Deck 15: Using Diagnostic Reading Measures

Question 1

If one wanted a norm-referenced test to identify students who need supplemental services in phonemic awareness and letter-sound correspondence, one would probably select the

A) GRADE.
B) TOPA 2+.
C) DIBELS Next.
D) GORT-5.

Answer 1

B

Question 2

Which of the following statements is true?

A) Skilled readers read entire words and phrases as a unit.
B) Good readers rely heavily on context cues to identify words.
C) Poor readers rely heavily on context cues to identify words.
D) Phonemic awareness cannot be taught.

Answer 2

C

Question 3

The primary reason to use a diagnostic reading test is to

A) determine a student's grade-level placement.
B) identify a student's strengths and weaknesses.
C) compare a student's performance to that of peers.
D) evaluate the effects of instruction.

Answer 3

B

Question 4

In regards to the debate between the whole-word approach vs. providing phonics instruction, research found that

A) systematic phonics instruction produced better readers, with a greater effect for children of low ability or from disadvantaged backgrounds.
B) a whole-word approach produced better readers, especially for children from disadvantaged backgrounds.
C) phonics instruction diminishes student motivation to read.
D) phonics instruction occurs incidentally in the classroom and does not need to be taught systematically.

Question 5

The most common cause of poor reading comprehension is

A) failure to attend to the task of reading.
B) behavioral problems which interfere with reading performance.
C) poor decoding.
D) that students do not regularly monitor for meaning as they read.

Question 6

When a child reads "she gave him the phone" as "she gave him the cone," the error is one of

A) inversion.
B) mispronunciation.
C) insertion.
D) substitution.

Question 7

When a reader skips words that are in a passage being read orally, the reader is making an error of

A) insertion.
B) substitution.
C) omission.
D) inversion.

Question 8

When a child is required to give the meaning of a key vocabulary word in a passage, __________ comprehension is being assessed.

A) literal
B) inferential
C) lexical
D) critical

Question 9

Tests which assess a pupil's word recognition skills are designed to ascertain what many educators call "_______."

Question 10

After reading a passage, a student is asked a question that calls for a fact directly from the paragraph. This is an example of an item that is assessing __________ comprehension.

A) literal ​
B) critical
C) affective
D) lexical

Question 11

When the examiner pronounces a word for a child during an oral-reading test, the word is counted as

A) an error.
B) half correct.
C) correct.
D) nothing.

Question 12

If a child reads "the dog is nice" as "the dog is very nice," the type of error that would be recorded is an error of

A) inversion.
B) insertion.
C) substitution.
D) hesitation.

Question 13

When a child is required to demonstrate an ability to derive meaning from a printed paragraph, __________ comprehension is being assessed.

A) critical
B) inferential
C) lexical
D) literal

Question 14

In the opinion of the text authors, the best way to assess reading comprehension is

A) to have students read a passage and answer inferential comprehension questions.
B) through measures of oral reading fluency.
C) to have students produce written summaries of a selected reading passage.
D) to give readers access to the material and have them paraphrase what they have read.

Question 15

When a child is required to give an emotional response after reading a passage, the item is assessing __________ comprehension.

A) lexical
B) critical
C) affective
D) inferential

Question 16

__________ diagnostic reading tests provide information about relative standing in development or reading skills.

Question 17

When a student is required to determine the meaning of a word from the surrounding context of the written passage, the skill required is a(n)

A) literal comprehension skill.
B) word analysis skill.
C) word recognition skill.
D) auditory discrimination skill.

Question 18

If one is interested in using a reading test to plan instruction for an individual student, the most precise and helpful information will be obtained from a __________ test.

A) norm-referenced, individually administered
B) norm-referenced, group administered
C) criterion-referenced, individually administered
D) criterion-referenced, group administered

Question 19

When the goal of assessment is to gain the most precise and helpful information for instructional planning, the type of instrument designed for this is a

A) norm-referenced test.
B) criterion-referenced test.
C) language assessment.
D) behavior sampling device.

Question 20

If a teacher wanted to select a test to assess a student's sight vocabulary, it probably would be appropriate to select a test of

A) literal comprehension skills.
B) word analysis skills.
C) word recognition skills.
D) auditory discrimination skills.

Question 21

Diagnostic tests are given not only to identify student strength and weaknesses, but are also given to document a student's initial or continuing eligibility for ______ _______.

Question 22

Because __________ comparisons are not made in criterion-referenced assessment, no derived scores are calculated.

Question 23

Teachers should monitor students' _____ or ________ progress with direct performance measures.

Question 24

The __________ is a norm-referenced test of reading achievement that provides a "growth scale value" score that can be used to track growth in reading over several years.

Question 25

The best way to assess comprehension is to ask students to __________ what they have read.

Question 26

Skilled readers do read _______________ or _______________, but they do it so quickly that they appear to be reading words and phrases.

Question 27

The text reads, "It was a dark and stormy night. He slowly raised his gun, pointing it at the object of his ire." Arthur reads, "It was a dark and stormy night. He slowly aimed his gun, pointing it at the object of his ire." What type of oral reading error did Arthur make?

Question 28

Teaching word-attack or phonics skills has been the subject of much debate over the years. In what ways can word-attack skills help a youngster's overall reading performance?

Question 29

Errors of __________ are recorded when the child replaces one or more words in a passage with one or more meaningful words.

Question 30

There is strong empirical support for the superiority of reading programs with direct instruction in __________.

Question 31

Many commercially available reading tests do not assess ____________, despite the fact that it is an excellent indicator or reading achievement.

Question 32

When a child is asked to interpret or extend something read, the child's ________ comprehension is being assessed.

Question 33

Among the principal reasons that children have trouble reading is difficulties with _______ ________ skills.

Question 34

_______ comprehension requires analyzing, evaluating, and judgments about the material read.

Question 35

Errors of __________ are recorded when the child changes the order of words appearing in a sentence.

Question 36

The examiner asks Arthur to define "ire." What kind of comprehension question is being asked?

Question 37

__________ comprehension involves a reader's personal and emotional responses to the reading material.

Question 38

In making ________ decisions, tests must be individually administered.

Question 39

The examiner asks Arthur if the "he" in the story is justified in his actions. What kind of comprehension question is being asked?

Question 40

________ comprehension means knowing the meaning of key vocabulary words.