NYSTCE: Students with Disabilities 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 guidelines for planning effective reading instruction for these students best addresses the evidence-based recommendation that foundational reading skills should be taught in conjunction with building a foundation for reading comprehension?
  1. Providing sufficient time for the students to engage in sustained silent reading with self- selected texts in class to practice new skills and strategies independently.
  2. Using decodable texts to promote the students' ability to read a text with fluency while also selecting complex, grade-level texts for read alouds and text analysis.
  3. Utilizing state standards from lower grade levels in order to address gaps in the students' reading skills and accommodate their limited reading comprehension.
  4. Focusing more on modeling oral reading of texts with adequate expression to facilitate the students' comprehension than on developing their decoding or fluency skills.
Explanation
Correct Response: B. Since most decodable texts are constructed specifically for the purpose of supporting students' decoding development, their stories are not necessarily sufficiently developed to support grade-level comprehension instruction, especially for older students such as the third graders in this scenario. A well-developed story includes, either explicitly or implied, essential story components or elements such as character(s), setting, an initiating event/problem, reactions to the initiating event/problem, attempts to carry out a plan in response to the main event/problem, consequences of the attempts or plan, and a resolution. Thus, by using decodable texts with an evidence-based scope and sequence for decoding instruction and complex, grade- level texts read aloud by the teacher for comprehension instruction, the teacher can support the students' ongoing development in both reading fluency and text comprehension. Options A, C, and D are incorrect because they do not explicitly address comprehension instruction.
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