss what they are learning.
D) Teachers and students discuss how they are going about learning.
Q:
Which strategy has students reading texts to younger students?
A) Classwide peer tutoring
B) Readers' theater
C) Prereading plan
D) Buddy reading
Q:
Teacher- and student-led discussions benefit from all EXCEPT which of the following choices?
A) Students occupy the "talk-time" for extended periods of time.
B) Teachers ask authentic questions that are linked to the text.
C) Teachers promote discussions that highlight a more analytic approach.
D) Students have no say in the discussion topic.
Q:
All of the following techniques have been identified as effective for increasing reading fluency for struggling readers EXCEPT:
A) Repeated reading of a text.
B) Reading aloud to model fluent reading while students read along.
C) Choral repeated reading.
D) Summarizing.
Q:
All of the following choices are general guidelines to consider for actively engaging students in learning EXCEPT:
A) Work with students to develop strategy steps that they can and will use
B) Teach prerequisite skills
C) Give vague feedback instead of explicit
D) Teach strategy generalization
Q:
What level of text should be used for repeated reading?
A) The level at which the student has 50 percent word recognition
B) Any level as long as it engages the student
C) Independent to instructional level
D) A level within the zone of proximal development
Q:
All of the following choices are true about the strategy of verbalization EXCEPT:
A) It is a common feature of cognitive strategy instruction.
B) Covert verbalization is used before overt verbalization.
C) Verbalization can be used as a form of self-monitoring.
D) Students can be more active participants in their learning using verbalization.
Q:
How long should fluency practice sessions generally be?A) 5 - 10 minutesB) 10 - 15 minutesC) 15 - 20 minutesD) At least 25 minutes
Q:
Mr. Chan teaches the students in his sixth-grade language arts class to edit by demonstrating how he edits a paragraph that he has written. He reads a paragraph out loud and stops after every sentence to ask himself if the sentence makes sense. He tells the students that he is looking for spelling and grammatical errors. Lastly, he explains that he skims the paragraph backwards to make sure that there are no mistakes that he has missed. Which strategy is Mr. Chan using to teach his students editing?
A) Guided instruction
B) Shaping
C) The Premack Principle
D) Modeling
Q:
Mr. Sampson reads a story aloud to his kindergarten students for 20 minutes each day. Which of the following is NOT a reason for this activity?
A) He wants to provide a model of fluent reading.
B) He wants to provide opportunities for discussions concerning the content of the book.
C) He wants to provide students with an opportunity to apply the word recognition strategies that they have been learning.
D) He wants students to be exposed to books that they otherwise might not encounter.
Q:
Students are taught a strategy to try to decipher unfamiliar words that they read. Their teacher gives them a list of questions to help them figure out new words. The questions include: "Does the word have any parts that I recognize?" "Is the word a noun or a verb?" "Are their clues in the sentence to help me understand the word?" Their teacher does all EXCEPT which of the following choices?
A) Uses cognitive strategy instruction
B) Teaches her students reflective thinking
C) Teaches her students self-regulation
D) Uses positive reinforcement
Q:
Which of the following fluency measures has leveled reading passages for assessing fluency for kindergarten through sixth grade?
A) DIBELS
B) TOSWRF
C) DISSECT
D) GRASP
Q:
Students who have difficulty maintaining appropriate behavior can be helped through:
A) Peer monitoring and support.
B) Group contingencies.
C) Verbalization.
D) Modeling.
Q:
Johnny is a second grader who continues to sound out many words when he reads and who reads very slowly. He uses so much effort in identifying the words that he frequently misses the main points of the story. He concentrates his effort on unlocking the word rather than on reading the word automatically. Johnny's main barrier to comprehension is his:
A) Background knowledge
B) Fluency
C) Self-monitoring skills
D) Vocabulary knowledge
Q:
All of the following are directly associated with cognitive strategy instruction EXCEPT:
A) Cognitive modeling.
B) Strategy steps.
C) Positive reinforcement.
D) Verbalization.
Q:
Which of the following choices refers to the quick, effortless, and accurate reading of words?
A) Automaticity
B) Fluency
C) WCPM
D) Accuracy
Q:
For the teacher, the first stage of cognitive strategy instruction is:
A) Covert verbalization.
B) Identification of the steps of a task.
C) Overt verbalization.
D) Self-talk.
Q:
Sheila is a second grader who read 60 words during a one-minute sample and made 7 errors. What is her WCPM?
A) 60
B) 67
C) 53
D) 46
Q:
When a target behavior transfers across settings, persons, and materials, which stage of learning has been completed?
A) Maintenance
B) Entry
C) Acquisition
D) Generalization
Q:
Tony is a second grader and has just read two passages for progress monitoring fluency. He read 75 words on the first passage and made five errors. He read 87 words on the second passage and made seven errors. What is fluency score for these two passages?
A) 70
B) 75
C) 80
D) 85
Q:
Students go through the following stages in which order as they acquire proficiency in learning?
A) Entry, acquisition, proficiency, maintenance, generalization, application
B) Entry, maintenance, acquisition, application, generalization, proficiency
C) Entry, application, maintenance, proficiency, generalization, acquisition
D) Acquisition, entry, application, generalization, maintenance, proficiency
E) Acquisition, entry, generalization, proficiency, maintenance, application
Q:
Within the Common Core State Standards pertaining to fluency and comprehension, there are four strands weaved in throughout. Which of the following choices is NOT one of them?
A) Key ideas and details
B) Craft and structure
C) Self-monitoring ability
D) Range of reading and level of text
Q:
All of the following are true about time-outs EXCEPT:
A) It involves removing a student from the opportunity to receive any reinforcement.
B) It is frequently used inappropriately.
C) Secluded time-out areas or contingent restraints have legal implications.
D) The environment the student is leaving should not be reinforcing.
Q:
According to the Common Core State Standards, by fourth grade, what percentage of student reading should be expository or informational text?
A) 10%
B) 25%
C) 50%
D) 75%
Q:
Which of the following choices is a procedure in which a specified amount of a reinforcer is removed after each occurrence of the target behavior?
A) Response cost
B) Contingency plan
C) Group contingencies
D) Negative reinforcement
Q:
Fluency is most frequently measured by the:
A) Number of words read correctly per minute (WCPM).
B) Mean length of utterance (MLU).
C) Type token ratio (TTR).
D) Number of complex sentences.
Q:
Mr. Nicoletti has made a written agreement with one student in his class who has difficulty with reading. If the student completes additional reading homework three days a week with his parents, the student can get an hour extra of computer time every Friday. They each agree on the terms of the agreement and sign a written form. This is an example of:
A) A contingency contract.
B) Extinction.
C) A secondary reinforcement.
D) A group contingency.
Q:
Which of the following choices correctly lists the components of reading fluency?
A) Rate of reading, comprehension, and accuracy of word reading.
B) Rate of reading, rhythm, and pitch.
C) Rate of reading, accuracy of word reading, and prosody.
D) Accuracy of word reading, phonological awareness, and phonics.
Q:
Sheila frequently laughs out loud at inappropriate times during class discussion. She likes the reaction of her students and her teacher when they look at her and scold her to be quiet. Her teacher ignores these outbursts and also advises the students to ignore those who interrupt discussion. To eliminate Sheila's behavior, her teacher is using:
A) Extinction.
B) Peer confrontation.
C) Peer interaction.
D) Punishment.
Q:
What is multisensory structured language instruction? Describe its main features.
Q:
Nicole enjoys math but hates reading. Her teacher tells her that she can do her math problems only after she finishes her reading assignment. This example illustrates the use of:
A) Negative reinforcement.
B) The Premack Principle.
C) Secondary reinforcement.
D) Group contingencies.
Q:
What are some key features of explicit code instruction? Describe why these features are important for children with reading disabilities.
Q:
Mr. Galuska wants his first-grade student to add numbers quickly and automatically. However, the student can only add numbers when using fingers or manipulatives. Using concepts of applied behavior analysis, what must Mr. Galuska do?
A) Use a positive reinforcer to encourage the student to try harder.
B) Use shaping and reinforce responses that more closely approximate the target.
C) Use punishment when the student uses manipulatives.
D) Use an antecedent to encourage correct adding behavior.
Q:
Why is it important to teach a student a variety of strategies to use when decoding?
Q:
According to Axelrod (1998), group contingencies include which of the following steps?
A) Extinguish the behavior.
B) Let only one member of the group know they are behaving appropriately.
C) Select only one behavior to change.
D) Reinforce and shape all behaviors.
Q:
Sheila is in first grade and is behind her peers in her decoding ability. When she reads words, she often gets stuck on an individual letters and looks to her teacher for help. Describe how her teacher can assist her within the RTI model of instruction.
Q:
Mr. Ketten's class has 10 minutes of silent reading each day. For each minute that the whole class is silent during this reading period, Mr. Ketten adds 1 minute to their recess time. This practice is best described by which of the following choices?
A) Group contingencies
B) Negative reinforcement
C) Primary reinforcement
D) Secondary reinforcement
Q:
What are the two overarching concepts that guide reading instruction and how do they relate to each other?
Q:
Louis loves working on the computer and is given extra computer time if he finishes all of his math problems during math class. During his computer time, another child, Brent, often uses the computer next to him. Louis becomes friends with Brent and they enjoy working together. For Louis, social time with Brent becomes:
A) An antecedent.
B) A secondary reinforcer.
C) A primary reinforcer.
D) A negative reinforcer.
Q:
"Consonant Bingo" is a game in which the teacher calls out a sound and the students mark on the pictures that begin with the same sound. This game can give children practice with which of the following skills?
A) Decoding
B) Site word recognition
C) Alphabet recognition
D) Phonemic awareness
Q:
Which of the following choices is a previously neutral behavior that is paired with a reinforcer and therefore takes on reinforcing properties of its own?
A) An antecedent
B) A negative reinforcer
C) A positive reinforcer
D) A secondary reinforcer
Q:
"Sight Word Bingo" is a game that can give children practice with which of the following skills?
A) Fluency
B) Phonics
C) Recognition of high frequency words
D) Phonological awareness
Q:
Mr. Hanson tells his class that if they work hard during math time and finish all of their problems, they do not have to have math homework for that day. To increase their on-task behavior during math, Mr. Hanson is using:
A) Extinction.
B) A secondary reinforcement.
C) An antecedent.
D) A negative reinforcement.
Q:
The Fernald (VAKT) method uses which type of approach?
A) Explicit code instruction
B) Multisensory approach
C) Onset-rime and word families approach
D) Implicit code instruction
Q:
A teacher scowls at a student until the student works. After the teacher stops scowling, the student continues to work successfully. Within the applied behavioral analysis framework, the removal of the scowl is considered:
A) Positive reinforcement.
B) Negative reinforcement.
C) Punishment.
D) Secondary reinforcement.
Q:
Which of the following statements is NOT one of the objectives of a modified language experience approach?
A) To teach the concept that text and talk are two separate entities
B) To teach the metalinguistic skills of sentence and word segmentation
C) To teach left-to-right progression
D) To teach use of semantic and syntactic clues
Q:
Brenda struggles with reading and dislikes language arts. During language arts, she frequently pokes the student in the seat next to her with her pencil and often gets up and wanders around the room. Her teacher puts her in time-out. Brenda likes to sit by herself and stare at the picture of the wall during time-out. Time-out is not effective for Brenda because it:
A) Positively reinforces her undesirable behavior.
B) Negatively reinforces her undesirable behavior.
C) Negatively reinforces her good behavior.
D) Punishes her good behavior.
Q:
Mrs. Janik uses an approach that facilitates the transfer from oral language to written language by capitalizing on her students' linguistic, cognitive, social, and cultural knowledge and abilities. Which method is Mrs. Janik using to teach reading?
A) SWAP
B) The modified language experience approach
C) The linguistic approach
D) The Reading Mastery Program
Q:
Interviewing a student about the things that he/she likes and that would be reinforcing to them:
A) Is an example of a secondary reinforcer.
B) Helps a teacher decide which reinforcer to use.
C) Is a negative reinforcement.
D) Removes the stimulus.
Q:
Which of the following statements is NOT a feature of explicit code instruction?
A) Teaches letter-sound correspondences, but avoids phonological awareness, the alphabetic principle, and the use of phonic analysis to decode words.
B) Systematic instruction of letter-sound correspondences and teaching students to blend to sounds to make words and segment sounds to spell words.
C) Scaffolded instruction so that modeling, guidance, and positive and corrective feedback are integral features of instruction.
D) Multiple opportunities for practice and review in various contexts
Q:
Bobby has ADD and follows a schedule that lists all of the tasks that he needs to do during class time. If he completes the tasks, he gets five extra minutes on the computer at the end of the day. Using the computer is his favorite activity. Which of the following is used to increase Bobby's on-task behavior?
A) Negative reinforcement
B) Shaping
C) Extinction
D) Positive reinforcement
Q:
A book from a program has the following text; the pictures of the book reflect the meaning of the sentence. "I ate a cookie." "I ate a banana." "I ate a hamburger." This text structure most closely reflects which type of instructional approach?
A) Explicit code instruction programs
B) Multisensory structured language programs
C) Onset-rime and word families
D) Implicit code instruction programs
Q:
The following strategies may be used as antecedents to influence the frequency of desirable and undesirable behaviors EXCEPT:
A) Manipulating instructional content
B) Providing a limited number of classroom rules
C) Arranging the room in specific ways
D) Providing negative reinforcement