Practice Quiz

MTEL Foundations of Reading - Question List

Select how would you like to study

Study Mode Free Daily Question Test Mode
81.
A teacher is planning reading instruction for a small group of students who exhibit the following characteristics.

  • The students can point accurately to words in predictable texts after listening to and following the teacher reading aloud and tracking the text several times using a big book format.
  • The students can identify the beginning and final sounds of simple three- phoneme words presented orally and can sometimes identify a word's medial sound.
  • The students can identify the beginning and final sounds of simple three- phoneme words presented orally and can sometimes identify a word's medial sound.
  • The students can read several high-frequency words in simple texts.
  • The students can spell words with an accurate beginning consonant sound and sometimes an accurate final consonant sound.

Given these characteristics, the students are most likely beginning to transition to which of the following phases of word reading?
  1. Partial alphabetic.
  2. Full alphabet.
  3. Consolidated alphabetic.
  4. Consolidated grapho-syllabic.
See answer
82.
Early in the school year, a fifth-grade teacher analyzes the results of a developmental spelling survey to identify students' strengths and needs as spellers. Using this information, the teacher plans whole-group instruction for spelling elements and patterns the majority of students need to learn (e.g., fifth-grade-level prefixes and suffixes). However, some students have not yet mastered earlier spelling elements or patterns, while other students are ready to learn elements that are beyond the scope of the fifth- grade spelling curriculum. Which of the following approaches to spelling instruction would best address this diversity of skills?
  1. Expanding the number of spelling elements addressed in whole-group instruction.
  2. Creating individual spelling lists for each student in the class.
  3. Providing differentiated spelling homework to the students who vary from the norm.
  4. Planning differentiated instruction using flexible grouping.
See answer
83.
A second-grade teacher works several times a week with a Tier 2 intervention group. At the beginning of the intervention, all the students in the group had strengths in oral reading fluency and challenges in text comprehension. As instruction proceeds, which of the following actions best aligns with key principles of a Multi-Tiered Systems of Support (MTSS) model of instruction?
  1. Providing reading materials written at the most accessible level for the students.
  2. Adjusting instruction for individual students according to their responses to the Intervention.
  3. Changing materials and resources frequently according to students' interests.
  4. Following a scripted intervention program verbatim with the students from beginning to end.
See answer
84.
Which of the following statements describes the most important reason for a fourth-grade teacher to assign a variety of high-quality trade books as a component of reading instruction?
  1. The themes typical of children's literature tend to reinforce students' development of literal comprehension skills.
  2. Reading across genres contributes to students' developing understanding of the structures and features of different texts.
  3. Simplified syntax and controlled vocabulary provide necessary scaffolding for students who are not skilled readers.
  4. Reading diverse texts promotes students' development of phonological and phonemic awareness skills.
See answer
85.
A fifth-grade class silently reads an informational text. In subsequent informal assessments, several students are able to read the text orally with fluency, but they demonstrate poor overall comprehension of the text. The teacher could most appropriately address these students' needs by adjusting future instruction in which of the following ways?
  1. Using informational texts that are written at the students' independent reading level.
  2. Providing the students with explicit instruction in grade-level-appropriate test-taking strategies.
  3. Introducing a text's key vocabulary and supporting the students in close reading of key passages.
  4. Emphasizing reading skill-building activities that focus primarily on narrative texts.
See answer

Select how would you like to study

Study Mode Free Daily Question Test Mode