Deck 8: Promoting Comprehension: Reader Factors

Question 1

Research suggests that comprehension results when there is successful interaction of:

A) phonics and word recognition
B) phonics and background knowledge
C) the reader and the text
D) vision and cognition

Answer 1

C

Question 2

Research suggests that a student's motivation to read increases when:

A) he is punished if he doesn't read
B) the teacher selects the books for literature circles
C) the classroom has a competitive atmosphere
D) the classroom has a collaborative atmosphere

Answer 2

D

Question 3

As she was reading the novel Charlotte's Web, Helen thought about the farm on which she lived and the baby pig she received on her birthday. In this situation, Helen made a:

A) text-to-self connection
B) text-to-text connection
C) text-to-world connection
D) text-to-word connection

Answer 3

A

Question 4

The best way to help students apply comprehension strategies is to provide time for them to:

A) view and discuss films with classmates
B) read expository texts in basal readers
C) read interesting books at their reading level
D) add interesting words to the word wall

Question 5

In a close reading activity, a teacher will most likely use:

A) text-dependent questions
B) vocabulary-dependent questions
C) critical response questions
D) inferential questions

Question 6

Fluent readers tend to have better comprehension primarily because they:

A) are more interested in books
B) have better speaking ability
C) don't have to stop reading to decode words
D) don't monitor their reading

Question 7

A group of fifth grade students in Alaska wanted to read the novel Hoot which is set in Florida. Because their teacher suspected that they didn't have the background knowledge necessary for comprehension, she correctly decided to:

A) ask the students to select a different book
B) preteach key words to build background knowledge
C) provide minilessons on decoding strategies
D) ask the students to write reflections after they read each chapter

Question 8

When discussing a text, Frank stated the main idea but did not add his personal thoughts. Frank's comprehension appeared to be at the:

A) literal level
B) inferential level
C) critical level
D) evaluative level

Question 9

Of the following, the instructional procedure which offers students the most opportunities to make choices is:

A) the basal reading program
B) reading workshop
C) guided reading
D) the thematic unit

Question 10

To monitor comprehension, a teacher asked his students to supply the missing words in the following passage: Today is Kyle's birthday. His father will bake a ________. Kyle's friends will come to his _______. That type of assessment is known as a (n):

A) informal reading inventory
B) cloze procedure
C) retelling
D) DRA

Question 11

A group of athletic fifth grade students read and discussed the novel, Travel Team, a story about neighborhood basketball teams. Their teacher correctly realized that her students almost seemed to comprehend the novel better than she did primarily because they:

A) played on basketball teams and had the background knowledge and vocabulary
B) were able to apply phonics generalizations as they read
C) did not have a genuine interest in the story
D) were able to discuss the novel with their parents

Question 12

Comprehension is a complicated process which begins:

A) during prereading as students activate background knowledge
B) during reading as students connect words and ideas
C) when teachers ask post-reading questions
D) when students discuss their reading with a peer

Question 13

Of the following, the instructional material that would best help students summarize a text is a(n):

A) Elkonin Box
B) word chain
C) graphic organizer
D) miscue analysis

Question 14

Capable readers:

A) view reading as a decoding process
B) monitor their understanding
C) are reluctant to use comprehension strategies
D) rely on teachers to select reading materials

Question 15

Students use the evaluating strategy:

A) only when they have finished reading a text
B) only when they are selecting a text to read
C) throughout the reading process
D) when they meet with the teacher

Question 16

Teachers can best model comprehension strategies by:

A) encouraging students to read with a partner
B) inviting the principal to speak to the class
C) adding words to the classroom word wall
D) thinking aloud

Question 17

Questions arise as readers engage with a text. Research suggests that comprehension improves most significantly when:

A) teachers ask questions and students listen
B) students learn to generate questions about a text
C) students write their responses to the teacher's questions
D) students keep lists of the teacher's questions

Question 18

When Alana, an English Language Learner, read the sentence, "Blow out your birthday candles," she became confused because she had never had a birthday cake. A lack of background knowledge that affects comprehension can be categorized as a:

A) text factor
B) reader factor
C) miscue
D) semantic error

Question 19

When students reflect upon their thinking, they engage in a type of behavior known as:

A) semantics
B) scaffolding
C) metacognition
D) prosody

Question 20

Teachers can help their students become more fluent readers by providing:

A) daily periods of round-robin reading
B) graphic organizers
C) seating at the front of the classroom
D) many opportunities for repeated readings

Question 21

List three ways in which teachers can assess comprehension.

Question 22

Effective literacy teachers encourage students to make predictions:

A) only when reading a narrative text
B) only when reading an informational text
C) when reading any type of text
D) to help them use phonemic awareness

Question 23

Comprehension is dependent upon three prerequisites-background knowledge, vocabulary, and fluency. For each of those terms, write one to three sentences to explain how it contributes to comprehension.

Question 24

Capable readers usually:

A) create mental images as they read
B) focus upon decoding
C) prefer to read orally
D) read only books written at their independent level

Question 25

Capable writers usually:

A) focus upon mechanical correctness rather than meaning
B) write expository texts rather than narrative texts
C) neglect to monitor their writing
D) vary their writing to fit their purposes and audiences

Question 26

Describe three steps teachers can take to motivate reluctant readers to read.

Question 27

Of the following, the best way to help students refine their comprehension is to engage them in:

A) readers' theatre
B) choral reading
C) grand conversations
D) semantic practices

Question 28

Because the Common Core State Standards encourage students to read challenging fiction and nonfiction, teachers have placed greater emphasis upon:

A) phonemic awareness
B) text-dependent questions
C) text complexity
D) narrative texts