Children make connections when they are reading. When children move beyond personal experience to relate what they are reading to global knowledge, they are making
a) text-to-self connections.
b) text-to-world connections.
c) text-to-text connections.
d) text-to-author connections.
Ques. 2When readers create mental images of what they are reading, they are using the strategy of
a) visualizing.
b) responding.
c) viewing.
d) questioning.
Ques. 3Fluency influences comprehension because fluent readers
a) usually prefer to read orally.
b) struggle with word recognition.
c) comprehend more than one language.
d) can devote more attention to comprehension.
Ques. 4The children in Tom Brown's class enjoy playing word games such as Scrabble and like to revise their writing by adding more colorful adjectives. This behavior suggests that the students have developed
a) Word Consciousness.
b) Word Sorts.
c) Reading Fluency.
d) Prosody.
Ques. 5The most effective way to give students practice in applying comprehension strategies is to provide time for them to
a) read interesting books written at their reading level.
b) read one selection in a basal textbook each week.
c) complete a workbook activity based on a trade book.
d) discuss a basal selection with their classmates.
Ques. 6When Calvin, a second-grade student, read a Jigsaw Jones mystery story and compared it to an Encyclopedia Brown story, he was making a
a) text-to-self connection.
b) text-to-world connection.
c) text-to-text connection.
d) text-to-teacher connection.
Ques. 7As the class prepared to read a mystery, their teacher raised questions to activate background knowledge. Background knowledge could be classified as a
a) text factor.
b) reader factor.
c) expository factor.
d) narrative factor.
Ques. 8A teacher helped his students understand the meaning of the prefix post by discussing terminology used in football games such as postseason and postgame. With this lesson, the teacher introduced his students to
a) phonemic analysis.
b) morphemic analysis.
c) miscue analysis.
d) running records.
Ques. 9A second grade teacher wants to give her students as much time as possible for daily independent reading so she has correctly decided to use
a) basal reading programs.
b) guided reading.
c) reading workshop.
d) a language experience approach .
Ques. 10Emma could not read the word birthday when she saw it written in isolation on the chalkboard. Later the teacher wrote the sentences, Emma is six today. Her dad will bake a cake. Today is Emma's birthday. Emma recognized the word birthday when she saw it in a sentence. The most likely explanation is that Emma determined the word by using
a) phonic analysis.
b) morphemic analysis.
c) context clues.
d) analogy.
Ques. 11When she examined compositions, third grade teacher Madeline Church, found that her students used basic words such as good and bad instead of more descriptive adjectives. To help the students use more effective words, this teacher should
a) post function words on the Word Wall.
b) add function words to the weekly spelling list.
c) teach the students to use a thesaurus.
d) teach the students to use repetends.
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