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Practice Quiz
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1
As reported in "Learning to Read and Write: Developmentally Appropriate Practices for Young Children," the authors' view of reading development is that:
A)the teaching of reading should begin only when a certain level of maturation has been reached.
B)exposure to reading and writing before the age of readiness is counterproductive.
C)experiences throughout early childhood years affect literacy development.
D)extensive whole group instruction is vital for developing reading skills.
2
As noted in "Learning to Read and Write: Developmentally Appropriate Practices for Young Children," the single most important activity for building needed understandings and skills for reading success is:
A)reading aloud to children.
B)engaging children in conversation.
C)modeling good writing skills.
D)focused literacy lessons.
3
As stated in "Learning to Read and Write: Developmentally Appropriate Practices for Young Children," research suggests that invented spelling promotes poor spelling habits.
A)True
B)False
4
As reported in "Early Literacy Instruction in the Climate of No Child Left Behind," the No Child Left Behind Act of 2001 identifies all of the following as essential components of reading instruction except:
A)spelling.
B)phonics.
C)vocabulary development.
D)phonemic awareness.
5
As discussed in "Early Literacy Instruction in the Climate of No Child Left Behind," learner-centered instruction is about:
A)matching content to student interests.
B)finding the right motivation for every student.
C)setting easily obtainable goals.
D)starting where the learner already is.
6
As identified in "Early Literacy Instruction in the Climate of No Child Left Behind," the most important element in the effectiveness of the classroom is the teacher.
A)True
B)False
7
According to "Literacy, Learning, and Libraries: Common Issues and Common Concerns," the norm for public libraries and school districts is:
A)both do family literacy programs independently.
B)collaboration on family literacy programs.
C)each assumes the other will focus on family literacy.
D)neither sees family literacy as a priority.
8
As reported in "Literacy, Learning, and Libraries: Common Issues and Common Concerns," research on the way that student projects are carried out to completion shows that students:
A)typically do not have enough time to locate information.
B)do not have guidance or time to analyze the effectiveness of the product.
C)do not have adequate time to evaluate information.
D)have ample opportunities to determine the parameters of the problem or task.
9
As noted in "Literacy, Learning, and Libraries: Common Issues and Common Concerns," high-school and university librarians share the same issues and priorities.
A)True
B)False
10
According to "Public Libraries and Early Literacy: Raising a Reader," the most significant research to impact library programming is evidence that:
A)letter-knowledge skills cannot be taught to children younger than five.
B)phonological sensitivity is predictive to reading success.
C)letter knowledge is not predictive to reading success.
D)phonological sensitivity is purely instinctual.
11
Conclusions reported in "Public Libraries and Early Literacy: Raising a Reader" from the study on early literacy behaviors of parents and caregivers of pre-talkers included that:
A)frequency of library use by parents was unaffected by the program studied.
B)parents talking to children was the least frequent behavior before and after the program.
C)parents' behavior changed in all areas after the program.
D)caregiver behaviors were unchanged in every area.
12
As noted in "Public Libraries and Early Literacy: Raising a Reader," the optimal method for development of phonological sensitivity is through repetition of drills.
A)True
B)False
13
As reported in ""The Best Way is Always Through the Children": The Impact of Family Reading," in the Partnership with Parents program:
A)a deficit model was employed to explain children's lack of progress in school.
B)parents reported that they developed a greater understanding of their child's education.
C)all of the head teachers involved were interviewed toward the end of the program.
D)teachers saw no changes in parental involvement.
14
As noted in ""The Best Way is Always Through the Children": The Impact of Family Reading," the Partnership with Parents courses benefited the local library service by:
A)attracting attention to the library's needs from beyond the local community:
B)increasing the resources available for materials acquisition.
C)providing a pool of public opinion to survey.
D)giving an opportunity to explain what was available to families.
15
As pointed out in ""The Best Way is Always Through the Children": The Impact of Family Reading," research at the conclusion of the project documented significant measurable gains for parents in terms of their own learning.
A)True
B)False
16
As reported in "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children," in the earliest stages of development, phonological awareness is best represented by children's abilities to:
A)compose sentences.
B)correctly pronounce unknown words.
C)be aware of the phoneme.
D)produce and comprehend rhymes.
17
As noted in "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children," the best predictor of future reading attainment is:
A)knowledge about the concepts of print.
B)letter knowledge.
C)interaction with environmental print.
D)awareness of symbols as representing things.
18
As pointed out in "Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children," for children at risk for developing a reading disability, explicit instruction in phonological awareness should be provided daily.
A)True
B)False
19
As reported in "Parent Involvement in Children's Acquisition of Reading," conclusions about interventions in parental involvement in reading acquisition included that:
A)parental involvement stopped having a positive effect on children after grade one.
B)socioeconomic status of the families did not affect the positive effect of the interventions.
C)interventions were less effective for children at risk for reading difficulties.
D)interventions were less effective for children experiencing reading difficulties.
20
As noted in "Parent Involvement in Children's Acquisition of Reading," articles that were included in the meta-analysis were required to have:
A)included at least 10 participants.
B)reported statistics permitting the calculation or estimation of effect sizes, or reported effect sizes.
C)been published in multiple journals.
D)operated under the assumption that parental involvement does not affect reading acquisition.
21
As stated in "Parent Involvement in Children's Acquisition of Reading," interventions four months or shorter were more effective than interventions longer than five months.
A)True
B)False
22
A review of the research literature, as reported in "Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills," concludes that:
A)the learning climate is the dimension of family literacy that has received the most attention.
B)few studies have explored the language and verbal interactions dimension of family literacy.
C)the social and emotional climate of the home has been thoroughly studied as the principal component of family literacy.
D)no single study has examined all three dimensions of family literacy.
23
As noted in "Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills," the adult participants in the study had all of the following characteristics at the beginning of the study except that they:
A)were African American.
B)had at least one child.
C)read at or above grade level.
D)had not graduated from high school.
24
As pointed out in "Beyond Shared Book Reading: Dimensions of Home Literacy and Low-Income African American Preschoolers' Skills," the social and emotional climate of the home appeared to be associated with children's readiness skills.
A)True
B)False
25
The authors of "Family Literacy: Perspective and Practices" suggest that issues in family literacy:
A)are not as critical as assessment strategies.
B)should reflect a focus on the types of literacy practiced at school.
C)should be viewed as the most important element in literacy development.
D)recognize the deficit model in families where no literacy practices occur.
26
As pointed out in "Family Literacy: Perspective and Practices," there is a growing body of evidence that suggests that:
A)low-income families are incapable of providing positive contexts for literacy development.
B)many low-income, minority, and immigrant families support family literacy with exceptional effort.
C)minority and immigrant families tend to place a low value on literacy.
D)there is no genuine correlation between poverty and illiteracy.
27
As stated in "Family Literacy: Perspective and Practices," in families where literacy events are not like the ones at school, these events have little positive impact on literacy development.
A)True
B)False
28
According to "The Role of Child Development and Social Interaction in the Selection of Children's Literature to Promote Literacy Acquisition," research in past decades on the subject of how children develop and learn leads to the understanding that:
A)as children encounter new experiences, existing memory structures in the brain are reshaped.
B)learning is the result of development.
C)people are not born with the ability to organize or classify.
D)knowledge must be given by the teacher to the student.
29
As discussed in "The Role of Child Development and Social Interaction in the Selection of Children's Literature to Promote Literacy Acquisition," Barbara Rogoff's view of children learning is as:
A)empty boxes waiting to be filled.
B)apprentices.
C)miniature adults.
D)copilots of their life's journey.
30
As reported in "The Role of Child Development and Social Interaction in the Selection of Children's Literature to Promote Literacy Acquisition," often when humorous books fail to amuse children it is indicative of a poor match between children's cognitive-developmental level and the reading material.
A)True
B)False
31
As reported in "The Many Rewards of a Literacy-Rich Classroom," one of the findings from the visits to the first-grade classrooms was that:
A)early literacy has little impact on later school success.
B)there is enormous variability in how educators conceptualize literacy.
C)many teachers are unconcerned about literacy.
D)approaches to early literacy are largely the same in every class.
32
As noted in "The Many Rewards of a Literacy-Rich Classroom," a principal difference in the two classrooms described was that William's class had:
A)no library.
B)no centers.
C)reading groups.
D)student stories on the walls.
33
As pointed out in "The Many Rewards of a Literacy-Rich Classroom," the study found that the amount of writing children did in class was correlated with first-grade reading achievement.
A)True
B)False
34
According to "Building Walls of Words," most word walls share all of the following characteristics except that they are:
A)collections of developmentally appropriate words.
B)words are chosen at random.
C)cumulative collections.
D)words chosen to temporarily assist students in independent reading and writing.
35
As noted in "Building Walls of Words," among the purposes of the word wall is to:
A)concentrate attention on a short list of essential terms.
B)limit students' exploration of reference books.
C)transfer responsibility for reading from teacher to student.
D)eliminate the need for spelling instruction.
36
As stated in "Building Walls of Words," it is inadvisable to have more than one word wall in a classroom.
A)True
B)False
37
According to "Phonemic Awareness: A Crucial Bridge to Reading," phonemic awareness starts with:
A)knowing vowel sounds.
B)distinguishing syllables.
C)recognizing when words begin with the same sound.
D)correct pronunciation of all the letters of the alphabet.
38
As noted in "Phonemic Awareness: A Crucial Bridge to Reading," the only quality of a letter that is stable is its:
A)shape.
B)sound.
C)feel.
D)name.
39
As reported in "Phonemic Awareness: A Crucial Bridge to Reading," children's rhyming abilities are strong indicators of reading readiness.
A)True
B)False
40
As reported in "False Claims About Literacy Development," claims made in the 2000 National Reading Panel report include that:
A)there is no evidence to support phonemic-awareness training as a way of improving children's reading ability.
B)whole-language approaches are better than skills-based approaches.
C)systematic phonics instruction is counterproductive.
D)there is no clear evidence that encouraging students to read more in school improves reading achievement.
41
As reported in "False Claims About Literacy Development," research on the efficacy of phonemic-awareness training in improving reading ability:
A)has focused exclusively on English-speaking children.
B)does not support the claim that this training is important for reading.
C)has failed to include studies with phonemic awareness combined with phonics.
D)has shown large average-effect sizes.
42
As pointed out in "False Claims About Literacy Development," children without phonemic awareness or with very low phonemic awareness are not able to read.
A)True
B)False
43
According to "Matching Texts and Readers: Leveling Early Reading Materials For Assessment and Instruction," a text in which a child can read 90 percent of the words easily is considered to be:
A)at the child's frustration level.
B)at the child's instructional reading level.
C)too easy to be of instructional value.
D)at the child's independent reading level.
44
As noted in "Matching Texts and Readers: Leveling Early Reading Materials For Assessment and Instruction," the Reading Recovery program:
A)does not involve leveled reading materials.
B)is not a genuine literacy intervention.
C)is not designed for general classroom use.
D)does not have an explicitly described leveling system.
45
As reported in "Matching Texts and Readers: Leveling Early Reading Materials For Assessment and Instruction," emergent readers usually cannot decode words that are not in their speaking vocabularies.
A)True
B)False
46
As explained in "Guided Reading: Who is in the Driver's Seat?" picture walks:
A)encourage students' to make word pictures as they read.
B)assess comprehension through student illustrations.
C)invite students to talk about illustrations before reading.
D)connect books on different subjects.
47
As pointed out in "Guided Reading: Who is in the Driver's Seat?" in order to scaffold conversation about dinosaur differences, the second grade teacher used:
A)a word wall.
B)a word map.
C)a Venn diagram.
D)an agree/disagree chart.
48
As stated in "Guided Reading: Who is in the Driver's Seat?" graphic organizers are of little value as conversational scaffolds unless they are written down.
A)True
B)False
49
According to "The Essentials of Early Literacy Instruction," early literacy instruction should include all of the following except:
A)naming and writing alphabet letters.
B)recognition and writing of one's name.
C)reproduction of simple sentences in writing.
D)listening to stories for meaning.
50
Conclusions about written language reached in "The Essentials of Early Literacy Instruction," include that:
A)it is easier for many children than oral language.
B)it is decontextualized.
C)invented spelling hinders its development.
D)it should not be introduced to preschoolers.
51
As pointed out in "The Essentials of Early Literacy Instruction," teachers should avoid reading the same book to children more than once or twice.
A)True
B)False
52
As concluded in "Just Think of the Possibilities: Formats for Reading Instruction in the Elementary Classroom," a study of more effective versus less effective teachers found that the more effective teachers:
A)used multiple formats for reading.
B)used extensive reading response activities.
C)had students reading for longer periods of time.
D)used specific types of reading.
53
In discussing read-aloud sessions, the author of "Just Think of the Possibilities: Formats for Reading Instruction in the Elementary Classroom" notes that:
A)this type of format is only suitable for younger grades.
B)sessions should only include story books.
C)teachers should model good intonation and expression.
D)books selected should be familiar to students.
54
As reported in "Just Think of the Possibilities: Formats for Reading Instruction in the Elementary Classroom," interactive read alouds can be useful in classrooms with language-minority students.
A)True
B)False
55
As reported in "Our Students are Ready For This: Comprehension Instruction in the Elementary School," research and observation in the classroom suggest that direct instruction in reading-comprehension strategies:
A)is a necessary prerequisite for awareness in the comprehension process.
B)has no correlation to the content and difficulty of the text.
C)should be conducted only in the whole-group setting.
D)should be conducted only in the small-group setting.
56
As pointed out in "Our Students are Ready For This: Comprehension Instruction in the Elementary School," the essence of the comprehension process is to:
A)remember events.
B)employ appropriate reasoning strategies.
C)be able to relate content to others.
D)systematize data.
57
As noted in "Our Students are Ready For This: Comprehension Instruction in the Elementary School," literal strategies should be taught before the more abstract inference strategies.
A)True
B)False
58
The comprehension checklist, as provided in "A Comprehension Checklist: What if it Doesn't Make Sense?":
A)must be teacher led.
B)is intended to be a resource for teachers only.
C)includes strategies that are different from those used by a teacher to guide understanding of complex stories.
D)assesses students' comprehension for direction in future instruction.
59
As noted in "A Comprehension Checklist: What if it Doesn't Make Sense?" the one thing the student identified as Bradley did well was:
A)comprehend plot.
B)decode words.
C)look at pictures.
D)think about action.
60
As related in "A Comprehension Checklist: What if it Doesn't Make Sense?" the comprehension checklist should only include strategies students can use independently.
A)True
B)False
61
In discussing the process of inferencing, the author of "How Do You Know? A Strategy to Help Emergent Readers Make Inferences" observes that it:
A)limits the reader to information explicitly stated.
B)is the glue that cements the construction of meaning.
C)is generally not necessary in children's picture books.
D)does not involve complex thinking.
62
As reported in "How Do You Know? A Strategy to Help Emergent Readers Make Inferences," all of the following create barriers to comprehension except:
A)lack of prior knowledge of story content.
B)use of information from illustrations rather than text.
C)overdependence on prior knowledge.
D)underdeveloped reasoning abilities.
63
As pointed out in "How Do You Know? A Strategy to Help Emergent Readers Make Inferences," young readers generate inferences naturally and spontaneously.
A)True
B)False
64
As listed in "Using Centers to Engage Children During Guided Reading Time: Intensifying Learning Experiences Away From the Teacher," key elements of guided reading in small groups that distinguish high-achieving primary classrooms include all of the following except:
A)instruction that scaffolds learning.
B)instruction that engages the learner.
C)constant teacher attention to all students.
D)strategic coaching.
65
As described in "Using Centers to Engage Children During Guided Reading Time: Intensifying Learning Experiences Away From the Teacher," in guided-reading classroom-organization patterns, students in the groups not receiving the teacher's attention would:
A)engage in a menu of cut, color, and paste response objects.
B)complete handouts and worksheets.
C)spend more time with the teacher than in traditional models.
D)need to be engaged in useful, literacy-building tasks, often in learning centers.
66
As noted in "Using Centers to Engage Children During Guided Reading Time: Intensifying Learning Experiences Away From the Teacher," giving students a variety of activities in learning centers is essential.
A)True
B)False
67
As explained in "Digging Up the Past, Building the Future: Using Book Authoring to Discover and Showcase a Community's History," the challenge to fulfilling the literacy needs of students that the author undertook to deal with was how to address these needs:
A)with the limited resources available to rural schools.
B)while adhering to government testing regulations and standards.
C)in the limited amount of time that teachers have today.
D)within the boundaries of traditional teaching methods.
68
As recounted in "Digging Up the Past, Building the Future: Using Book Authoring to Discover and Showcase a Community's History," the historical aspect of the project was motivated by the hope that students and families would learn about and engage with good literacy practices if:
A)they "owned" the topic.
B)it had nothing to do with them personally.
C)they did not have to do any work.
D)it dealt with a familiar subject.
69
As noted in "Digging Up the Past, Building the Future: Using Book Authoring to Discover and Showcase a Community's History," the students who participated in the project already had a strong sense of their community's rich history when the project began.
A)True
B)False
70
As listed in "Teaching Expository Text Structures Through Information Trade Book Retellings," all of the following are vital literacy skills except the ability to:
A)use the Internet to access information quickly.
B)sift through volumes of text.
C)use print indexes and directories.
D)synthesize information from a variety of sources.
71
As defined in "Teaching Expository Text Structures Through Information Trade Book Retellings," a summary:
A)is a postreading recall of what students remember from a text.
B)provides a holistic representation of student understanding.
C)is an important precursor to developing retelling skills.
D)is a short distillation of the main ideas in a text.
72
As pointed out in "Teaching Expository Text Structures Through Information Trade Book Retellings," the main purpose of expository text is to tell a story.
A)True
B)False
73
As argued in "Mathematics Trade Books: Establishing Their Value and Assessing Their Quality," the efficacy of the use of real-world contexts to support the teaching of math is supported by:
A)cognitive psychology and schema theory.
B)behavioral psychology and stimulus/response theory.
C)developmental theory and the work of Jean Piaget.
D)Lacanian psychology and semiotics.
74
As noted in "Mathematics Trade Books: Establishing Their Value and Assessing Their Quality," the texts from McGraw-Hill's and Harcourt Brace's recommendation lists that the author excluded from her study included texts that were:
A)more than 10 years old.
B)not written in English.
C)judged to be at a higher reading level than that on which the study focused.
D)not available from any library in the state of Florida.
75
As suggested in "Mathematics Trade Books: Establishing Their Value and Assessing Their Quality," the content of English and mathematics do not require any of the same skills.
A)True
B)False
76
As cited in "It's As Easy As A-B-C and Do-Re-Mi: Music, Rhythm, and Rhyme Enhance Children's Literacy Skills," the forms of intelligence used by children to make sense of the world around them include:
A)literal.
B)artistic.
C)spatial.
D)physical.
77
As explained in "It's As Easy As A-B-C and Do-Re-Mi: Music, Rhythm, and Rhyme Enhance Children's Literacy Skills," phonemic awareness is:
A)learning to associate words and their meanings.
B)the ability to communicate verbally.
C)noticing that speech is built from sounds.
D)recognizing musical notes through attentive listening.
78
As described in "It's As Easy As A-B-C and Do-Re-Mi: Music, Rhythm, and Rhyme Enhance Children's Literacy Skills," intrapersonal intelligence is the ability to understand and relate well with others.
A)True
B)False
79
As reported in "Reggio Emilia: New Ways to Think About Schooling," the greatest attraction of Reggio Emilia is:
A)its stimulation of a rethinking of what schools do.
B)its facilitation of the parent-child separation without anxiety.
C)the colorful curriculum the program produces for use in other schools.
D)the reduction in staff needs that results from the program.
80
According to "Reggio Emilia: New Ways to Think About Schooling," when the Reggio Emilia approach was first introduced in America, it was into an early-childhood environment that:
A)had rejected the philosophy of Jean Piaget.
B)emphasized teacher-centered learning.
C)de-emphasized play in favor of a focus on measurable outcomes.
D)viewed teacher-directed activity as unnecessary.
81
As pointed out in "Reggio Emilia: New Ways to Think About Schooling," the Reggio Emilia approach bears some similarities to John Dewey's educational philosophy.
A)True
B)False
82
As presented in "Promoting Creativity for Life Using Open-Ended Materials," play and art making could be considered acts of courage and faith because:
A)not all young children have inherent artistic talent.
B)the outcome of these actions are uncertain.
C)it is difficult to be graded on the products of creativity.
D)they are of little value other than for childish fun.
83
As claimed in "Promoting Creativity for Life Using Open-Ended Materials," the key to intelligence is the ability in early childhood to:
A)play and create without supervision.
B)follow directions and produce expected results.
C)recognize and create patterns and relationships.
D)understand things from an adult perspective.
84
As explained in "Promoting Creativity for Life Using Open-Ended Materials," endogenous expression is enhanced when children work creatively in small groups.
A)True
B)False
85
As delineated in "Young Children Try, Try Again: Using Wood, Glue, and Words to Enhance Learning," to facilitate a wood-block-sculpture unit in the classroom, the two areas to focus on are:
A)using the wood and tools safely and finding materials.
B)connecting the unit to other kinds of learning.
C)preparation and cleanup.
D)organizing the process and using language appropriately.
86
According to "Young Children Try, Try Again: Using Wood, Glue, and Words to Enhance Learning," if the teacher does not know the answer to a question asked by a student, she or he should:
A)make up an answer, and then later retract it if incorrect.
B)refuse to answer.
C)dismiss the question.
D)work with the student to find the answer.
87
As noted in "Young Children Try, Try Again: Using Wood, Glue, and Words to Enhance Learning," talking about their artistic work and explaining how they accomplished tasks has little value for children's learning process.
A)True
B)False
88
As explained in "Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education," early-childhood educators can best help linguistic and culturally diverse children and their families by:
A)meeting all members of the family before classes begin.
B)acknowledging and responding to the importance of the child's home language and culture.
C)providing tapes for the parents and the students.
D)using primarily visual cues.
89
As explored in "Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education," the acquisition of language is essential to:
A)children's cognitive and social development.
B)parental involvement.
C)upward mobility in an urban environment.
D)promotion in a timely manner.
90
As related in "Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education," in the past, children entering U.S. schools from families whose home language was not English were expected to immerse themselves in the mainstream of schools, primarily through the use of English.
A)True
B)False
91
As reported in "Not Made for Defeat," researchers have linked the failure to sustain progressive school reforms to the:
A)lack of money.
B)poor planning of all administrators.
C)absence of historical perspective among educators in the United States.
D)pressures of time.
92
As noted in "Not Made for Defeat," sustaining practices that keep children at the center of educational decisions will require:
A)passing bond issues.
B)teachers to develop an understanding of the political nature of school reform.
C)redeployment of the most skilled individuals into the inner cities.
D)debating the issues in the public forum.
93
As shown in "Not Made for Defeat," by calling on the collaborative processes developed during their participation in the school's evolution, teachers were able to sustain practices that were central to supporting student diversity.
A)True
B)False
94
As brought out in "Vygotsky and the Blues: Re-Reading Cultural Connections and Conceptual Development," throughout the history of educational research, the factor of cultural diversity has:
A)included descriptions of the richer vs. the poorer classes of immigrants.
B)been traditionally associated with various forms of achievement deficit and academic failure.
C)been ignored in upwardly mobile organizations.
D)limited learning opportunities among teaching professionals.
95
As mentioned in "Vygotsky and the Blues: Re-Reading Cultural Connections and Conceptual Development," when the focus of research examines learning strengths, we rarely encounter:
A)students of color.
B)mainstreamed students.
C)adolescents.
D)testing norms.
96
As indicated in "Vygotsky and the Blues: Re-Reading Cultural Connections and Conceptual Development," learning does not take place in cognitive isolation, but within the context of activities and social interaction.
A)True
B)False
97
As discussed in "Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores, Test Passing Rates, Retention, and Special Education Referral," the survey findings indicate that the effect of early-literacy practice on school-level outcomes:
A)is not relevant in early-intervention study methods.
B)depends on the measure used as an indicator of improvement.
C)may be compared with the specific amount of money put into teacher training.
D)can have significant bearing on class size.
98
As pointed out in "Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores, Test Passing Rates, Retention, and Special Education Referral," the broad efforts to improve reading in schools shifts the focus from the efficacy of a single instructional methodology to:
A)interventions that affect the whole school curriculum and environment.
B)exclusion of non-literary options.
C)funding and skills building.
D)computer-intensive learning.
99
As described in "Early Literacy Practices as Predictors of Reading Related Outcomes: Test Scores, Test Passing Rates, Retention, and Special Education Referral," although students in general can learn to read under a variety of differing instructional approaches, students at risk for reading failure will lack the adaptive capability of their higher-achieving peers.
A)True
B)False
100
As explained in "Using African American Children's Literature to Support Literacy Development," one of the reasons for the achievement gap between African American and European American children is that:
A)European American children settled in the country earlier.
B)rules governing entrance into school differ for African American children in different parts of the country.
C)age disparities between the races in starting school.
D)a larger percentage of African American children live in poverty and come from single-parent homes.
101
As presented in "Using African American Children's Literature to Support Literacy Development," because stories and images make a lasting impression:
A)movies are more meaningful to those under the age of six.
B)teachers should never select the books to spark interest in their students.
C)children's literature can have a strong impact on young children.
D)libraries should sponsor reading contests.
102
As discussed in "Using African American Children's Literature to Support Literacy Development," the curriculum in U.S. schools will be more inclusive and more effective when the experiences of African American children are less reflected in then materials used.
A)True
B)False
103
As discussed in "Effects of Running Records Assessment on Early Literacy Achievement," weaving the findings of school effectiveness research into viable change processes will:
A)lead to achievement improvements that motivate effective school researchers, funding agencies, and practitioners.
B)allow research dollars from state governments to be more available.
C)enable greater parent participation.
D)curtail duplicate research programs in specific geographic sectors.
104
As detailed in "Effects of Running Records Assessment on Early Literacy Achievement," effective teaching techniques have value in that they:
A)create little competition among skilled instructors.
B)act as stimulants for teacher reflection and as topics in teachers' professional discourses.
C)provide texts that can be created from relevant material.
D)encourage publishers who are interested in new teaching and writing models.
105
As explained in "Effects of Running Records Assessment on Early Literacy Achievement," a running record is successfully completed when the student has responded correctly to the questions about meaning and has read at 90 to 94 percent accuracy.
A)True
B)False





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