DEVELOPMENTAL READING

LET REVIEW QUESTIONS

1
Reading taught from a behaviorist theoretical perspective suggests that students
A. learn best in social settings with opportunities to interact with one another.
B. learn best through drill, skill, and repetition.
C. should be able to respond to what they read in creative, unique ways.
D. critically examine their reading for signs of bias or political agendas.

Note: Students working on their own often characterizes behaviorist teaching/learning.

2
Teachers who believe in social constructivist learning theory often
A. ask students to keep their ideas to themselves.
B. give tests that allow only one right answer to each question.
C. allow time for students to work together and learn from one another.
D. believe that learning proceeds in a predetermined sequence for each child.

Note: Students are encouraged to share their ideas with one another in a social constructivist
setting.

3
According to the bottom-up theory of teaching
A. students should be given easy texts as soon as they enter school.
B. word analysis should always be in the context of reading whole texts.
C. students can and do read emergent texts without knowing all of the letters first.
D. learning to read can be seen as a series of skills that are accomplished, like walking up
steps.

Note: Bottom-up theorists believe that students must first learn the letters and sounds.

4
Psycholinguists would say that
A. readers access cueing systems, informational sources that allow them to make sense of
print.
B. every error a child makes when reading should be corrected by the teacher.
C. in order to read, you first have to know the names of the letters of the alphabet.
D. none of the above.

Note: Readers use cues from their prior knowledge, their knowledge of the English language,
and the print itself to create meaning.

5
According to those who believe in the transactional theory of reading,
A. each person who reads gets the same meaning out of a text.
B. the author who writes a text intends a particular message to be received by the reader.
C. meaning-making is influenced by the readers' prior knowledge and the social and
cultural background of each reader.
D. all of the above.

Note: Meaning is unique to each individual.

1
6
Developmentally appropriate activities
A. fit children's physical, cognitive, and social characteristics.
B. are the same for all children in a classroom.
C. should be difficult for most children.
D. are tailored to children's ages.

Note: All learners deserve to be provided with activities that match what they know and are able
to succeed in doing (activities that fit in their zone of proximal development – ZPD).

7
Helping children understand concepts about print
A. should have already occurred before children are enrolled in school.
B. involves teaching them the letters of the alphabet.
C. is supported by multiple read alouds and shared reading of enlarged texts.
D. can only be achieved by demonstration.

Note: While many preschoolers already understand concepts about print, other children must be
taught these concepts by the teacher.

8
You know that your students are accessing the meaning cueing system when
A. they look closely at the individual letters in words.
B. they ask themselves, "Does this make sense?" as they read.
C. they are concerned about parts of speech related to the English language.
D. paying attention to the punctuation in sentences.

Note: When students are focusing closely on letters, they are accessing the visual cueing
system.

9
The following are examples of learning opportunities that would typically be in Early Readers'
ZPD EXCEPT
A. sharing a story together.
B. allowing temporary spelling.
C. talking about what they are learning.
D. with conventional form, spelling, and punctuation.

Note: Shared reading is a non-threatening experience with plenty of support from the teacher
and other students. Most Early Readers succeed in shared reading events.

10
Which of the following could be considered characteristics of readiness theory?
A. children being able to skip and cut with a scissors before being given the chance to read.
B. knowing all the letters of the alphabet and their corresponding sounds.
C. reading is best taught as a series of hierarchal skills.
D. all of the above.

Note: Some theorists posited that fine-motor control was a necessary prerequisite to reading.

2
11
Emergent literacy theory
A. is a developmental perspective on how children learn to read.
B. is a theory that is compatible with behaviorist perspectives on learning.
C. holds that children learn to read in a series of predetermined steps.
D. starts around age three and ends at age five.

Note: Emergent literacy theorists believe that with a little knowledge about print, children can
begin to learn to read, discovering new ways to work on printed text as they develop more
knowledge about print.

12
Reading aloud to children
A. allows them to learn how book language sounds.
B. lets children learn about a variety of genres.
C. sparks children's enjoyment of reading by taking them to places in their minds that their
own independent reading skills cannot yet achieve.
D. all of the above.

Note: Through listening to stories and books read aloud, children have opportunities to hear
how our language is written in texts.

13
All of the reasons for shared reading listed below are appropriate EXCEPT
A. children are able to read together from an enlarged text where they notice concepts
about print.
B. children are encouraged to read in a round-robin fashion.
C. less able readers are supported by more able readers who read with confidence during
choral reading of shared texts, bringing their peers along with them.
D. high-frequency words and repeated phrases help children begin to notice patterns in
text.

Note: Teachers point out features of print such as left-to-right progression, top-to-bottom
reading, spaces between words, etc.

14
Vygotsky's notion of assisted learning is played out in shared reading events in the following
ways:
A. More knowledgeable others (teachers and peers) help students who need extra help
reading familiar text.
B. Children are given the gift of behaving like readers by participating with others.
C. Students learn most readily when they are learning with others in social settings.
D. all of the above.

Note: Those children who need extra help in reading out loud are given opportunities to be
successful through the support of others.

15
Which of the following factors is not a primary influence on readers' comprehension of text?
A. students' prior knowledge, organized into schemata
B. students' ability to make predictions

3
 C. students' knowledge of the rules of phonics
D. picturing or visualizing what is happening in a story

Note: Schema theory can be helpful as you think about children's prior knowledge &38211
knowledge that stems from children's experiences in life, with texts, and with language.

16
Monitoring is defined as
A. attending to reading and noticing when things aren't quite right.
B. searching for clues in the illustrations.
C. skipping unknown words and coming back to solve them.
D. looking up words in a dictionary.

Note: Monitoring strategies involve checking one's attempts to coordinate the variety of cues
found in texts.

17
The fundamental learning assumption underlying the content and organization of basal series is
A. that children need easy enough texts that they are able to read.
B. that teachers are decision makers when selecting texts for children.
C. that children can best be taught to read by progressing through a series of
predetermined, sequenced learning steps.
D. that children should have the freedom to choose what they want to read.

Note: Often stories in basals at a given level (e.g., a "2nd grade reading book) are widely
different in terms of their difficulty and may not match children's needs.

18
Children need access to multicultural literature because
A. it helps students appreciate and value people of many cultural heritages.
B. all students from a certain cultural background will enjoy and relate to the same books.
C. the various state standards require that teachers use multicultural literature.
D. most Early Readers will be able to independently read classic multicultural literature
selections.

Note: One of the primary purposes of using multicultural literature in the classroom is to foster
cultural awareness and a positive understanding of diversity.

19
Leveled texts are important to use during guided reading because
A. children should always read books that have been "leveled" for them.
B. the teacher can match books to children's needs that support their emerging
understandings about words, strategy use, and comprehension.
C. once you know a child's reading level, you can depend on that level staying the same.
D. it's easier for the teacher.

Note: Children should have access to a wide variety of texts each day. Leveled books are
presented during guided reading when the teacher is available as a coach to help them
develop as more competent, strategic readers.

20

4
The rationale or underlying reason for using guided reading with Early Readers is
A. that books can be selected that are easy enough for children to read but provide just
enough challenge.
B. that students with similar strengths and needs as readers can learn from each other and
benefit from the support of the teacher.
C. that children can work within their ZPD during reading instruction.
D. all of the above.

Note: For guided reading, teachers match children with books that provide opportunities for
them to problem solve text with the help of a teacher.

21
As a teacher, a good way to help children develop more fluency in their oral reading is by
A. calling on children to read aloud "cold" without having seen a text before.
B. modeling fluent reading for children and having them practice your demonstrations.
C. using a timer to see how quickly a child can read a passage.
D. none of the above.

Note: Never have children read aloud something they have not seen or practiced. That
procedure will only create anxiety about reading aloud.

22
When you are a teacher, you can demonstrate thinking and actions that children can use to help
them self-select books including:
A. "thinking aloud" about book selection.
B. posting charts that have selection criteria.
C. using book introductions and teaching children to introduce books to themselves.
D. all of the above.

Note: Selecting a stack of books then demonstrating the thinking processes involved in deciding
if those books are good choices to help children better understand book selection.

23
How can teachers facilitate independent, silent (or whisper) reading in the early grades?
A. Teachers can ask that students read silently for 30 minutes each day.
B. Creating an inviting environment for reading and setting expectations ahead of time.
C. Choose the book that each child should read.
D. Set up page-reading contests among the students.

Note: While some Early Readers may be able to stay engaged in a book for 30 minutes, most
will not be able to keep their attention on reading for that length of time.

24
Writing conferences can help children develop their writing by
A. asking questions that help writers think deeply about their writing.
B. allowing you to grade a students' writing while they watch you.
C. telling children what they need to change in their writing.
D. all of the above.

5
Note: Specific questions such as "Which parts of your writing are going well?" and "Which parts
are difficult?" focus children's attention on places where they might need help or places that
could be edited or revised.

25
As a new teacher, how can you encourage parental involvement in their students' literacy
learning?
A. Assign homework that requires parental help.
B. Send out letters that tell parents what they need to be doing with their children at home.
C. Designate classroom volunteering as part of parents' responsibilities.
D. Work as partners with parents in the literacy learning of their children.

Note: While some parents are able to help children complete homework assignments, others do
not have the time or cultural expectations that that is their job. Hence, assignments
that require parental help may penalize students and alienate parents.

26
What are some factors that contribute to effective phonics instruction?
A. calling children's attention to the relationship between sounds and symbols (letters).
B. embedding phonics instruction in the context of real reading and writing experiences.
C. providing opportunities for children to engage in active practice working with words.
D. all of the above.

Note: Children need to understand how sounds and letters are related and represented in letter
patterns.

27
Which of the following statements BEST explains the difference between phonics and phonemic
awareness?
A. Phonics and phonemic awareness are basically the same thing.
B. Phonics has to do with sound/letter relationships, whereas phonemic awareness is
related to children being able to hear sounds in words and being able to manipulate
them.
C. Phonemic awareness involves much more writing than phonics does.
D. Phonics instruction can best be accomplished through the use of worksheets, and
phonemic awareness can be developed by asking children to memorize rules of
letter/sound combinations.

Note: While the two concepts are related, they are not the same thing.

28
What is the role of developmental spelling as children become more proficient literacy learners?
A. Children approximate conventional spelling, learning to represent the sounds they hear
in words, beginning with the consonants first, then gradually moving to adding vowels as
they grow as readers and writers.
B. Developmental spelling is a stage that not many students pass through.
C. Children's developmental spelling should be corrected each time they make errors.
D. All children will use developmental spelling for the same length of time.

Note: Developmental spelling is an appropriate and expected stage that students pass through
on their way to spelling conventionally.

6
29
How can studying children's writing samples help you understand what to teach next?
A. When you look at children's writing, you are able to use their mistakes as a basis for
making corrections and assigning grades.
B. Children's spelling errors can be used as spelling list words.
C. Children's development as writers can be identified in their writing and can provide
teachers with information about what children don't yet understand.
D. Children's writing always indicates how well they read and can be used to assessed
reading.

Note: There could be times when you do assess children's writing for the purpose of grading.
However, most students' writing should be used as a vehicle for you to use when you confer
with children about how they can become better writers.

30
Most Interpretive Readers do all of the following, EXCEPT
A. grow more slowly.
B. begin writing in cursive script.
C. develop fine motor control.
D. become more motivated to read.

Note: Children in middle childhood grow more slowly than young children or adolescents.

31
The transactional theory suggests that reading is a transaction between
A. the reader, the text, and the author.
B. the reader, the text, and the context.
C. the reader, the author, and the teacher.
D. the reader and background knowledge.

Note: Although readers may think about what the author has written, the transaction that occurs
during reading does not include the author.

32
What is meant by "story grammar?"
A. Analysis of the historical context of narrative texts.
B. analysis of the grammar and spelling of narrative texts.
C. description of the structure and organization of narrative texts.
D. identification of stylistic devices used in narrative texts.

Note: The historical context of a narrative text is nature of the events that occurred when it was
written and has nothing to do with its story grammar.

33
Basal readers vary the difficulty in stories within each grade level book in order to
A. allow the teacher opportunities for read-alouds.
B. attempt to meet the needs of students of various reading levels.
C. provide situations where older students can be read to younger students.
D. all of the above.

7
Note: Trade books and picture books are much more effective for read-alouds.

34
In order to teach using a literature-based approach, you need to
A. buy as many books as possible, especially those on sale.
B. disregard the standards set for reading in the curriculum.
C. know children's literature.
D. have worksheets for each book chapter.

Note: Having a large number of personal books is valuable but not essential.

35
As an intermediate grade teacher, you should use grouping methods that are
A. homogenous.
B. mixed ability.
C. a variety of both homogenous and mixed ability.
D. focused on gender and age.

Note: Homogenous grouping means that students are grouped according to their ability.
Teachers should use homogenous groupings at times.

36
During literature circle discussions
A. the teacher should lead with constant questioning.
B. the teacher should not be part of the discussions.
C. the teacher should ask occasional probing questions.
D. none of the above.

Note: Teachers often ask constant questions during class discussions, but they should play less
of a role during literature circles.

37
As a teacher you can involve parents in their child's literacy development by
A. informing parents of the importance of being reading role models.
B. providing a weekly newsletter of classroom events.
C. inviting parents to take field trips to the library.
D. all of the above.

Note: This is one of the ways to involve parents in reading.

38
With intermediate-grade students that read independently, you should
A. try to match the difficulty of the books to each student's reading ability.
B. make sure that the books are not too easy.
C. allow students to read any books they choose.
D. guide students toward books that interest them that are within their reading ability.

Note: Interest is more of a factor in reading than how easy or difficult a book is.

39
Critical Readers recognize that texts are

8
 A. socially constructed.
B. objective.
C. neutral.
D. all of the above.

Note: Critical literacy theory defines texts as being an artifact of society.

40
Each of the following is a strategy Critical Readers use during reading, EXCEPT
A. connecting current texts to past texts.
B. identifying cultural bias.
C. learning about the author's life.
D. identifying the author's claims and arguments.

Note: Critical Readers make connections as they read to contextualize the current text.

41
The best way to challenge gifted middle level students is to have them read
A. books on literature appreciation.
B. novels with rich language and complex plots.
C. Shakespeare.
D. whatever they choose to read.

Note: Books on literature appreciation have challenging content but are not often used with
middle level students.

42
According to the Reader Response theory, the meaning of a text resides in
A. words.
B. context.
C. reader.
D. author.

Note: Meaning cannot reside in words because words do not have the power of interpretation.

43
Which is not a reason for middle level students' decline in motivation for school learning?
A. Students and teachers have fewer interactions.
B. Teachers at the middle level dislike some students' attitudes.
C. Students' identities as learners have already been established.
D. The middle level classroom offers less control and fewer choices.

Note: Because the middle level grades are often departmentalized, students have fewer
interactions with teachers.

44
Teaching reading using Young Adult novels is advantageous because
A. they tend to be of more interest to students.
B. they are long.
C. they teach skills and strategies.
D. they contain short stories.

9
Note: Many middle level students prefer reading entire books to excerpts.

45
Why does teaching prereading strategies facilitate reading comprehension?
A. They activate prior knowledge.
B. They engage the mind of the reader.
C. They generate interest.
D. All of the above.

Note: Prereading strategies often help readers think about the topic before reading.

46
Word knowledge instruction at the middle level should consist of
A. learning the meaning of words.
B. learning about word parts.
C. understanding the meaning cueing system.
D. vocabulary instruction and word study.

Note: Learning the meaning of words is one of the important aspects of word knowledge.

47
Each of the following are the strategies good readers use when reading EXCEPT
A. previewing.
B. monitoring understanding.
C. predicting and summarizing.
D. learning about the author.

Note: Good readers often preview text before reading.

48
What is the best way for students to learn a reading strategy?
A. Use it in the classroom on a regular basis.
B. Read about the strategy.
C. Hear the teacher explain the strategy.
D. None of the above.

Note: Using a strategy is the best way for students to learn how to use it.

49
To make a text more accessible to struggling readers, the teacher should do any of the following
EXCEPT
A. read it aloud to students.
B. employing several modalities, such as videos, overheads, etc.
C. organize hands-on activities, such as word sorts.
D. using demonstrations.

Note: Reading the text aloud will not help struggling readers learn how to read the text
themselves.

50

10
A cloze test can be used to determine whether students can
A. decode words.
B. remember what they have read.
C. retell the story.
D. use context to read a specific text.

Note: Students are not tested on decoding words in a cloze test.

51
How can middle level teachers effectively assess large groups of students?
A. By asking students to write poetry about themselves.
B. By conducting running records on each student.
C. By listening to each student read.
D. None of the above

Note: When students write poetry about themselves they reveal their thoughts, attitudes, and
feelings, which is a first step in assessment.

52
Which of the following is not a suggestion for motivating middle level students to read?
A. Becoming a reading role model.
B. Reading aloud to students.
C. Providing reading choices.
D. Assigning points for each book read.

Note: Modeling reading is a good motivational idea.

53
Book Clubs are based on what type of grouping?
A. Flexible groups
B. Heterogeneous groups
C. Homogeneous groups
D. Skill groups

Note: Book Club groupings can be flexible, but this is not the best answer.

54
How can middle level teachers include parents in the literacy learning of their children?
A. By sending home newsletters.
B. By inviting parents to school functions.
C. By learning about parents' funds of knowledge.
D. All of the above.

Note: Newsletters inform parents of their child's school activities.

55
Grouping in middle level grades is important because
A. parents expect it.
B. grouping is the only way to teach.
C. small groups make it easier to differentiate instruction.
D. grouping is the easiest way to teach.

11
Note: Parents may or may not expect grouping.

56
Motivation to read is an internal process influenced primarily by
A. a student's personal beliefs.
B. a student's ability to read.
C. a teacher's knowledge of books.
D. the classroom environment.

Note: What a student believes about herself as a reader is a major influence on motivation.

57
According to Chall, which of the following is the stage where the reader has reached the highest
level of reading development?
A. Multiple Viewpoints
B. Initial Reading
C. Construction and Reconstruction
D. Reading for Learning “the New”
E. Confirmation and Fluency

Note: Construction and reconstruction is the stage when a reader constructs knowledge for
him/herself from reading and from what others say. At this stage, a reader usses analysis,
synthesis, and evaluation of what is read and known.

58
Considering that reading is a complex process that most people simplify as a mere recognition
of words, which of the following levels of comprehension do most passive readers unfortunately
engage in?
A. Literal
B. Interpretative
C. Applied
D. Evaluative

Note: The Literal Level is the lowest level of understanding, and which involves reading the
lines, or reading and understanding exactly what is on the page.

59
There is no single definition of reading as it is defined by different disciplines in a variety of
ways. In this regard, all of the following statements are correct EXCEPT
A. The psychologist looks at reading as a thought process
B. The semanticist is interested in meaning and looks at the printed page as an oral
representation of speech
C. The linguist is concerned with relationships between the sounds of a language and its
written form
D. The literary expert reacts to the artistic nature of the production before him.

Note: The semanticist is interested in meaning and looks at the printed page as an symbolic
representation of speech.

60

12
Which of the following facets explains reading as something cultural by nature?
A. reading as a sensory process
B. reading as a growth process
C. reading as a learned process
D. reading as an interest

Note: Reading is learned process and is influenced by the social background of the student who
is influenced by culture.

13