Teacher Knowledge Of Reading
This is a quiz that asks different random questions that are designed to test your knowledge on teacher knowledge of reading. It might not be as easy as you think but just try it out to see how you will do.
- 1.
Bloom's Taxonomy can be used to assist the kindergarten teacher in
- A.
Organizing learning centers
- B.
Describing student work
- C.
Developing questions for read-aloud discussions
- D.
Planning instructional formats
Correct Answer
C. Developing questions for read-aloud discussionsExplanation
Bloom's Taxonomy is a framework that categorizes different levels of cognitive skills. It can be used by the kindergarten teacher to develop questions for read-aloud discussions. By using Bloom's Taxonomy, the teacher can ensure that the questions asked during the discussions engage students at different levels of thinking, such as remembering, understanding, applying, analyzing, evaluating, and creating. This helps to promote critical thinking and deeper understanding of the text being read aloud.Rate this question:
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- 2.
Which sound is the onset of the word big?
- A.
/ig/
- B.
/b/
- C.
/g/
- D.
/i/
Correct Answer
B. /b/Explanation
The sound /b/ is the onset of the word "big" because it is the initial consonant sound in the word. The onset is the sound or sounds that come before the vowel sound in a syllable. In this case, the syllable is "big" and the onset is the /b/ sound.Rate this question:
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- 3.
Effective reading instruction includes explicit, systematic instruction in: blending letter-sound correspondences, recognizing high frequency and irregular words, using common spelling and syllable patterns, and structural analysis. These are examples of:
- A.
Phonics and word family instruction.
- B.
Phonics and word study instruction.
- C.
Phonics and word analogy instruction.
- D.
Word analogy and word family instruction.
Correct Answer
B. Phonics and word study instruction.Explanation
The given answer, "phonics and word study instruction," is the correct one because it accurately reflects the components of effective reading instruction mentioned in the passage. The passage states that effective reading instruction includes explicit, systematic instruction in blending letter-sound correspondences, recognizing high frequency and irregular words, using common spelling and syllable patterns, and structural analysis. Phonics instruction focuses on teaching the relationship between letters and sounds, while word study instruction involves analyzing word patterns, spelling, and vocabulary. Therefore, the answer "phonics and word study instruction" encompasses all the mentioned components.Rate this question:
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- 4.
Students who are struggling readers benefit from all of the following except:
- A.
Explicit instruction in phonemic awareness and the alphabetic principle.
- B.
More instructional time with many opportunities to respond.
- C.
Implicit instruction in phonics.
- D.
Decodable texts that enable them to apply the skills they are learning.
Correct Answer
C. Implicit instruction in phonics.Explanation
Students who are struggling readers benefit from explicit instruction in phonemic awareness and the alphabetic principle because it helps them understand the relationship between sounds and letters. They also benefit from more instructional time with many opportunities to respond because it allows them to practice and reinforce their reading skills. Additionally, decodable texts enable them to apply the skills they are learning in a meaningful context. However, implicit instruction in phonics, where the instruction is not direct or explicit, may not be as effective for struggling readers as they need clear and explicit instruction to grasp the phonics concepts.Rate this question:
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- 5.
Un-, con-, est and morph are all examples of:
- A.
Irregular words.
- B.
Rime.
- C.
Morphemes.
- D.
Graphophonemeic knowledge.
Correct Answer
C. Morphemes.Explanation
The given answer is "morphemes" because un-, con-, est, and morph are all examples of morphemes. A morpheme is the smallest meaningful unit in a language, and these prefixes and suffixes can change the meaning or function of a word when added or removed. Therefore, they are all examples of morphemes.Rate this question:
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- 6.
Being aware of one's own thinking processes during reading, such as focusing one's attention, noticing when one is not understanding what is read, and processing information is known as:
- A.
Metacognition.
- B.
Implicit thinking.
- C.
Explicit thinking.
- D.
Think aloud.
Correct Answer
A. Metacognition.Explanation
Metacognition refers to the ability to monitor and control one's own thinking processes. It involves being aware of one's attention, comprehension, and information processing while reading. This includes actively focusing on the material, recognizing when understanding is lacking, and actively engaging with the information. Implicit thinking refers to unconscious or automatic mental processes, while explicit thinking involves deliberate and conscious thought. Think aloud is a technique where individuals verbalize their thoughts while reading or problem-solving. Among these options, metacognition best captures the concept of being aware of one's own thinking processes during reading.Rate this question:
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- 7.
Phonological awareness:
- A.
Involves segmenting, blending and manipulating sounds of written words.
- B.
Refers to the more general understanding of the sound structure of words and sentences.
- C.
Develops naturally and cannot be taught.
- D.
Involves helping children to understand that the sequence of letters in written words represents the sequence of sounds in spoken words.
Correct Answer
B. Refers to the more general understanding of the sound structure of words and sentences.Explanation
Phonological awareness refers to the more general understanding of the sound structure of words and sentences. This means that individuals with phonological awareness have the ability to recognize and manipulate the sounds within words and sentences. It involves skills such as segmenting (breaking words into individual sounds), blending (combining sounds to form words), and manipulating (changing or substituting sounds within words). Phonological awareness is an important foundational skill for reading and spelling, as it helps individuals to understand the relationship between sounds and letters in written words.Rate this question:
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- 8.
Identify the definition of a morpheme.
- A.
Smallest unit of sound.
- B.
Smallest unit of meaning.
- C.
A word with multiple meanings.
- D.
A spelling pattern.
Correct Answer
B. Smallest unit of meaning.Explanation
A morpheme is the smallest unit of meaning in a language. It is a meaningful linguistic unit that cannot be further divided into smaller meaningful parts. It carries semantic significance and can be a word or a part of a word. For example, the word "unhappiness" consists of three morphemes: "un-" (meaning not), "happy" (meaning joyous), and "-ness" (meaning state or quality). Each of these morphemes contributes to the overall meaning of the word. Therefore, the correct definition of a morpheme is the smallest unit of meaning.Rate this question:
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- 9.
If a third grade student is reading text with 93% accuracy level, he is
- A.
Reading at his independent level and should be encouraged to read books at this level independently.
- B.
Reading at his instructional level and should be encouraged to read books at this level independently.
- C.
Reading at his independent level and you should use this level of text for reading instruction.
- D.
Reading at his instructional level and you should use this level of text for reading instruction.
Correct Answer
D. Reading at his instructional level and you should use this level of text for reading instruction.Explanation
A third grade student reading text with 93% accuracy level indicates that they are reading at their instructional level. This means that they are able to read the text with some support and guidance, but may still need instruction to further develop their reading skills. Therefore, it is recommended to use this level of text for reading instruction to help the student improve their reading abilities.Rate this question:
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- 10.
Phonemic awareness is the knowledge that:
- A.
The words we speak are composed of individual sounds.
- B.
The sequence of letters in written words represents the sequence of sounds in spoken words.
- C.
The words we speak are composed of morphemes.
- D.
Phonemes are meaningful units of sound.
Correct Answer
A. The words we speak are composed of individual sounds.Explanation
Phonemic awareness refers to the understanding that spoken words are made up of individual sounds. It is the ability to recognize and manipulate these individual sounds, or phonemes, in spoken language. This knowledge is crucial for developing reading and writing skills, as it helps children understand the relationship between letters and sounds in written words. By recognizing and manipulating individual sounds in spoken words, children can better understand and decode written words, leading to improved reading and writing abilities.Rate this question:
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- 11.
Which word includes a consonant blend?
- A.
Train.
- B.
Shout.
- C.
Chip.
- D.
Watch.
Correct Answer
A. Train.Explanation
The word "train" includes a consonant blend because it has the letters "tr" at the beginning, which are pronounced together as a single sound.Rate this question:
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- 12.
Select the item that does not belong in the comprehension activity referred to as reciprocal teaching.
- A.
Summarizing.
- B.
Asking questions about the text.
- C.
Predicting what might happen next in the text.
- D.
First letter mnemonic.
Correct Answer
D. First letter mnemonic.Explanation
Reciprocal teaching is a comprehension activity that involves summarizing, asking questions about the text, and predicting what might happen next in the text. These strategies help students actively engage with the text and improve their understanding. However, the first letter mnemonic does not fit into this set of strategies. It is a memory aid technique that involves creating words or phrases using the first letter of each word to remember information. It is not directly related to comprehension or engaging with the text.Rate this question:
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- 13.
Prosody is the ability to:
- A.
Speak a foreign language.
- B.
Read for meaning.
- C.
Read with proper expression.
- D.
Decode text quickly.
Correct Answer
C. Read with proper expression.Explanation
Prosody refers to the rhythm, intonation, and stress patterns used in speech. It involves the ability to convey meaning and emotions through variations in pitch, volume, and timing. Reading with proper expression means being able to use prosody to accurately convey the intended meaning of written text. This includes emphasizing certain words or phrases, using appropriate intonation, and modulating the voice to reflect the tone or mood of the text. Therefore, the ability to read with proper expression aligns with the concept of prosody.Rate this question:
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- 14.
Which of the following statements is not true of effective third grade comprehension strategy instruction?
- A.
Students can learn to use strategies flexibly.
- B.
Effective comprehension instruction is explicit.
- C.
It is best taught implicitly.
- D.
It can be taught through cooperative learning.
Correct Answer
C. It is best taught implicitly.Explanation
The statement "It is best taught implicitly" is not true of effective third-grade comprehension strategy instruction. Effective comprehension instruction is explicit, meaning that teachers directly teach students specific strategies and techniques for understanding and comprehending texts. Implicit instruction relies on students discovering strategies on their own, which may not be as effective or efficient for third-grade students.Rate this question:
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- 15.
Identify the item below that is an example of research-based multiple-strategy comprehension instruction.
- A.
Visualization.
- B.
Cloze procedure.
- C.
Scaffolding.
- D.
Reciprocal teaching.
Correct Answer
D. Reciprocal teaching.Explanation
Reciprocal teaching is an example of research-based multiple-strategy comprehension instruction. This instructional approach involves students taking turns leading discussions about the text, summarizing, questioning, clarifying, and predicting. It promotes active engagement, collaboration, and metacognitive thinking, which have been found to enhance reading comprehension. Visualization, cloze procedure, and scaffolding are also instructional techniques that can support comprehension, but reciprocal teaching specifically incorporates multiple strategies and has been extensively researched and proven effective.Rate this question:
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- 16.
According to research, which of the following is not one of the ways that students learn meanings of words indirectly?
- A.
Through conversation with other people, especially adults.
- B.
Repeated exposure to active word-building sequences.
- C.
By reading extensively on their own.
- D.
Through listening to adults read to them.
Correct Answer
B. Repeated exposure to active word-building sequences.Explanation
Repeated exposure to active word-building sequences is not one of the ways that students learn meanings of words indirectly. This means that students do not learn word meanings by encountering words multiple times in word-building activities or exercises. Instead, they learn through conversation with others, reading extensively on their own, and listening to adults read to them. These activities provide students with exposure to words in different contexts, allowing them to develop a deeper understanding of their meanings.Rate this question:
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- 17.
An effective approach to increase students' reading speed is:
- A.
Round robin reading.
- B.
Chunking.
- C.
Choral reading.
- D.
Reapeated reading.
Correct Answer
D. Reapeated reading.Explanation
Repeated reading is an effective approach to increase students' reading speed. This technique involves students reading the same text multiple times, which helps improve their fluency and comprehension. By reading the text repeatedly, students become more familiar with the words and gain confidence in their reading abilities. This practice also allows students to identify and correct any errors they may have made during previous readings, leading to improved accuracy and speed. Overall, repeated reading helps students develop automaticity in reading, leading to increased reading speed.Rate this question:
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- 18.
The teacher has students review and practice previously taught letter-sound correspondences, read words containing those same correspondences, and then has the students write words using those same letters. Writing during reading instruction:
- A.
Will be confusing for struggling readers.
- B.
Helps students to apply the alphabetic principle.
- C.
Helps students recognize onset and rime.
- D.
Should only occur occasionally.
Correct Answer
B. Helps students to apply the alphabetic principle.Explanation
Writing during reading instruction helps students to apply the alphabetic principle. By writing words using the same letters that they are reading, students are able to reinforce their understanding of letter-sound correspondences and how they are used to form words. This practice allows them to connect the visual representation of letters with their corresponding sounds, which is a key component of the alphabetic principle. It helps students to solidify their understanding and transfer their knowledge to their own writing.Rate this question:
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- 19.
Which of the following demonstrates ocrrect segmenting of the individual sounds in the word big?
- A.
/buh/ /i/ /guh/
- B.
/b/ /i/ /g/
- C.
/b/ /ig/
- D.
A and b
Correct Answer
B. /b/ /i/ /g/Explanation
The correct answer is /b/ /i/ /g/. This is because each individual sound in the word "big" is segmented correctly. The /b/ sound represents the initial consonant sound, followed by the /i/ sound representing the short vowel sound, and finally the /g/ sound representing the final consonant sound. The other options either combine sounds incorrectly or do not segment the sounds in the word accurately.Rate this question:
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- 20.
Teacher: "Listen as I say some words. Tell me which words begin with the same soudn: big, boy, house." This is an example of:
- A.
Teaching phonemic awareness.
- B.
Teaching he alphabetic principle.
- C.
Phonics instruction.
- D.
None of the above.
Correct Answer
A. Teaching phonemic awareness.Explanation
This is an example of teaching phonemic awareness because the teacher is asking the students to identify words that begin with the same sound. Phonemic awareness involves recognizing and manipulating individual sounds in spoken words, and this activity specifically focuses on the ability to identify and differentiate initial sounds in words.Rate this question:
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- 21.
How many phonemes are in the word three?
- A.
2
- B.
3
- C.
4
- D.
5
Correct Answer
B. 3Explanation
The word "three" consists of five letters, but it only has three phonemes. The phonemes in the word "three" are /θ/, /r/, and /iː/. The /θ/ sound represents the "th" sound, the /r/ sound represents the "r" sound, and the /iː/ sound represents the long "ee" sound. Therefore, the correct answer is 3.Rate this question:
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- 22.
What type of task is the following? Teachers: "I'm going to say a word and I want you to say the word one sound at a time: tap." Student response: "/t/ /a/ /p/".
- A.
Rhyming.
- B.
Deletion.
- C.
Segmentation.
- D.
Blending.
Correct Answer
C. Segmentation.Explanation
The task described involves the teacher asking the student to say a word one sound at a time. This process of breaking down a word into its individual sounds is known as segmentation.Rate this question:
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- 23.
Which word has the same phoneme as the first phoneme in top?
- A.
Those.
- B.
Listen.
- C.
Mixed.
- D.
Although.
Correct Answer
C. Mixed.Explanation
The word "mixed" has the same phoneme as the first phoneme in "top". Both words start with the /m/ sound.Rate this question:
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- 24.
Teaching students letter-sound correspondences:
- A.
Prepares them for decoding words.
- B.
Is not an important pre-reading skill.
- C.
Is a phonemic awareness activity.
- D.
Should always occur in the context of whole words.
Correct Answer
A. Prepares them for decoding words.Explanation
Teaching students letter-sound correspondences is important because it prepares them for decoding words. When students understand the relationship between letters and the sounds they make, they can apply this knowledge to read and pronounce unfamiliar words. This skill is essential for developing reading fluency and comprehension. By teaching letter-sound correspondences, students gain the ability to break down words into their individual sounds, which is a foundational skill for reading and spelling.Rate this question:
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- 25.
Morphemic analyssi could be helpful when determining the meaning of which of these words/
- A.
Untie.
- B.
Strategies.
- C.
Clues.
- D.
Which.
Correct Answer
A. Untie.Explanation
Morphemic analysis involves breaking a word down into its smallest meaningful units, called morphemes. In the case of "untie," the word can be broken down into two morphemes: "un," which means "not," and "tie," which means to fasten or secure. Therefore, morphemic analysis can be helpful in determining the meaning of "untie" by recognizing the morphemes and understanding their individual meanings.Rate this question:
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- 26.
Which of the following sets of words is phonetically regular?
- A.
Mat, done, cake.
- B.
Have, in, had.
- C.
The, said, rake.
- D.
Mat, in, shape.
Correct Answer
D. Mat, in, shape.Explanation
The set of words "mat, in, shape" is phonetically regular because each word follows a consistent pattern of letter-sound correspondence. In each word, the letters represent their typical sounds, such as the "m" sound in "mat," the "n" sound in "in," and the "sh" sound in "shape." This set does not have any irregularities or exceptions in its pronunciation.Rate this question:
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- 27.
The understanding that the sequence of letters in written words represents the sequence of phonemes in spoken words refers to:
- A.
Phonological awareness.
- B.
Phonemic awareness.
- C.
The alphabetic principle.
- D.
Letter combinations.
Correct Answer
C. The alphabetic principle.Explanation
The correct answer is the alphabetic principle. The alphabetic principle refers to the understanding that the letters in written words represent the sounds or phonemes in spoken words. It is the foundation for learning to read and write in an alphabetic writing system. Phonological awareness, on the other hand, is the broader term that encompasses the ability to recognize and manipulate the sounds in spoken language. Phonemic awareness specifically refers to the ability to identify and manipulate individual phonemes in spoken words. Letter combinations, on the other hand, do not specifically refer to the understanding of the relationship between letters and sounds.Rate this question:
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- 28.
To provide second grade students practice with automatic recognition of high frequency, irregular words, teachers can create sight recognition activities using words such as:
- A.
When, want, which.
- B.
Ball, fan. rare.
- C.
Because, does, again.
- D.
Light, weight, my.
Correct Answer
C. Because, does, again.Explanation
The words "because," "does," and "again" are examples of high frequency, irregular words that second grade students can practice recognizing automatically. These words are commonly used in everyday language but do not follow regular spelling patterns. By creating sight recognition activities with these words, teachers can help students become more familiar with them and improve their reading and spelling skills.Rate this question:
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- 29.
Vocabulary is important to the reading process because:
- A.
It ensures instant sight word recognition.
- B.
Readers need useful decoding strategies.
- C.
It enables readers to increase fluency.
- D.
Readers must know what most of the words mean before they can understand what they are reading.
Correct Answer
D. Readers must know what most of the words mean before they can understand what they are reading.Explanation
Vocabulary is important to the reading process because readers must know what most of the words mean before they can understand what they are reading. When readers encounter unfamiliar words, it hinders their comprehension and slows down their reading speed. By having a strong vocabulary, readers can quickly recognize and understand words, which in turn helps them to comprehend the overall meaning of the text more easily. Additionally, a rich vocabulary also aids in improving fluency as readers can read smoothly without pausing to decode unfamiliar words.Rate this question:
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- 30.
Which words from a story should a teacher identify to use for vocabulary instruction?
- A.
High frequency and useful words.
- B.
Words identified by the teacher's edition.
- C.
High frequency and difficult words.
- D.
Important, useful, and difficult words
Correct Answer
D. Important, useful, and difficult wordsExplanation
A teacher should identify important, useful, and difficult words from a story for vocabulary instruction. Important words are those that are essential for understanding the story and its main ideas. Useful words are those that students can apply in their everyday language and writing. Difficult words are those that may be challenging for students to understand and require explicit instruction. By focusing on these types of words, the teacher can help students expand their vocabulary and improve their comprehension skills.Rate this question:
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- 31.
Narratives:
- A.
Have no particular structure.
- B.
Are lists, descriptions, and explanations.
- C.
Are stories that include elements of story grammar.
- D.
Are equivalent to fiction.
Correct Answer
C. Are stories that include elements of story grammar.Explanation
The given answer states that narratives are stories that include elements of story grammar. This means that narratives follow a specific structure and contain components such as characters, setting, plot, and resolution. Unlike lists, descriptions, and explanations, narratives are not simply a collection of information but rather a form of storytelling. Additionally, narratives are not equivalent to fiction as they can also include non-fictional elements. Therefore, the answer accurately describes the nature of narratives.Rate this question:
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- 32.
The majority of children who strugle when learning to read:
- A.
Will profit the most from reading instruction that provides them with meaningful experiences reading and writing and lets them discover most skills on their own.
- B.
Need systematic and explicit instruction in vocabulary and comprehension strategies, but should be able to acquire basic word reading skills as they practice reading meaningful stories.
- C.
Need systematic instruction in phonemic awareness and phonics to become accurate readers, and then will learn the vocabulary they need from extensive reading.
- D.
Need systematic instruction in both word reading skills and in vocabulary and comprehension strategies in order to become good readers by third grade.
Correct Answer
D. Need systematic instruction in both word reading skills and in vocabulary and comprehension strategies in order to become good readers by third grade.Explanation
The correct answer states that children who struggle when learning to read need systematic instruction in both word reading skills and in vocabulary and comprehension strategies in order to become good readers by third grade. This means that they require guidance and instruction in not only decoding and recognizing words, but also in understanding the meaning of words and sentences, as well as comprehending the overall text. By receiving comprehensive instruction in both areas, these children will have a better chance of becoming proficient readers by the time they reach third grade.Rate this question:
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Mar 22, 2023Quiz Edited by
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Jun 30, 2009Quiz Created by
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