Practice Quiz

MTEL Foundations of Reading - Question List

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66.
A second-grade class includes several students who are developing-level (intermediate) English learners. The teacher is planning to use a whole-class read-aloud to provide instruction in making inferences when reading informational text. Which of the following differentiation strategies would best support students with diverse language abilities in making text-based inferences?
  1. Inviting the English learners to read the passages that will be used in the lesson in advance and to refer back to the printed copies of the passages during the lesson.
  2. Offering the English learners alternative, literal comprehension-building activities (e.g., "Fill in the blank: The authors said ______. The text was mostly about_____.")
  3. Collecting a variety of reference materials for the classroom, and making them freely available to the English learners as needed during instruction.
  4. Providing the English learners with sentence frames to scaffold the lesson (e.g., "I think that _____. I think so because I read ______ and because I know that ______.")
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67.
Two proficient readers are answering post-reading comprehension questions about a chapter in a content-area textbook.
  • The first student demonstrates exceptional recall of details from the chapter but has difficulty answering questions about the gist of the chapter.
  • The second student can give an outstanding summary of the chapter but has difficulty remembering specific facts from the chapter.

Which of the following best explains the most likely reason for the students' varied understanding of the text?
  1. The first student is more proficient than the second student at using metacognitive comprehension strategies to make sense of the text.
  2. Each student applied different reading comprehension skills when reading the text.
  3. The second student is more proficient at reading for literal understanding than for inferential understanding.
  4. Each student brought a unique set of prior experiences to the reading of the text.
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68.
Skimming is likely to be the most effective strategy for accomplishing which of the following reading tasks?
  1. Evaluating the validity of information on an Internet website.
  2. Previewing a chapter in a content-area textbook.
  3. Synthesizing information from various sources for a research report.
  4. Studying specific facts for a content-area exam.
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69.
A third-grade teacher has been conducting a series of ongoing assessments of a student's oral reading. Shown below is a sentence from a text, followed by a transcription of the student reading the text. The sample is representative of the student's typical oral reading performance.

Text: Up ahead, Julia saw the overturned boat disappear over the waterfall's edge.

Student: "Up ahead, Julie saw the overtired boat (pauses reading) overturned boat disappoint over the water's edge (pauses reading) disappear over the water's edge."

Given the information provided, the teacher could best address this student's needs by providing targeted, evidence-based instruction focused on:
  1. Developing the ability to self-monitor reading comprehension.
  2. Enhancing oral vocabulary development and use of word-learning strategies.
  3. Improving reading accuracy by attending to all parts of a word.
  4. Promoting the ability to track connected text.
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70.
A third-grade student performs below grade-level expectations in word-reading accuracy on informal assessments. Since the majority of the student's errors are with multisyllable words, the teacher plans to provide the student with daily explicit instruction for one week on the use of syllable-division strategies for reading multisyllable words. The teacher will then reassess the student at the end of the trial period. The primary benefit of this approach to informal assessment is that it:
  1. Helps the teacher determine whether the student has the potential for improvement with short-term intervention.
  2. Provides the teacher with nationally normed benchmarks with which to compare the student's progress.
  3. Provides opportunities to engage a student who is not a skilled reader in authentic reading activities.
  4. Contributes evidence that can be used to diagnose the student's specific reading disability.
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