Question 1

Some students in the third grade class read fluently while others struggle. The best way to help all of the students improve would be to:
A) tell students they can read a trade book when they finish assignments
B) provide periods for Sustained Silent Reading for everyone
C) involve all students in round robin reading
D) involve all students in popcorn reading

Accepted Answer

Providing periods for Sustained Silent Reading for everyone allows students to practice reading at their own pace and level without feeling self-conscious or being compared to their classmates. It also helps to develop a love for reading, which can encourage students to strive for improvement on their own. Option A only rewards faster readers and could create feelings of discouragement for struggling readers, while Options C and D put students on the spot and do not allow for individualized practice or comfort.

Question 2

Research suggests that reading fluency and writing fluency are:
A) linked
B) distinct, unrelated abilities
C) linked to mathematical ability
D) not typically achieved until grade 9

Accepted Answer

Research suggests that reading fluency and writing fluency are linked, meaning that the ability to read fluently can positively impact the ability to write fluently and vice versa.

Question 3

The ability to orally read sentences expressively, with appropriate phrasing and intonation, is known as:
A) prosody
B) automaticity
C) decoding
D) choral reading

Accepted Answer

The ability to read sentences expressively, with appropriate phrasing and intonation, is known as prosody. Option B, automaticity, refers to the ability to read with speed and accuracy. Option C, decoding, refers to the ability to sound out and recognize words. Option D, choral reading, refers to a group of people reading aloud together in unison.

Question 4

To become a fluent reader, a student must:
A) define function words clearly
B) spell high frequency words correctly
C) articulate multi-syllabic words
D) automatically recognize most words

Accepted Answer

To become a fluent reader, a student must be able to automatically recognize most words. This means that they can read words quickly and accurately without having to sound them out, which allows them to focus on comprehension and reading speed. While the other options listed may be important for reading proficiency, automatic word recognition is the most critical component of fluency.

Question 5

Six-year-old Bill said he could read the word will because it looked like his name. Bill used the strategy of:
A) phonic analysis
B) syllabic analysis
C) analogies
D) morphemes

Accepted Answer

Bill used the strategy of analogies, where he recognized a familiar pattern (his name) in the word "will" to infer its meaning without relying on phonics, syllables, or morphemes.

Question 6

Of the following, the most effective way for a teacher to help his students spell high-frequency words correctly would be to:
A) conduct daily phonics drills
B) circle misspelled words on their compositions
C) post high-frequency words on a classroom word wall
D) give each student a dictionary

Accepted Answer

Posting high-frequency words on a classroom word wall allows students to see and reference the correct spelling on a daily basis. This visual aid can support their spelling skills and foster independence as they practice the words consistently. While phonics drills and dictionaries can also be helpful resources, they may not address the specific high-frequency words that students commonly use in their writing. Circling misspelled words on compositions may provide corrective feedback, but it may not help students develop a strong foundational knowledge of spelling patterns and rules.

Question 7

Of the following, the best way to help children become fluent writers is to ask them to:
A) write sentences to express their ideas
B) copy sentences from the chalkboard
C) apply phonics generalizations
D) use dictionaries more frequently

Accepted Answer

Asking children to write sentences to express their ideas allows them to practice putting their thoughts into words and developing their writing skills. By doing so, children can improve their fluency in writing and feel more confident expressing themselves through written language. Copying sentences from the chalkboard is a passive activity that doesn't require them to practice their own writing skills, while applying phonics generalizations and using dictionaries may help with spelling and vocabulary but may not necessarily improve overall writing fluency.

Question 8

Of the following, the best way to improve students' reading speed is to use:
A) phonics drills
B) repeated readings
C) repetends
D) word walls

Accepted Answer

Repeated readings have been found to be an effective strategy for improving reading speed. This involves having students reread a passage multiple times with a focus on increasing their reading speed each time. Phonics drills, repetends, and word walls may improve reading comprehension and fluency, but do not specifically target reading speed.

Question 9

Of the following, the best way to help students develop reading fluency is to use:
A) round-robin reading
B) popcorn reading
C) phonics drills
D) readers theatre

Accepted Answer

Readers theatre helps students develop reading fluency by providing repeated opportunities to practice reading aloud in a fun and engaging way. It also allows students to work on expression and intonation, which are important components of fluency. Round-robin reading and popcorn reading can be anxiety-provoking for some students and may not provide enough practice or engagement for others. Phonics drills are important for developing decoding skills but may not directly improve fluency.

Question 10

The ability to read silently for increasingly longer periods of time is known as reading:
A) fluency
B) stamina
C) prosody
D) automaticity

Accepted Answer

Reading stamina refers to the amount of time a reader can read without losing focus or becoming fatigued. It is an important aspect of reading development as readers need to be able to sustain their attention and reading comprehension for longer periods of time as they progress in their reading abilities. Fluency refers to the ability to read with speed, accuracy, and expression. Prosody refers to the way a reader uses intonation, stress, and phrasing to convey meaning while reading. Automaticity refers to the ability to recognize and read words quickly and accurately without conscious effort. While all of these factors are important for strong reading skills, the ability to sustain focus and attention for longer periods of time is specifically referred to as reading stamina.

Question 11

When he saw the word telegraph, the third grade student said, " I know tele means distance and graph means write, so a telegraph is probably a machine that lets you write something to someone far away." This student was using:
A) decoding by analogy
B) automaticity
C) phonic analysis
D) morphemic analysis

Accepted Answer

The student was using morphemic analysis, which involves breaking down words into their root words and affixes (prefixes, suffixes) to understand their meanings. In this case, the student broke down "telegraph" into "tele" (distance) and "graph" (write) to deduce its meaning.

Question 12

Of the following, the best way to assess students' reading fluency is to:
A) use a miscue analysis
B) use morphemic analysis
C) listen to them read aloud
D) engage in partner reading

Accepted Answer

The best way to assess students' reading fluency is to listen to them read aloud. This allows the teacher to hear their pacing, accuracy, and expression, which are important components of fluency. Miscue analysis and morphemic analysis can be helpful for deciphering decoding errors and word meaning, but they do not provide a comprehensive assessment of fluency. Partner reading can be a useful strategy to improve fluency, but it is not a reliable assessment tool.

Question 13

When reading a passage, fluent readers devote most of their attention to:
A) meaning
B) decoding
C) encoding
D) morphology

Accepted Answer

Fluent readers devote most of their attention to understanding the meaning of the text, rather than decoding individual words or focusing on specific language structures like morphology or encoding.

Question 14

A teacher read a sentence expressively and then invited students to reread it, imitating the teacher's prosody. This class was participating in:
A) popcorn reading
B) round robin reading
C) parallel reading
D) echo reading

Accepted Answer

The teacher's instruction to reread the sentence with imitation of the teacher's prosody indicates that the class was engaging in echo reading, where students repeat after the teacher with attention to the expression and tone used. Popcorn reading involves students taking turns to read a portion of text, while round robin reading involves students taking turns to read a full passage aloud. Parallel reading involves students reading different texts simultaneously.

Question 15

Every syllable must have at least one:
A) consonant
B) vowel
C) affix
D) digraph

Accepted Answer

A syllable is a unit of sound and must have at least one vowel sound. While consonants can be added before or after the vowel sound, they are not required for a syllable to exist. Affixes and digraphs are also not necessary for a syllable to exist.

Question 16

Word Walls are appropriate:
A) only in kindergarten to grade three
B) only for students above a first grade reading level
C) at any grade level
D) when students have visual disabilities

Accepted Answer

Word Walls can be helpful at any grade level for students of varying reading levels and abilities. They can also serve as a visual aid and support for all learners, not just those with visual disabilities.

Question 17

Of the following, the best way for teachers to monitor students' spelling of high-frequency words is to:
A) analyze children's writing samples
B) hold weekly spelling bees
C) administer weekly spelling tests
D) ask students to give frequent reports

Accepted Answer

Analyzing children's writing samples allows teachers to see the actual spelling mistakes students are making and target specific high-frequency words that need to be addressed in their instruction. Weekly spelling bees and spelling tests may only test memorization and not necessarily reflect a student's ability to correctly spell high-frequency words in context. Asking for frequent reports may not provide enough detailed information on students' spelling abilities.

Question 18

Words such as to, the, and could which occur frequently but carry little meaning are known as:
A) environmental text
B) decodable text
C) readability words
D) function words

Accepted Answer

Words such as "to," "the," and "could" are commonly used words in a language that do not carry significant meaning but serve a grammatical function in the sentence. These words are known as function words.

Question 19

Reading fluency involves the three components known as:
A) speed, reading accuracy, and comprehension
B) speed, automaticity, and prosody
C) automaticity stamina, and comprehension
D) automaticity, prosody, and articulation

Accepted Answer

Reading fluency involves the ability to read with speed, automaticity (the ability to recognize words quickly and accurately), and prosody (the ability to read with appropriate expression and phrasing). Option A is partially correct but misses out on the importance of automaticity and prosody. Option C is incorrect as stamina is not a commonly recognized component of reading fluency. Option D is similar to option B but replaces automaticity with articulation, which is not a common component of reading fluency.

Question 20

Most children should become fluent writers by the time they reach:
A) first grade
B) second grade
C) fourth grade
D) age seven

Accepted Answer

Most children should become fluent writers by the time they reach fourth grade. By this point, they have typically developed the necessary skills and experience to write more complex sentences and express themselves clearly through writing. While some children may become fluent writers earlier or later than this, fourth grade is a common benchmark for assessing writing skills in elementary school.

Quiz 6: Developing Fluent Readers and Writers

Some students in the third grade class read fluently while others struggle. The best way to help all of the students improve would be to:

Research suggests that reading fluency and writing fluency are:

The ability to orally read sentences expressively, with appropriate phrasing and intonation, is known as:

To become a fluent reader, a student must:

Six-year-old Bill said he could read the word will because it looked like his name. Bill used the strategy of:

Of the following, the most effective way for a teacher to help his students spell high-frequency words correctly would be to:

Of the following, the best way to help children become fluent writers is to ask them to:

Of the following, the best way to improve students' reading speed is to use:

Of the following, the best way to help students develop reading fluency is to use:

The ability to read silently for increasingly longer periods of time is known as reading:

When he saw the word telegraph, the third grade student said, " I know tele means distance and graph means write, so a telegraph is probably a machine that lets you write something to someone far away." This student was using:

Of the following, the best way to assess students' reading fluency is to:

When reading a passage, fluent readers devote most of their attention to:

A teacher read a sentence expressively and then invited students to reread it, imitating the teacher's prosody. This class was participating in:

Every syllable must have at least one:

Word Walls are appropriate:

Of the following, the best way for teachers to monitor students' spelling of high-frequency words is to:

Words such as to, the, and could which occur frequently but carry little meaning are known as:

Reading fluency involves the three components known as:

Most children should become fluent writers by the time they reach: