Deck 10: Helping Struggling Readers

Question 1

Which of the following statements best describes a pull-out program?

A) Struggling readers are taken out of class during core instruction in order to receive intervention.
B) Struggling readers are provided special instruction in small groups in the classroom.
C) Struggling readers remain after school for extra instruction.
D) Struggling readers leave the classroom for intervention provided by another teacher at a time other than during core reading instruction.

Answer 1

D

Question 2

What does a student's listening level indicate about his/her reading ability?

A) Listening ability is the inverse of reading ability.
B) A student's listening level should be equal to his/her reading level.
C) A student's oral language base is an indication of potential reading achievement.
D) Hearing acuity is essential for listening comprehension.

Answer 2

C

Question 3

An intervention program is designed:

A) to prevent or stop reading failure.
B) to correct reading failure.
C) to be used instead of core instruction.
D) for readers who cannot meet district standards.

Answer 3

A

Question 4

Core instruction and intervention are developed using:

A) the same instruction.
B) the same standards.
C) small-group procedures.
D) all of the above

Question 5

A teacher can help all readers succeed with grade-level text by:

A) providing appropriate scaffolding.
B) reading the entire text aloud to students.
C) having a volunteer work with struggling readers in a small group.
D) all of the above

Question 6

Which of the following statements is true?

A) Most classrooms will not have students reading below grade level.
B) Intervention can be provided within a classroom only if a teacher is given extra help.
C) Struggling readers in a pull-out program should not be required to make up work they miss.
D) A good time for struggling readers to be out of the classroom is during activities that are just for fun and not part of the regular curriculum.

Question 7

Which of the following statements of effective intervention programs is true?

A) Skills are taught by a paraprofessional.
B) The focus is not on skills.
C) Skills are usually taught in isolation.
D) Skills are systematically taught in the context of reading.

Question 8

The best choice of strategies and skills to teach the struggling reader is those which:

A) are recommended by a specialist.
B) the student lacks.
C) are required by the CCSS.
D) both b and c

Question 9

Which are the three areas of decoding that a teacher should assess in order to help a struggling reader?

A) phonics, oral language, fluency
B) phonemic awareness, phonics, fluency
C) phonemic awareness, instructional level, phonics
D) onsets and rimes, grapheme/phonemic correlation, fluency

Question 10

If you have done a thorough assessment, diagnosis, and trial teaching for several weeks but the student's reading is not improving, you should next:

A) talk with the student about motivation and the importance of reading.
B) refer the student to a special education class.
C) suggest that the parents provide private tutoring.
D) seek the services of a reading or other specialist.

Question 11

Lessons in an effective intervention program are:

A) structured and fast-paced.
B) varied daily to keep interest high.
C) more slow-paced and deliberate.
D) taught by paraprofessionals.

Question 12

Which statement about teaching content-area material to struggling readers is true?

A) Students may not be able to read the text.
B) Students might learn the content from a text that is easier to read.
C) Graphics such as pictures and illustrations may help convey content.
D) all of the above

Question 13

Which of the following statements applies to finding time to work with struggling readers?

A) Make clear that you cannot devote extra time outside of reading class.
B) Establish patterns and routines.
C) Meet less frequently with struggling readers but for longer periods of time.
D) Include struggling readers in every group so instruction is repeated for them.

Question 14

Intervention instruction should be provided by a:

A) teacher aide.
B) certified teacher.
C) librarian.
D) paraprofessional.

Question 15

The texts used for intervention instruction should include:

A) decodable text.
B) created text.
C) authentic text.
D) all of the above

Question 16

To determine a student's reading level, you can use:

A) written responses to comprehension questions.
B) an IRI or a running record with leveled texts.
C) last year's reading achievement scores.
D) a structured reading interview.

Question 17

Activities that give struggling readers a head start with a learning task before they actually begin it with other students are called:

A) preview activities.
B) vocabulary intervention.
C) jump-start activities.
D) comprehension intervention.

Question 18

Which level of RTI is designed for students with the most severe need?

A) Tier I
B) Tier II
C) Tier III
D) all of the above

Question 19

For struggling readers to catch up and read on grade level, they must:

A) make more than adequate yearly progress.
B) be given special instruction instead of core instruction.
C) make a month's growth in a month's time.
D) none of the above

Question 20

In the past, programs that had a goal of correcting reading problems were called:

A) remediation.
B) acceleration.
C) intervention.
D) struggling reader programs.

Question 21

What is the first step in identifying which students need intervention?

Question 22

What do struggling readers need to achieve to catch up to their grade-level peers?

Question 23

What is the term for keeping track of how students are progressing in their intervention instruction?

Question 24

Explain why summer school may not be a good time to provide intervention for students.

Question 25

Explain how you can find time within your classroom to provide intervention for students who would benefit from the instruction

Question 26

An effective way to scaffold instruction for struggling readers is to:

A) use various modes of reading.
B) use very easy text.
C) refer students to a specialist.
D) require an at-home reading program.

Question 27

Discuss how you would adjust instruction of grade-level skills and strategies to meet the needs of struggling readers.

Question 28

List, describe, and discuss at least four factors that can affect how students learn to read.

Question 29

The foundation for intervention is:

A) core instruction.
B) remediation.
C) assessment.
D) fluency.

Question 30

Who should provide intervention instruction?