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5 Written Questions

5 Matching Questions

  1. Will the development of early reading skills allow children to gain opportunities for future learning possibilities?
  2. The vocabulary objective of beginning reading instruction should include 3 elements. Name them.
  3. Name 3 additional Developmental Expectations of the beginning reader.
    .
  4. Beginning readers should receive systematic and explicit instruction in reading.
    Name 4 objectives of this instruction.
  5. Name 3 characteristics of the emergent reader.
  1. a 4. Rhyme

    5. Blend words

    6. Begin to recognize phonograms
  2. b Vocabulary

    1. Word-attack skills

    2. Spelling
  3. c 1. Phonics

    2. Vocabulary

    3. Comprehension

    4. Listening and writing
  4. d 1. Beginning awareness that
    text progresses L --> R

    2. Scribbling

    3. Recognition of visual clues in environmental print
  5. e Yes.

5 Multiple Choice Questions

  1. 1. Work-attack skills (multisyllabic words)

    2. Decoding

    3. Spelling and vocabulary

    4. Fluency

    5. Comprehension of text (context skills)

    6. Utilizing metacognition
  2. Phonics:

    * Phonemic awareness

    * Phonemic blending

    * Phonemic decoding
  3. The study of:
    * how sentences are formed

    * pattern or structure of word order in sentences
  4. * Hear
    * Identify
    * Manipulate
    the phonemes in spoken words
  5. As early as 3rd grade.

5 True/False Questions

  1. Are graphemes single or multiple letters?Either

          

  2. Developmental expectations of fluent readers contain 4 objectives. Name them.1. Read larger units of print

    2. Use analogy to decode larger words

    3. Decoding becomes fluent

    4. Reading accuracy & speed are stressed & improve

          

  3. Do children need to be highly intelligent to become successful readers?Yes

          

  4. What is the rime of bag?Initial consonant sound of a syllable.

          

  5. Explicit phonics programs ...... provide teachers with
    precise directions for teaching
    letter/sound relationships.

          

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