Reading Instruction Flashcards
7 cards from real FTCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Reading Instruction flashcards as text
Which assessment is BEST used to determine whether a student's reading difficulties stem from limited phonological awareness versus limited oral language?
Answer: A phonological processing battery paired with a language sample
Combining a phonological processing battery with a language sample allows the examiner to distinguish between phonological-based and language-based reading difficulties.
According to Simple View of Reading, reading comprehension is the product of:
Answer: Decoding ability and language comprehension
The Simple View of Reading (Gough & Tunmer) states that Reading Comprehension = Decoding × Language Comprehension.
A student consistently omits endings such as -ed and -s when reading aloud. This pattern most likely reflects a weakness in:
Answer: Morphological awareness
Omitting grammatical morphemes (-ed, -s) signals a weakness in morphological awareness, specifically recognizing how word endings change meaning.
Which instructional design principle is most important when selecting decodable texts for beginning readers?
Answer: Texts should contain mostly phonics patterns already taught
Decodable texts should overwhelmingly feature phonics patterns already taught so students can practice applying their decoding skills successfully.
Which comprehension monitoring strategy teaches students to notice when they do not understand a passage and to take action?
Answer: Fix-up strategies
Fix-up strategies are comprehension monitoring tools that direct students to re-read, read ahead, or use context clues when understanding breaks down.
When teaching morphology, which sequence is developmentally most appropriate for elementary students?
Answer: Compound words → inflectional endings → derivational suffixes → Latin roots
Research supports beginning with transparent compound words, then inflectional endings, then derivational morphology, and finally Latin/Greek roots.
A teacher uses a KWL chart before, during, and after a nonfiction unit. The primary purpose of the 'W' column is to:
Answer: Set purposes for reading by recording what students want to learn
The 'W' column (What I Want to Know) activates curiosity and establishes a reading purpose, improving engagement and comprehension.