Deck 2: Learning About Reading and Literature

Question 1

When choosing books for children, the teacher needs to keep in mind all of the following EXCEPT

A) the publisher of the book.
B) the level of difficulty of the book.
C) the quality of the literature.
D) the students' reading and listening levels.

Answer 1

the publisher of the book.

Question 2

In selecting books for children, readability refers to

A) how long the words are in the book.
B) how difficult the vocabulary and sentence structures are in the book.
C) the overall length of the book and the length of chapters.
D) the size of the print and the amount of text per page.

Answer 2

how difficult the vocabulary and sentence structures are in the book.

Question 3

In selecting books for children, conceptual difficulty refers to

A) how long the words are in the book.
B) how difficult the vocabulary and sentence structures are in the book.
C) the overall length of the book and of the chapters.
D) the complexity and presentation of ideas treated in the book.

Answer 3

the complexity and presentation of ideas treated in the book.

Question 4

Studies on general reading preferences have found that

A) wide differences exist between the preferences of boys and girls under age nine.
B) the greatest differences in reading preferences of boys and girls occur between ages 10 and 13.
C) girls in middle grades prefer action and adventure stories.
D) children least prefer mysteries.

Question 5

Readability formulas

A) are based on the average number of sentences and average number of syllables in randomly selected, 100-word passages of a text.
B) estimate the grade or age at which an average student should be able to read a text with comprehension.
C) are quite consistent and precise in determining a text's reading level.
D) attempt to factor in a student's background knowledge and reading interests.

Question 6

Children learn to read

A) at different ages and in different ways, depending on their early experiences with books, their innate abilities, and the quality of their early reading instruction.
B) by progressing from letter names to letter sounds to words and, finally, to meaning.
C) by using their oral language skills and knowledge of grammar and the world to make meaning of the text.
D) by direct reading instruction.
E) in all of the above ways.

Question 7

Because these characteristics are ones that matter to young readers, teachers in order to motivate children to read more should consider selecting all of the following materials EXCEPT

A) short books and books with short chapters
B) stories with characters the age of the intended reader or slightly older
C) picture books and novels with illustrations interspersed throughout the book.
D) stories with many interesting main characters.

Question 8

A good balance of components in reading instruction would include all of the following EXCEPT

A) daily teacher read-alouds.
B) oral recitation of the alphabet by students
C) time for independent silent reading.
D) presentation of sound-symbol relationships.

Question 9

The following provision is included as part of the 2002 No Child Left Behind Act:

A) Every year in grades K-12 each student must take reading and mathematics achievement tests developed by the federal government.
B) Each school is graded annually as Pass or Fail depending on student achievement by averages.
C) Failing schools are closed down at the end of the school year by the federal government.
D) The federal government determines the curriculum standards in mathematics, social studies, and science upon which the national tests are based.

Question 10

Criticism by many teachers and schools of commercially produced reading incentive programs includes the following EXCEPT

A) excellent literary selections are too challenging for primary grades.
B) extrinsic rewards diminish the desire of students to read for pleasure.
C) testing students' literal comprehension undermines the importance of reading books for personal enjoyment.
D) many students find ways to avoid the reading but still gain the rewards.

Question 11

A reading ________________________________ is a stated or implied choice between several reading options.

Question 12

A reading _________________________________ comes from within oneself and implies freedom of choice in reading materials.

Question 13

Advocates of ________________________ - ______________________reading instruction believe that children primarily use their oral language skills to make meaning of written text and resort to phonetic decoding when other strategies fail.

Question 14

Advocates of ________________________ - _____________reading instruction believe that children learn to read by progressing from letter names to letter sounds to words and then to meaning.

Question 15

A demand by government agencies and the public for school systems and teachers to improve students' school achievement as demonstrated by test scores in the areas of reading, writing, and mathematics is called ____________________________________________. (one word)

Question 16

Free choice reading done voluntarily in and out of school is called ____________________________________________________________________.

Question 17

_____________________________________ is an estimate of a text's difficulty based on its vocabulary and sentence structure.

Question 18

__________________________________________refers to the complexity of ideas in a text and how those ideas are presented.
answer.

Question 19

List four effective ways for teachers and librarians to become familiar with a variety of children's books.

Question 20

In addition to an interesting topic, list five characteristics of books that are likely to appeal to children today.

Question 21

Explain the differences in the procedures used to collect data in a reading preference, a reading interest, and a reading choice study.

Question 22

Explain the difference between the readability and the conceptual difficulty of a text.

Question 23

List four ways a teacher can discover individual children's reading interests.

Question 24

Discuss the pros and cons of commercially produced reading incentive programs.

Question 25

List and discuss the five groups of students who may be resistant readers. Then suggest instructional practices to address some of these concerns.

Question 26

Compare and contrast phonics-based reading instruction and meaning-based reading instruction.

Question 27

Describe an interactive model of reading instruction and then list three aspects of instruction generally advocated by those who subscribe to this model of reading.

Question 28

Discuss two important ways the concept of accountability in education was expanded in 2002 by passage of the No Child Left Behind Act (NCLB).

Question 29

Discuss how U.S. students compare to students in other developed countries on two recent international reports (PIRLS and PISA). What may be the cause of these findings?