Teacher Knowledge Of Reading

32 Questions | Total Attempts: 450

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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.


Questions and Answers
  • 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

  • 2. 
    Which sound is the onset of the word big?
    • A. 

      /ig/

    • B. 

      /b/

    • C. 

      /g/

    • D. 

      /i/

  • 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.

  • 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.

  • 5. 
    Un-, con-, est and morph are all examples of:
    • A. 

      Irregular words.

    • B. 

      Rime.

    • C. 

      Morphemes.

    • D. 

      Graphophonemeic knowledge.

  • 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.

  • 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.

  • 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.

  • 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.

  • 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.

  • 11. 
    Which word includes a consonant blend?
    • A. 

      Train.

    • B. 

      Shout.

    • C. 

      Chip.

    • D. 

      Watch.

  • 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.

  • 13. 
    Prosody is the ability to:
    • A. 

      Speak a foreign language.

    • B. 

      Read for meaning.

    • C. 

      Read with proper expression.

    • D. 

      Decode text quickly.

  • 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.

  • 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.

  • 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.

  • 17. 
    An effective approach to increase students' reading speed is:
    • A. 

      Round robin reading.

    • B. 

      Chunking.

    • C. 

      Choral reading.

    • D. 

      Reapeated reading.

  • 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.

  • 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

  • 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.

  • 21. 
    How many phonemes are in the word three?
    • A. 

      2

    • B. 

      3

    • C. 

      4

    • D. 

      5

  • 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.

  • 23. 
    Which word has the same phoneme as the first phoneme in top?
    • A. 

      Those.

    • B. 

      Listen.

    • C. 

      Mixed.

    • D. 

      Although.

  • 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.

  • 25. 
    Morphemic analyssi could be helpful when determining the meaning of which of these words/
    • A. 

      Untie.

    • B. 

      Strategies.

    • C. 

      Clues.

    • D. 

      Which.

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