Praxis II: Special Education Exam Prep

Category - Foundations of Reading

Use the information below to answer the question that follow.

A third-grade class includes students with delays in foundational reading skills. Two students also have delays in language expression and comprehension. The teacher is considering ways to best support the students' reading development. The teacher would also like to provide appropriate supports for the students during the planned biweekly whole-class close-reading routine, in which the teacher will engage the students in reading and rereading a variety of complex literary and informational passages.

Which of the following strategies for differentiating collaborative text-based discussions for the students with language-expression challenges would best enhance their participation in the text-based discussions and their overall language development?
  1. Having the students discuss texts with each other instead of in a larger group.
  2. Pairing the students with an advanced reader who can model appropriate responses to questions.
  3. Asking the students key-detail questions that have the answers right in the text.
  4. Providing the students with relevant sentence or language frames to scaffold the ir responses.
Explanation
Correct Response: D. Students with language-expression challenges often have difficulty with academic language that utilizes conjunctions to connect ideas. Language frames provide a supportive syntactic structure for making a complex statement (e.g., conveying evidence for a response, making a causal statement, providing a reason for one's thinking). Providing the students with appropriate sentence or language frames would support their participation in the text-based discussions, as well as provide them with practice engaging in common academic- language tasks, thus promoting both their literacy and language development. Options A, B, and C are incorrect because they do not address the students' underlying language-expression challenges or provide them with opportunities to produce academic language on their own with appropriate scaffolding.
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