Assessment and Instructional Strategies Flashcards

A first-grade teacher uses DIBELS Oral Reading Fluency (DORF) probes three times per year to monitor all students. This BEST represents which type of assessment?

Answer: Universal screening / benchmark assessment

Administering brief, standardized probes to all students at regular intervals to identify those at risk is the defining feature of universal screening or benchmark assessment.

Which instructional approach is MOST supported by research for teaching students with dyslexia to read?

Answer: Structured literacy instruction using explicit, systematic, and sequential phonics

Structured literacy, characterized by explicit and systematic instruction in phonology, phonics, morphology, and language structure, has the strongest evidence base for students with dyslexia.

A teacher calculates that a student's oral reading accuracy on a grade-level passage is 88%. According to standard IRI criteria, this passage is at the student's:

Answer: Frustration reading level

An accuracy rate below 90% on a graded passage typically indicates the frustration level, where the text is too difficult for the student to read productively even with support.

Which of the following is an example of explicit reading instruction?

Answer: Directly explaining a decoding strategy, modeling it, and guiding practice before releasing students to apply it independently

Explicit instruction involves directly stating the skill or strategy, modeling it clearly, guiding student practice, and then moving toward independent application — an I Do, We Do, You Do structure.

Progress monitoring in a Tier 2 reading intervention PRIMARILY serves to:

Answer: Determine whether the intervention is effective and whether adjustments are needed

Progress monitoring in Tier 2 tracks whether students are responding to the intervention at sufficient rate, guiding decisions about continuing, intensifying, or changing the approach.

A teacher is analyzing a student's miscues during oral reading and notices the student frequently substitutes words that make syntactic sense but not semantic sense (e.g., reads 'run' for 'ran'). This analysis is MOST useful for identifying:

Answer: The student's over-reliance on syntactic cueing with weak semantic monitoring

Miscue analysis reveals which cueing systems (graphophonic, syntactic, semantic) a student relies on; substitutions that preserve grammar but not meaning indicate strong syntactic but weak semantic monitoring.

Which of the following practices reflects differentiated reading instruction?

Answer: Grouping students flexibly based on assessed skills and adjusting texts and tasks accordingly

Differentiated instruction uses assessment data to form flexible groups and adjust texts, tasks, and supports so each student works on skills at an appropriate level of challenge.