Effective Instructional Strategies for Reading Comprehension, Exams of Medicine

Download Effective Instructional Strategies for Reading Comprehension and more Exams Medicine in PDF only on Docsity!

RICA Subtest #3 Questions with

Complete Solutions

What are the four components of effective instructional delivery? - ANS: Orientation, Presentation, Structured & Guided Practice, and Independent Practice. Frustration Level - ANS: Less than 90% accuracy Benefits of Independent Reading - ANS: > skill with language patterns, vocabulary, knowledge of content areas, fluency, and motivation. Five Fingers Test - ANS: Student flips to middle of the book with at least 50 words, puts 1 finger up for each unknown word. If 5 fingers up, waves goodbye to book. Good way to teach kids how to choose their own book. I + I Strategy - ANS: An instructional strategy to enhance a child's level of independent reading. The teacher determines the student's reading interests, the type of books the student likes to read (the first I), and then finds books of that type at the student's independent reading level (the second I). Methods for Monitoring Student Reading - ANS: Reading Logs, Written Book Reports, Oral Presentations, Individual Conferences Why Monitor Independent Reading? - ANS: Verify if the student read the book, learn more about the student's interests, learn about student abilities to read, write, and speak. Scaffolding - ANS: Temporary support that is tailored to a learner's needs and abilities. Flexible Grouping - ANS: Grouping students according to shared instructional needs and abilities and regrouping as their instructional needs change. Yopp-Singer Test - ANS: Tests phonemic awareness via segmentation. 22 words read aloud, students states sounds in each.

Informal Reading Inventory (IRI) - ANS: Used to determine reading level and to assess reading comprehension in general. Students read a set of passages and answer questions. Frayer Model - ANS: An adaptation of the concept map. The framework of the Frayer Model includes: the concept word, the definition, characteristics of the concept word, examples of the concept word, and non-examples of the concept word. It is important to include both examples and non-examples, so students are able to identify what the concept word is and what the concept word is not. Read Alouds - ANS: Sessions during which a teacher, parent, or other proficient reader reads aloud from a book or other text to one or more students. Benefits fluency. Diagnostic Assessment - ANS: Usually delivered in the beginning of the year. Helps teachers learn what students already know. Important for planning pacing, scaffolds, grouping students, and materials. State Assessments - ANS: Given to determine whether schools have been successful in teaching students the knowledge and skills for their enrolled grade as defined by the state content standards. Entry-level assessment - ANS: A short term assessment used at the beginning of teaching a concept to see how much students know, and what information they need quickest. Monitoring Assessment - ANS: Given immediately after teaching a concept. Assesses if students have truly grasped the concept. vitally important. Alphabetic principle - ANS: an understanding that letters can represent things. for example, a picture of a cat can represent a cat, but so can the word cat, formed by the letters c-a-t. Phonics - ANS: Knowledge of letter-sound correspondence Differentiating Reading Instruction - ANS: Instruction that meets the needs of all students. Delivered in whole group, small & flexible groups, and individualized formats.

2. Inferential Comprehension
3. Evaluative Comprehension Scarborough's Reading Rope - ANS: Word recognition + language comprehension weave together to make skilled readers. Gough and Turner - ANS: Strong decoding and language comprehension produces strong reading comprehension. Known as the Simple View of Reading. Stanovich - ANS: Reading strength differences between good and poor readers increase over time. They more texts students can read, the more words they will learn. Expect positive impacts from avid reading. Foorman and Torgesen - ANS: Small group & one-on-one reading instruction meets the literacy needs of all children. Tomlinson - ANS: Differentiated instruction produces positive and sustained achievement gains for students in all segments of the achievement spectrum, across subjects. Cunningham and Stanovich - ANS: 1st grade reading ability predicted 11th grade reading outcomes, including comprehension and volume. Beck - ANS: Developed the Tier-model for Vocabulary instruction. Dazzeo and Rao - ANS: Digital and adapted Frayer models supports students in the development of vocabulary and reading comprehension across content areas. Beck and Mckeown - ANS: Students benefit from multiple exposures to new words. Supported review up to 20x. Mohr and Mohr - ANS: Teacher serve as a conduit for sharing information and scaffolding social/academic language. Teachers should provide direct and explicit instruction.

Phonemic Awareness - ANS: The ability to distinguish separate phonemes (sounds) in a spoken word. Segmenting demonstrates this. Phonemes - ANS: Smallest units of sound in the human language, such as consonants or vowels Decodable text - ANS: Words containing only the phonetic code the child or student has already learned. Fluency Interventions - ANS: 1. Model reading with expression

2. Provide decodable text
3. Have them whisper read
4. Re-read passages Explicit instruction - ANS: Directly instructing on the topic of concern Word Sorting Activity - ANS: Sorting words into categories, such as: CVC CVVC make week Take peel Appropriate for all grades. Make Words Activity - ANS: Activity to practice spelling patterns and decoding. a k h e n "Make the word .....He" "Make the word.... Hank"

5. Explicit Instruction/Modeling Homophones - ANS: Words which sound exactly the same but which have different meanings. Ex: ('maid' and 'made'). Homographs - ANS: Words that are spelled the same but have different meanings. Ex: (bat = baseball bat // bat = animal) Implicit ways to teach concepts about print. - ANS: Read Aloud Big Book Reading Language Experience Approach Environmental print Utilize labels and captions Morning Agenda Mail boxes Effective way to teach spelling? - ANS: Studying spelling patterns such as those found in CVCC, CCVC, CVVC words Blending Activity - ANS: Child assembles the phonemes that they hear. Segmenting Activity - ANS: Student counts all phonemes in the word, keeping them separate. Highest level of phonemic awareness. Sound Box Activity - ANS: Builds phonological awareness by segmenting pictures or words into sounds. Ex: How many sounds in duck? Segmenting competence - ANS: Predicts an individual's success in learning to read. Why is phonological awareness important? - ANS: It is a bridge between language and reading. It is a strong predictor of later reading ability.

How to teach inflectional suffixes? - ANS: Make Words Activity How to teach Homographs? - ANS: Pictionary Activity What is the Cloze Procedure? - ANS: Students create words to substitute in a passage with deleted words, completing and construct meaning. Helpful to evaluate reading comprehension. inflectional suffix - ANS: In English, a suffix that expresses plurality or possession when added to a noun, tense when added to a verb, and comparison when added to an adjective and some adverbs. A major difference between inflectional and derivational morphemes is that inflections added to verbs, nouns, or adjectives do not change the grammatical role or part of speech of the base words (-s, -es, -ing, -ed). Phonological awareness - ANS: Knowledge that Oral English is composed of smaller units. Automatic Theory - ANS: Reading requires the reader to perform two main tasks: decode words and understand the meaning of the text. Instructional Conversations - ANS: During and after reading, teachers lead a discussion to promote more complex language and higher level responses that ask students to back up their ideas with evidence. Great for ELLs. Avoids Qs with just one answer. Questioning the Author - ANS: Teacher leads discussion of information-based texts by asking students to determine what the author is trying to say, whether it was clear, and what students might say instead. locus of control - ANS: Having more choice/ control both internally and in their environment. Auxiliary words - ANS: Do not represent tangible items and are difficult to understand on their own without context within a sentence. Examples: have, do, be Dipthong - ANS: Double vowel sounds