Chapter 14 Test Bank:
Facilitating Reading
Multiple Choice:
14.1 Reading instruction is most effective when teachers use:
a. whole language approach
b. basal reading
c. balanced approach
d. literature based approach
14.2 Two more recent movements in early reading instruction are:
a. basal reading and whole language approaches
b. phonological awareness and alphabetic principles
c. whole language and eclectic approach
d. phonemic language and basal reading programs
14.3 Prior knowledge is an important influence on:
a. the alphabet principle
b. comprehension and comprehension monitoring
c. reciprocal causation
d. decoding strategies
14.4 One consistent criticism of traditional reading programs is:
a. streamlined planning time
b. students with reading difficulties have few opportunities for reading that is meaningful
and purposeful
c. reading skills are not clearly outlined
d. instruction and assessment do not parallel reading skills
14.5 Phonological awareness refers to:
a. how speech relates to print
b. the ability to read quickly and smoothly
c. segmenting and blending sounds and patterns
d. the perception and retrieval process
14.6 Reciprocal causation refers to:
a. streamlined planning time
b. making meaning that is emphasized in text
c. working collaboratively to ensure reading and writing are genuine
d. a domino effect which adversely affects reading
14.7 A student with problems learning to read may find success in a print-rich classroom because:
a. it focuses on high-stakes testing
b. it is student and materials-centered
c. there is an emphasis on pre-packaged curricular materials
d. there are few opportunities for reading
14.8 Curriculum-Based Measurement measures students’ progress through:
a. frequent samplings from curriculum materials
b. materials-centered interventions
c. following the traditional basal program approach
d. standardized testing procedures
14.9 Reading instruction is NOT appropriate and intensive if:
a. readers’ instructional level and needs match the program
b. students are in ability-level grouping
c. reading instruction is whole-class
d. students work in pairs in peer tutoring formats
14.10 Students with reading difficulties are most likely to have problems with:
a. phonological awareness
b. syntactic awareness
c. whole language reading
d. eclectic reading programs
14.11 When Joseph reads aloud, his reading is disconnected and halting. He has to stop frequently to
decode simple words. He is having trouble with:
a. phonological awareness
b. syntactic awareness
c. fluency
d. semantic awareness
14.12 All of the following are skills involved in phonological awareness, EXCEPT:
a. rhyming
b. blending
c. fluency
d. segmentation
14.13 The alphabetic principle refers to:
a. understanding phoneme position in a word
b. understanding the sequence of letters in written words represents the sequence of sounds
in spoken words
c. understanding word order and context to support the word meaning
d. understanding the guidelines for teaching sight words
14.14 Letter-sound correspondence is instrumental when learning how to:
a. automatically recognize sight words
b. decode and spell unknown words
c. improve comprehension of high-frequency words
d. improve vocalization skills
14.15 Phonemic pairs is a strategy that helps students learn how to read and spell words. It involves:
a. pairs of students analyzing words for alliteration, rhyme, segmentation, and blending
b. repeated readings to develop fluency
c. the structural analysis of root words, prefixes, and suffixes
d. developing reading fluency
14.16 Phonemic Analysis builds on:
a. pairs of students to analyze words
b. sensitivity to common spelling patterns
c. the alphabet principle
d. previous reading comprehension strategies
14.17 The DISSECTstrategy is a reading strategy for more advanced readers that involves:
a. using pairs of students to analyze words for alliteration, rhyme, segmentation, and
blending
b. developing students phonological awareness and sensitivity to common spelling patterns
c. developing reading comprehension
d. structural analysis of root works, prefixes, and suffixes
14.18 Sight Word Association Procedures (SWAP) is Bradley’s (1975) method of helping students
recognize words on sight using:
a. words on flash cards with repetitive recall activities
b. comprehension strategies before, during, and after reading
c. pairs of students to analyze words for alliteration, rhyme, segmentation, and blending
d. structural analysis of root words, prefixes, and suffixes
14.19 Robert has adequate decoding skills but difficulty understanding what he reads. Robert needs:
a. comprehension strategies to use before, during, and after reading
b. to develop phonological awareness
c. reciprocal causation
d. more systematic phonics instruction
14.20 All of the following are strategies that aid in reading fluency, EXCEPT:
a. reading aloud
b. previewing the book
c. cross-age tutoring
d. reciprocal causation
14.21 Marina stumbles over words when she is reading. She stops to figure out words that she has
figured out many times before. At this point in her reading development, she would benefit most
from:
a. repeated readings
b. K-W-L strategy
c. story retellings
d. summarization strategy
14.22 Alberto is unable to remember simple words that he has seen many times. At this stage in his
reading development, he would benefit from:
a. story retellings
b. summarization strategy
c. SWAP
d. K-W-L strategy
14.23 Cassandra has difficulties with phonological awareness and word recognition. All of the
following will help improve her phonological awareness most directly EXCEPT:
a. phonemic pairs
b. making words
c. word wall
d. K-W-L strategy
14.24 Michael has had difficulty reading throughout his school career. He is presently in the fifth grade
and has never been identified to receive special services to aid him with his reading. Using the
RTI model where should his teacher begin so Michael can receive the help he needs in reading?
a. Tier I
b. Tier II
c. Tier III
d. Tier IV
14.25 As a teacher involved in the RTI process as it relates to reading instruction screening, assessment
and progress monitoring will be critical to aid in making decisions about the students
involved in the process. When choosing a test to use for these assessments which of the
following is one of the critical aspects of assessment you should consider?
a. the purpose for your involvement in the test
b. the specific information needed about the student’s reading
c. how long the test will take to administer
d. what other teachers have to say about the student’s reading
Fill-in-the-Blank Questions:
14.26 As the reading teacher in your school you have been asked to in-service other teachers in your
school about comprehension strategies. The four comprehension strategies you would discuss
that actively engage readers would be _____________________, _____________________,
____________________, and _____________________.
14.27 Learning to read for children can be influenced by many factors. When the child is having
difficulty reading because there are interrelated reasons that have influenced his or her success in
learning how to read we refer to this as ________________________.
14.28 As a teacher you will be required to provide an effective reading program to all your students. In
order to provide an effective reading program you would need to include four features mentioned
in your text. Name two of those features:
a. _____________________________________
b. _____________________________________
14.29 Understanding the ability levels of your students is an important aspect in the teaching of
reading. Knowing this, as the teacher you will perform various assessments to discern students’
present levels of performance. If you are using an assessment that tells you specific information
on how a student is performing on a specific content area you are using
_______________________. Also, if you use assessments that will help you determine how the
student’s performance compares with other students of the same age or grade you are using
_________________________.
14.30 In _________________________________ the students are asked to read lists of words or
passages leveled by grade and then are asked to retell or answer comprehension questions about
the passage read.
14.31 Teaching reading would not be done effectively if the teacher did not include phonological
awareness skills. If you were teaching phonological awareness skills you would include the five
skills ____________________, ____________________, ____________________,
____________________, and ____________________.
14.32 A skill every student should know is how to decode words. As the teacher of early elementary
students you spend considerable time helping students learn to decode words. Knowing this, the
second strategy called ____________________ has the student using common spelling patterns
to decode words by blending.
14.33 As a teacher of reading or any teacher where reading is needed for students to be successful there
are several concepts teachers can use to support students reading. List and describe the concepts
a teacher should use to support reading in his or her classroom.
14.34 Describe Bos and Vaughn’s (1994) five concepts that describe reading as a process. For each of
the five concepts, explain some of the difficulties a students with reading problems may have in
the classroom.
14.35 Some strategies for helping students develop phonological awareness and word recognition
include: Phonemic Pairs, Making Words, Sight Words, Word Wall, and SWAP. Choose three
strategies and explain how you would use them to help students with difficulties in phonological
awareness and word recognition. Describe the type of student whom you would use each
strategy.
14.36 One of the strategies you may choose to use with your students is the DISSECT Strategy. First
describe the strategy and include the type and level of student you would use the strategy with in
your classroom. Second, describe how you would introduce the process to students. Finally,
identify three difficulties students may have while trying to use the strategy.
14.37 Ana has a reading disability and demonstrates difficulties with fluency when she reads. Describe
how you would use Repeated Reading to help Ana improve her reading fluency. Also, how
would you instruct Ana’s parents to use Repeated Readings with Ana at home?
14.38 There are several strategies that you could use with peers in your classroom to help improve
reading instruction. One of these strategies is Classwide Peer Tutoring (CWPT). First, explain
how CWPT can be arranged in the classroom. Second, provide three reasons you think CWPT is
particularly helpful for students with reading disabilities.
14.39 In your classroom you have a student named Kyle who is very outgoing and well liked by the
teacher and his peers. However, Kyle is demonstrating a lack of reading comprehension after
reading a passage for his books. List and describe two strategies you as Kyle’s teacher could use
to help him develop his reading comprehension skills.
14.40 In the teaching of reading there are many strategies you can employ as the teacher. One that
seems to be very beneficial to students is the K-W-L Strategy. Describe the use of the K-W-L
Strategy and why it is effective in a classroom that includes students with diverse backgrounds
and/or learning disabilities.
CHAPTER 14
