Developmental changes in young adults:
a. are complex and interrelated, i.e., physical development affects self-esteem and socialization tendencies.
b. are remarkably similar with little individuality and diversityteachers can usually plan for whole class instruction rather than for individualized instruction.
c. place them in the formal operations (or higher level thinking) or in a position where nearly all can think abstractly and hypothetically.
d. are mainly cognitivemiddle and secondary teachers should focus on cognitive development because they are not responsible for addressing physical and psychosocial development.
Ques. 2Contemporary young adults differ significantly from young adults 30-40 years ago because they:
a. mature earlier physically, they know more cognitively, and they have social preoccupations with friends.
b. mature cognitively in such a manner that they have cognitive experiences more in alignment with middle and high school curricular expectations.
c. are better prepared to meet the academic expectations of a more demanding middle and high school.
d. have less peer pressure due mainly to developmentally appropriate middle school experiences where they learn the dangers of sexual experimentation and the dangers of alcohol and drug abuse.
Ques. 3Young adult literature should be used:
a. mainly for young adults' enjoyment rather than for curricular purposes because traditional textbooks are better designed for teaching-learning purposes.
b. only in traditional literature classes where they can take the place of the older classics which students consider outdated and boring.
c. mainly in departmentalized English classes where one teacher can teach the literary aspects of the book.
d. throughout the school curriculum, either with an integrating theme across subject areas, or as a part of an interdisciplinary unit.
Ques. 4The effort to use young adult literature in the middle and secondary school curriculum:
a. does not have to be an all or nothing approachteachers may elect to implement literature-based approaches of varying degrees at various times.
b. should include only time-honored books that make a contribution to the curriculum and that have withstood the test of time.
c. should include selected genres (e.g., historical fiction and realistic fiction), but not some of the lesser-accepted genres (e.g., graphic novels, comic books, and magazines).
d. should include mostly short stories because students might be reluctant (or unable to read) to read the longer books.
Ques. 5One challenge in selecting young adult literature is to:
a. consider book reviews and publishers' catalogs to determine which books are worthy of the school's budget.
b. consider parents' and community members' wishes to avoid conflicts with community standards for good literature and decency.
c. consider the religious, ethnic, social, racial, physical, sexual and other diversities found in contemporary society and examine the way all groups are represented in young adult literature.
d. consider linear plots instead of flashbacks which have the potential for confusing the reader during the young adult developmental stage.
Ques. 6Why should the teacher's knowledge of techniques be metacognitive?
A) to maintain high standards by using only proven techniques
B) to assesses the effectiveness of the instruction
C) to avoid overusing any single technique
D) to know when and where to use the various techniques
Ques. 7A key characteristic of effective literacy programs is to know where the students are and what they are lacking, and then to use that information to make adjustments as needed, referred to as __________.
A) the holistic approach
B) the open content method
C) reading recovery
D) progress monitoring
Ques. 8One study concluded that for both boys and girls the least favorite category of books was:
a. graphic novels
b. realistic fiction
c. science fiction
d. historical, western, and biography/autobiography.
Ques. 9Research on gender has documented:
a. teachers treat both gender with about equal treatment, especially in young adult literature.
b. gender inequities exist because teachers favor girls' learning styles as well as their reading preferences.
c. gender inequities in educational experiences, as well as differences in socialization and ways in which educational experiences reflect gender.
d. Boys in the middle get most of teachers' attention, while girls and boys at the top and bottom of the class receive less attention.
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