In the past, programs that had a goal of correcting reading problems were called:
a. remediation.
b. acceleration.
c. intervention.
d. struggling reader programs.
[Ques. 2] Which of the following statements is true?
a. Most classrooms will not have students reading below grade level.
b. Intervention can be provided within a classroom only if a teacher is given extra help.
c. Struggling readers in a pull-out program should not be required to make up work they miss.
d. A good time for struggling readers to be out of the classroom is during activities that are just for fun and not part of the regular curriculum.
[Ques. 3] Which of the following statements applies to finding time to work with struggling readers?
a. Make clear that you cannot devote extra time outside of reading class. b. Establish patterns and routines.
c. Meet less frequently with struggling readers but for longer periods of time.
d. Include struggling readers in every group so instruction is repeated for them.
[Ques. 4] Which of the following statements of effective intervention programs is true?
a. Skills are taught by a paraprofessional. b. The focus is not on skills.
c. Skills are usually taught in isolation.
d. Skills are systematically taught in the context of reading.
[Ques. 5] Lessons in an effective intervention program are:
a. structured and fast-paced.
b. varied daily to keep interest high. c. more slow-paced and deliberate. d. taught by paraprofessionals.
[Ques. 6] Lessons in an effective intervention program are:
a. structured and fast-paced.
b. varied daily to keep interest high. c. more slow-paced and deliberate. d. taught by paraprofessionals.
[Ques. 7] Which of the following statements best describes a pull-out program?
a. Struggling readers are taken out of class during core instruction in order to receive intervention. b. Struggling readers are provided special instruction in small groups in the classroom.
c. Struggling readers remain after school for extra instruction.
d. Struggling readers leave the classroom for intervention provided by another teacher at a time other than during core reading instruction.
[Ques. 8] A teacher can help all readers succeed with grade-level text by:
a. providing appropriate scaffolding.
b. reading the entire text aloud to students.
c. having a volunteer work with struggling readers in a small group. d. all of the above
[Ques. 9] The best choice of strategies and skills to teach the struggling reader is those which:
a. are recommended by a specialist.
b. the student lacks.
c. are required by the CCSS.
d. both b and c
[Ques. 10] To determine a student's reading level, you can use:
a. written responses to comprehension questions.
b. an IRI or a running record with leveled texts.
c. last year's reading achievement scores.
d. a structured reading interview.
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