Practice Quiz

MTEL English as a Second Language - Question List

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61.
Which of the following statements best describes the relationship between spelling and phonics instruction in an effective research-based reading curriculum?
  1. Systematic spelling instruction takes priority over explicit phonics instruction in the early grades.
  2. Explicit phonics instruction is used primarily to remediate specific areas of spelling difficulty.
  3. Systematic spelling instruction is coordinated with and reinforces explicit phonics instruction.
  4. Explicit phonics instruction is reinforced by spelling instruction focused on irregular sight words.
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62.
A teacher could most effectively promote a beginning reader's ability to read phonetically irregular words by teaching the student to notice which of the following features of a word first?
  1. The sequence of letters in the word.
  2. The regular (decodable) elements in the word.
  3. The textual context of the word.
  4. The overall visual appearance (shape) of the word.
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63.
A sixth-grade teacher includes explicit instruction in common Greek and Latin roots (e.g., flex, struct) and affixes (e.g., pre-, -ology) as a regular part of vocabulary instruction. This strategy supports students' reading development primarily by:
  1. Expanding their knowledge of common textual features of academic texts.
  2. Enhancing their appreciation of the origins of content-area words.
  3. Prompting their use of morphology to determine the meanings of new words.
  4. Fostering their development of word consciousness.
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64.
Which of the following strategies would be most effective in promoting a first-grade student's reading fluency?
  1. Providing the student with scaffolded practice in reading comprehension strategies.
  2. Creating frequent opportunities for the student to engage in silent reading of high-interest texts.
  3. Providing the student with focused review of phonics generalizations and word analysis strategies.
  4. Creating frequent opportunities for the student to engage in oral reading of independent-level texts.
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65.
A teacher would like to promote third-grade students' use of syntactic and semantic context clues to determine the meaning of unfamiliar words in a passage. Which of the following should be an important consideration for the teacher to keep in mind when planning instruction to address this goal?
  1. Contextual analysis strategies are more effective when combined with word analysis strategies.
  2. Dictionary definitions tend to be more helpful than context clues in supporting word comprehension.
  3. Most readers develop an implicit awareness of context clues independently.
  4. Informational texts tend to lend themselves to contextual analysis more than literary texts.
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