MTEL Foundations of Reading - Question List

Select how would you like to study

21.
A second-grade teacher wants to ensure that students become automatic in recognizing the orthographic patterns they are explicitly taught during decoding instruction. According to evidence-based best practices, which of the following instructional strategies best promotes students' automatic recognition of a new orthographic pattern to support proficient reading?
  1. Providing instruction in the new orthographic pattern implicitly when it arises in the context of reading a shared text or it appears in a text selected for comprehension instruction.
  2. Providing practice with phoneme-grapheme mapping and various reading and spelling activities that focus on words containing the new orthographic pattern.
  3. Emphasizing the use of the three-cueing systems, especially context clues, to decode words that contain the new orthographic pattern.
  4. Emphasizing a tactile-kinesthetic approach when introducing new words that follow the new orthographic pattern.
22.
Which of the following instructional strategies would be most effective in promoting students' decoding of multisyllable words that are not multimorphemic?
  1. Giving students opportunities to read literature featuring predictable text containing multisyllable words.
  2. Teaching students how to divide multisyllable words into syllables according to common syllable types.
  3. Prompting students to sound out and blend the individual phonemes that compose multisyllable words.
  4. Developing and reinforcing students' recognition of high-frequency multisyllable words using flash cards.
23.
A teacher is working with a group of learners who exhibit the following characteristics.

  • The students can accurately read single-syllable words that feature closed, open, and silent-e syllables; and vowel-team syllables that make a long-vowel sound.
  • The students can accurately read multisyllable words that feature closed and open syllables.

Which of the following sets of words includes appropriate types of syllables to provide the students with practice applying their knowledge of syllable types to read decodable multisyllable words?
  1. Treadmill, Healthy, Pleasant
  2. Council, County, Avoid
  3. Table, Pickle, Candle
  4. Reveal, Combine, Explain
24.
A group of first-grade students has mastered reading single-syllable words that follow the closed-syllable patterns VC, CVC, CVCC, and CCVC. The teacher would like to expand students' reading development by teaching them how to read two-syllable words that consist of closed syllables, such as picnic, muffin, trumpet, pretzel, invent, and frantic. The teacher could best promote the students' accurate, efficient reading of this type of word by teaching them to use which of the following decoding strategies?
  1. Look at the vowels in a target word; if they are separated by two consonants, divide the word between the consonants (e.g., muf/fin), and then read each syllable from left to right.
  2. Look for recognizable single-syllable words within a target word (e.g., muff in muffin, ant in frantic), and then use that word as a starting point to decode the longer word.
  3. Sound out each of the letters of a target word from left to right, continuing to the end of the word, and then go back and blend the letter-sounds into recognizable syllables.
  4. Sound out and blend the first two letters in a target word; if you recognize the word, then stop, but if not, proceed to the next set of letters until you recognize the word.
25.
A fourth-grade student tries to decode the word accumulate in a science article by using syllabication skills. In order to read the individual syllables of the word after dividing them correctly, the student would need to be proficient in decoding which of the following syllable types?
  1. Silent E, Closed, Vowel Team
  2. Vowel Team, Consonant + Le, Silent E
  3. Closed, Open, Silent E
  4. Open, Silent E, Vowel Team

Select how would you like to study