Deck 1: Learning About Children and Their Literature

Question 1

The content of children's books

A) may include both the good and the bad experiences of childhood.
B) should be set in the present so as to be relevant to the child of today.
C) should not be controversial.
D) is imaginary.

Answer 1

may include both the good and the bad experiences of childhood.

Question 2

"Published for the general public primarily for entertainment and information" defines the

A) textbook
B) trade book
C) basal reader
D) bibliography

Answer 2

trade book

Question 3

Content in a book for children should NOT be treated in a style that is

A) humorous
B) suspenseful
C) nostalgic
D) hopeful for the future

Answer 3

nostalgic

Question 4

Research studies on the worth of literature for children has shown that in teaching children to read, two procedures are especially important. They are

A) thorough grounding in phonics and thorough grounding in sight word vocabulary prior to reading.
B) careful homogeneous grouping of children by ability and small group reading of the same text.
C) reading excellent books aloud to children and silent independent reading by children daily.
D) daily review of reading skills until mastery and frequent evaluation of reading skills.
E) choosing reading material for students that matches their reading skill level and providing related reading skill improvement activities as follow-up.

Question 5

Research findings summarized in Tables 1.1 and 1.2 on the fields of literature and reading indicate that

A) read-aloud programs have no significant benefit to students who already know how to read.
B) teachers should discontinue reading aloud to students after kindergarten so that students will be motivated to read on their own.
C) a read-aloud program can positively affect children's reading ability and language development.
D) reading aloud is enjoyed by students but has no positive effects on their reading comprehension.
E) reading aloud is enjoyed by students but has no effect on their language development.

Question 6

Research studies show that skill in reading and skill in writing

A) are linked more in primary grades than in later grades.
B) are more strongly related in girls than in boys.
C) are not necessarily related.
D) go hand in hand.

Question 7

Using works of literature to teach in math, social studies, science, and health is called

A) Rosenblatt's theory of efferent and aesthetic reading.
B) reading by preference and interest.
C) literature across the curriculum.
D) cross-referenced reading.

Question 8

Books that feature clearly defined objects and bright colors on a plain background have been designed for

A) babies and young children age 0 to 2.
B) children ages 2-4.
C) children ages 4-7.
D) children ages 7-9.

Question 9

A picture storybook with a simple plot about daily routines and familiar objects has been designed for the child

A) age 0-2.
B) age 2-4.
C) age 4-7.
D) age 7-9.

Question 10

Complicated plots, flashbacks, and symbols are suitable in novels for children aged

A) 4-7.
B) 7-9.
C) 9-14.
D) none of the above

Question 11

Books for babies

A) are wordless.
B) promote oral language development by "talking the book through."
C) should contain simple, rhyming words.
D) are for infants to enjoy alone.
E) require no reading.

Question 12

Easy-to-read books (mark ALL that apply)

A) have illustrations that give clues to word meanings.
B) use words familiar to the reader.
C) include word patterns.
D) never vary widely in level of reading difficulty.
E) are often published in a series.

Question 13

It is especially important that books selected for beginning readers

A) are slightly above the student's reading level, so as to
Increase their reading ability.
B) have less than 100 words so as not to intimidate them.
C) match the reader's interests and reading ability, so as not to bore or dishearten them.
D) be picture books that the teacher has read aloud to them previously.
E) be written in verse so as to increase the predictability of the text.

Question 14

The report of the National Reading Panel (2000), because of its narrow definition of scientific research studies, did NOT identify the following as essential instructional components in the teaching of reading:

A) phonics, vocabulary
B) phonemic awareness, comprehension
C) reading aloud, silent reading
D) phonics, comprehension
E) vocabulary, reading aloud

Question 15

A 2008 interim report by the Institute of Educational Sciences on the impacts of Reading First on classroom reading instruction and student reading comprehension during 2004-2006 indicated that

A) following every reading passage with comprehension questions significantly improves students' reading comprehension.
B) a phonics-based approach to reading instruction produces better readers than a literature-based approach to reading instruction.
C) emphasis on vocabulary instruction significantly improved students' reading comprehension.
D) knowledge of phonemic awareness and phonics should be the cornerstones of reading instruction in the elementary grades.
E) a phonics-based approach to reading instruction does not necessarily produce better readers than other approaches.

Question 16

_______________________________ is good quality trade books for children from birth to adolescence, covering topics of relevance and interest to children of those ages, through prose and poetry, fiction and nonfiction.

Question 17

An important aspect of excellent children's literature that has to do with originality, importance of ideas, imaginative use of language, and beauty of literary and artistic style is ________________________ of literature.

Question 18

The most important personal gain that good books offer to children is __________________.

Question 19

Among the valuable personal values of literature for children are (name three) ________________________, __________________________, and _________________.

Question 20

Becoming a Nation of Readers (1985), the landmark report on reading in the United States, concluded by saying that the single most important activity for building the knowledge required for eventual success in reading is ____________________________.

Question 21

Define children's literature, including the two major aspects of it discussed in Chapter 1 of your textbook.

Question 22

Name three ways children benefit personally from reading good literature.

Question 23

Name and explain four ways in which literature might benefit children academically.

Question 24

List three home or school conditions that research has shown to promote a love of reading.

Question 25

What is the meaning of the term literature across the curriculum?

Question 26

Research has established a direct connection between the sharing of good literature with children in the elementary grades and students' writing ability. Summarize these research findings.

Question 27

"Anything written for children is children's literature."
Take a stand in support of or in opposition to this statement and defend your own view of what children's literature is.

Question 28

"Reading aloud to children has a positive effect on their learning to read."
Present an argument for the validity of this statement using research findings presented in Tables 1.1 and 1.2.

Question 29

Select one of the following age ranges and describe literature that, according to your textbook, would be appropriate generally for children within this age range: 0-2, 2-4, 4-7, 7-9, 9-12.

Question 30

Discuss the reasons why using literature across the curriculum is a sound practice.