Quickly gain a reputation by helping other students with their questions. When students see your nickname, they'll immediately associate your answer with credibility and expertise. Also, earn credits for sharing your knowledge and redeem them for rewards.
Which of the following is NOT a factor that determines how a hearing loss affects language and ...
Which of the following is NOT a factor that determines how a hearing loss affects language and communication? A) the language spoken in the home B) the degree of hearing loss C) the attitudes of parents and siblings D) the presence or absence of other disabilities
An absorbed prefix is a syllable that functioned at one time in the English language as a prefix but no longer does so.
Concern with syllabication is approached differently in different programs. Sometimes the focus is on units of sound, with the intention of giving clues to vowel sounds, as a part of phonic analysis instruction. At other times, when syllabication pract
True OR False The following is a recommended procedure:
The following is a recommended procedure: Mrs. Aftershave, a school psychologist, suggests in a written report after assessing a student, that the teacher use writing activities with this student, encouraging use of invented (i.e., temporary) spelling when necessary, to develop phonemic awareness.
Which statement is true regarding instructional activities for developing meaning vocabulary?
Structured overviews are primarily useful for meaning vocabulary instruction, while semantic mapping can be used for both vocabulary and comprehension development -- thus, making the latter the more efficient strategy to use.
Teachers should avoid combining methods for presenting the meaning(s) of a word because if done, confusion is likely to occur, especially fo
This activity produced successful results in McKeown and Beck's research: To promote multiple ...
This activity produced successful results in McKeown and Beck's research: To promote multiple experiences with new word meanings, students are rewarded for reporting a word studied in the classroom when they see or hear it outside of school, or they are given points if they use a meaning vocabulary focus word in their own writing. This activity has been called:
True or False: The phrase "learning word meanings from context" refers to two different ...
The phrase "learning word meanings from context" refers to two different things. One of these, sometimes called "incidental learning" refers to the type of context exemplified when a teacher introduces the meaning of a new word by placing the word in a sentence or paragraph to communicate the word's definition. The other, referred to as "pedagogical con
Using mental models means constructing something in our thoughts similar to what is presented in text.
Reasons given for narratives being easier to comprehend than expository material include greater familiarity with topics covered, as well as, the nature of the written language in narrative selections (which often is closer to that of oral language).
Based on what you read in Chapter 11, what would you think this teacher is attempting to do when he ...
Based on what you read in Chapter 11, what would you think this teacher is attempting to do when he does the following? Mr. Winchester reads the first paragraph of a story to students. Prior to beginning they are asked to close their eyes and try to see a picture of what they hear him read. Afterward, their “pictures” are discussed. Mr. Winchester and the students proceed thro
The author of your text states, “For many students, spending time thoroughly discussing a few ...
The author of your text states, “For many students, spending time thoroughly discussing a few higher-level questions may be instructionally more valuable than answering numerous quick and easy questions.” Which of these is not a reason why this is so?
This gives the teacher opportunity to model strategies.
The teacher can prompt the student to use strategies
The teacher selects key words from an upcoming story and students compose their own story before ...
The teacher selects key words from an upcoming story and students compose their own story before reading the upcoming selection, as a form of prediction.
To prepare for reading, students survey the material and make predictions. They read a portion of ...
To prepare for reading, students survey the material and make predictions. They read a portion of the story and stop to verify or reject predictions through discussion. New predictions are made and another portion is read. A cycle of prediction, reading, and confirmation or rejection continues throughout the story.
The teacher: (1) makes predictions, (2) uses analogies, (3) admits confusions and demonstrates ...
The teacher: (1) makes predictions, (2) uses analogies, (3) admits confusions and demonstrates fix-up strategies, (4) describes visual images. Focus is on one strategy at a time. Students practice strategies collaboratively. Eventually all strategies are combined in lessons, with the teacher, and then the students, demonstrating how to do this.
A small portion of a story is read; students ask as many questions as they can think
A small portion of a story is read; students ask as many questions as they can think of about this portion and the teacher answers the questions. The teacher then asks as many questions as s/he can think of about that portion and students answer. The same procedures are followed for subsequent small portions of the text.
Before a lesson with students, the teacher writes questions to ask them based on: (1) characters, ...
Before a lesson with students, the teacher writes questions to ask them based on: (1) characters, (2) settings, (3) the story problem and the goal to resolve it, (4) events to solve the problem, and (5) achievement of the goal.
The teacher instructs students about question types and strategies specifically needed to answer ...
The teacher instructs students about question types and strategies specifically needed to answer each of these. Commonly taught are question types designated as "Right There", "Think and Search", "The Author and You", and "On Your Own."
The teacher gives wait time; when students give a right answer, they are asked to explain how they ...
The teacher gives wait time; when students give a right answer, they are asked to explain how they know it's correct; all students are asked to respond; questions are rephrased or broken down into parts, when necessary; the teacher models how he or she would determine answers.
written summary of some aspects of the story is given to students ahead of time; pre-questions and ...
written summary of some aspects of the story is given to students ahead of time; pre-questions and listed vocabulary are discussed; the summary is read orally by the teacher; a written list of characters is placed on the chalkboard -- then, students read the entire story silently.
The teacher reads the first paragraph of a story to students. Prior to beginning, they are asked to ...
The teacher reads the first paragraph of a story to students. Prior to beginning, they are asked to close their eyes and try to see a picture of what they hear the teacher read. Afterward, their "pictures" are discussed. The teacher and students proceed through the story in this manner. Poetry is also a good choice for this activity.
Describe three specific ways in which play contributes to further development
Describe three specific ways in which play contributes to further development (use ideas from this course, the textbook, or educational videos from class)
The ideal balance of success and failure in a classroom...
The ideal balance of success and failure in a classroom is one in which students are usually successful, but are challenged and occasionally fail. why might this be so?
a. Students need to learn that an occasional mistake doesn't doom them to permanent failure. b. From Maslow's perspective, people can only satisfy their esteem needs by occasionally failing
