Intervention for Struggling Readers: Knowledge Assessment 2019

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Intervention for Struggling Readers: Knowledge Assessment 2019 - 2020, please read directions below

Directions: Please pick best answers to the questions. There is only one correct answer. Please use your school district email to help us identify you.

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University of Utah Reading Clinic

1. The Next Steps model for intervention is most appropriate for struggling readers who:

1 point

a. have received intervention, but seem unable to progress beyond the easiest texts.

b. seem to be “stuck” between G1-March and G2-End reading levels.

c. seem to be at-risk for learning to read successfully in their first year of formal reading instruction.

d. All of the above.

e. None of the above.

Other:

Clear selection

2. What is the primary goal(s) of asking struggling readers to reread familiar text on instructional level?

1 point

a.To help them develop confidence as readers.

b. To help them become more expressive readers.

c. To help them develop fluency in connected text.

d. All of the above.

e. None of the above.

Other:

Clear selection

3. The primary goal(s) of engaging struggling readers in assisted reading of new text is to help them:

1 point

a. develop confidence as readers.

b. “consume” new text that is very challenging.

c. “consume” new text that is slightly challenging.

d. All of the above.

e. None of the above.

Clear selection

4. What is the primary goal(s) of word study for struggling readers?

1 point

a. To help them develop effective strategies for identifying unfamiliar words.

b. To help them develop automaticity for as many words as possible.

c. To help them become aware of common spelling patterns.

d. All of the above.

e. None of the above.

Clear selection

5. Why should a tutor check for mastery of mixed, non-rhyming short vowels before moving onto vowel patterns?

1 point

a. Short vowel mastery makes it easier to learn more complex spelling patterns.

b. Vowel patterns are usually easier and will not require checking for mastery.

c. It confirms mastery of word family knowledge.

d. All of the above

e. None of the above.

Clear selection

6. When a struggling reader makes an oral reading error, the tutor should:

1 point

a. Wait for the student to finish the page to preserve meaning, and then ask, “Did that make sense?”

b. Ignore it and let the reading continue to preserve fluency.

c. Wait to see if the student self-corrects. If not, say, “This word tricked you. Start back here.”

d. All of the above

e. None of the above

Clear selection

7. What is the primary goal(s) of conducting a preview before assisted reading?

1 point

a.To build and activate the reader’s background knowledge for the text.

b.To practice fluent reading before reading new text.

c.To choose words for spelling practice during word study.

d. All of the above.

e. None of the above

Clear selection

8. Which description best characterizes the instructional technique of echo reading?

1 point

a. If the student makes an oral reading error, the tutor repeats the error and then conducts a thorough phonics lesson.

b. The student repeats the previous lesson’s assisted reading text 3 times over 3 lessons.

c. The tutor reads a section of text aloud, and the student repeats that section aloud.

d. All of the above.

e. None of the above.

Clear selection

9. Which set(s) of data meet or exceed the criteria for moving a struggling reader up and out of G1-End text and into G2-Mid text?

1 point

a. 95% accuracy and 40 words per minute.

b. 88% accuracy and 50 words per minute.

c. 93% accuracy and 30 words per minute.

d. All of the above

e. None of the above

Clear selection

10. Which set(s) of data meet or exceed the criteria for moving a struggling reader up and out of G2-Mid text and into G2-End text?

1 point

a. 95% accuracy and 50 words per minute.

b. 88% accuracy and 80 words per minute.

c. 95% accuracy and 60 words per minute.

d. All of the above.

e. None of the above.

Clear selection

11. It is appropriate to move forward in mixed short vowel and vowel pattern word study when the beginning reader:

1 point

a. seems to have enough confidence and seems to want to move on.

b. can quickly identify each word in the sort, random check, and memory in 4 consecutive lessons.

c. can correctly read at least 35 words in a random flash presentation (word study check) with no more than 3 errors.

d. All of the above.

e. None of the above.

Clear selection

12. Which set(s) of word study procedures emphasize word recognition accuracy?

1 point

a. sort, random check, memory

b. black-out bingo, random check

c. sort, random check, go fish

d. All of the above.

e. None of the above.

Clear selection

13. Which set(s) of word study procedures emphasize word recognition fluency?

1 point

a. sort, random check, memory.

b. black-out bingo, random check.

c. poison star, oops, speed.

d. All of the above.

e. Noe of the above

Clear selection

14. What is the primary reason(s) for helping a struggling reader achieve mastery for core vowel patterns?

1 point

a. Core vowel patterns illustrate all of the possible patterns the student may encounter.

b. Core vowel patterns present the most difficulty and require the most time and effort.

c. Core vowel patterns illustrate the most frequently occurring patterns for one-syllable words.ble

d. All of the above.

e. None of the above.

Clear selection

15. Which types of words are most appropriate to include in a struggling reader’s word bank?

1 point

a. high frequency words that present a challenge in connected text.

b. challenging spelling words.

c. interesting words that are not yet part of the student’s oral language.

d. All of the above.

e. None of the above.

Clear selection

16. What is the primary reason(s) for using vowel sound cards (e.g., a-apple-/a/) in regular drill practice with a struggling reader?

1 point

a. Some struggling readers have extreme difficulty with vowel sounds.

b. Some vowel sounds (e.g., short i and short e) are hard to distinguish.

c. Memorizing a keyword may help struggling readers remember the vowel sound.

d. All of the above.

e. None of the above.

Clear selection

17. When a student’s progress in word study seems inordinately slow (e.g., spending 15 or more lessons in one sort without passing a word study check), the tutor should:

1 point

a. Move forward to the next sort.

b. Go back to the previous sort.

c. Use a 2x2 sort rather than a 4x4 sort.

d. All of the above.

e. None of the above.

Clear selection

18. Which is an accurate statement?

1 point

a. Independent accuracy and rate criteria are the same as instructional criteria.

b. Independent accuracy and rate criteria are more stringent than instructional criteria.

c. Independent accuracy and rate criteria are less stringent than instructional criteria.

d. Independent accuracy and rate criteria are more appropriate for Early Steps students than for Next Steps students.

e. None of the above.

Clear selection

19. It is appropriate to use text with controlled vocabulary (e.g., pre-1987 basals) with struggling readers below a G3 reading level because such text:

1 point

a. provides an important form of support with word repetition.

b. uses a select corpus of words that spiral within and across levels.

c. uncontrolled text (e.g., tradebooks) do not repeat and reinforce a sufficient percentage of words.

d. All of the above.

e. None of the above.

Clear selection

20. Why is it appropriate to rely on accuracy and rate scores (i.e., print-processing scores) rather than comprehension scores to place struggling readers in instructional level text?

1 point

a. Print-processing scores are more subjective.

b. Passage comprehension measures produce unreliable and invalid scores.

c. Print-processing scores simply replicate comprehension scores.

d. All of the above.

e. None of the above

Clear selection

21. Why is it important to collect rate and accuracy data regularly as students read aloud?

1 point

a. To gauge their interest in the current text.

b. To evaluate their word recognition automaticity for core vowel patterns.

c. To determine which words belong in the student’s word bank.

d. All of the above

e. None of the above

Clear selection

22. It is appropriate to move forward in Next Steps text level when the struggling reader:

1 point

a. seems to have enough confidence, makes no mistakes, and wants to move on.

b. can independently read most of the new assisted reading text in the most difficult texts in that level.

c. has achieved satisfactory rate and accuracy scores in at least 2 out of 3 sections of difficult text for that level.

d. All of the above

e. None of the above

Clear selection

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