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Today's teacher preparation and education program focuses on
practices for youth who are striving readers.
Answer:
The various factors inherent in acts of meaning making and meaning
using can be framed around what we consider to be four critical,
interrelated dimensions: cognitive, textual, personal, and social.
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Language arts teachers are the ones who should be responsible for
increasing students' vocabulary knowledge.
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Students must have both the skill or the will to learn in order achieve
academic success.
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Alternative, commonsense texts, such as newspapers and magazine,
are not being utilized nearly as often as they could be or to the best
extent possible.
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Immigration issues for people of color have been fairly and
appropriately compared to those of previous waves of immigrants of
European descent.
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Students fully understand what is means to "know a word."
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Zines are electronic publications created by individuals and classes as
alternatives to commercial magazines.
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Multiple choice and matching questions are useful ways to evaluate
students' understanding of new words.
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Strong teacher-student relationships and respect for individual and
cultural identities have a positive effect on learning engagement and
achievement.
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One of the disadvantages of semantic feature analysis is that it
requires considerable teacher preparation time.
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Skill instruction in phonics has been shown to be most effective for
older adolescent students.
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Concept mapping is a hybrid term that combines hypertext, the
nonsequential linking of e-based textual information, and multimedia,
such as photos, video, art, graphics, animation, and audio, to create
an interactive computer-mediated experience for participants.
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Learning logs, journals, and quick writes are examples of thesis-based
writing activities.
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One of the most promising features of computer technology for
promoting authentic communication is word processing.
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It has been demonstrated that acts of meaning making and meaning
using decrease when teachers exploit the social world of the
classroom and socially-derived texts from their students.
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The principle, Connect Everyday Literacies and Funds of Knowledge
with Academic Literacy and Learning, has its roots in cognitive and
social constructivist notions of reading and learning.
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Youth from across the globe exhibit an increase in performance and
interest as they move from primary to secondary school.
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Skillful disciplinary teachers understand that the meaning making and
meaning using process occurs more readily within supportive social
contexts.
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Schools across the nation have an adequate number of teachers who
are quali.ed or trained to teach new immigrant children.
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Dictionary entries are often confusing and ambiguous for students.
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The same students who may be disconnected from academic life and
are aliterate within the domain of school-related reading may also be
active readers and users of new media at home and in their
communities.
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Pre.xes are useful for students to learn because they are consistent
in their de.nitions.
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Today youth are developing the knowledge and skills necessary to
compete in a global economy.
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Those students who read secondary documents on a fairly frequent
basis, as often as at least once per week, have higher achievement
scores than their peers who see these sources rarely.
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For most of the adolescent population in the 1940s, schooling went
no further than the 8thgrade.
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Books youth would prefer to read are often scarce to non-existent in
school libraries.
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Students with low self-e8cacy are more likely to attribute their
failures to external factors.
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Content area writing activities can be used to "warm up" students for
classroom discussion.
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Teachers with limited time, resources, and working to meet content
standards have found Internet-based practices much more difficult to
integrate into the existing curriculum.
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Students who are literate are pro.cient in locating and reading
information from digitized sources, and can express themselves using
e-mail, word processors and presentation programs as well as with
handwriting.
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Motivation can be detached from social contexts, such as classrooms,
families, and communities.
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Students pro.t from activities asking them to look up lists of words in
the dictionary.
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Framed assignments are particularly effective for students who
struggle with reading and writing. ____
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These Spanish speakers comprise over seventy percent of the ELL
population, while the number of Vietnamese students is nearly .ve
percent.
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Why have graphic novel become an important print source for
increasing understanding and developing reading skills?
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How do teachers connect adolescent culture and personal interest to
the content?
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List the four basic processes that students must master in your
content area before they embark upon more sophisticated and
demanding academic tasks.
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What are the guidelines teachers should take into consideration when
using information and communication technologies in the classroom?
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Which of the six principles that promote engaged reading and
learningshould be applied to this chapter on striving readers?
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How do adolescents shape their own world or are shaped by the
world?
Answer:Answers may vary.
How is the World Wide Web being exploited as a communication
medium by teachers?
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Explain how teachers can model the processes involved in contextual
analysis.
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To what extent will knowledge about adolescent difference enable
educators to draw conclusions about a particular individual student or
groups of students' literary needs?
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How are anticipation guides useful in generating local interest?
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Discuss contextual analysis as an independent word learning
strategy, noting advantages and disadvantages.
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How can educators avoid problems of bias and discrimination against
adolescence from diverse cultures and backgrounds and use literacy
to develop the identity of students of color?
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Readability formulas are based on the principle that difficult texts are ones that have
_________ sentences and ____________ words.
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When designing a cloze procedure for your students, you should systematically delete
every ___________ word.
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Discuss some ways that you can stimulate students' awareness and
interest in words.
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______ can be characterized in terms of the products (e.g., papers,
tests, lab reports) students must create and the levels of thinking
involved in completing those products.
Answer:
