Statistics
Teaching Literacy
Middle and High School
Miscellaneous
100
According to Perie, Grigg, and Donahue (2005), less then _________(fraction) of 8th graders were reading at or above their grade level. a) 1/3 b) 1/4 c) 1/2 d) 3/4
a) 1/3
100
T/F: Instructional recommendations for older readers differ only slightly from those for younger readers.
True- They can be organized into 5 general areas: word study, fluency, vocabulary, comprehension, and motivation.
100
T/F- It is in the students best interest to borady teach across all subjects
False- Each academic area has its own set of characteristics literacy practices. If students do not have the opportunity to learn subject area concepts and vocabulary, their word knowledge and capacity to read a broader range of text will diminish.
100
T/F- Many adolescent struggling readers do not read fluently, even when they decode words accurately.
True -While the ability to read automatically and accurately is instrumental to understanding text, most secondary level reading programs do not include instruction in fluency.
200
T/F: Decoding and contextual understanding are directly related?
True- Fluent readers identify words “by sight,” they can devote time and effort to understanding what they are reading.
200
The integration of instruction across the language processes of listening, speaking, reading, and writing, promote deep processing of ___________. a) Literacy b) Context c) Written text d) All the above
b) Context
200
Fluent readers identify words by _________. a) The initial 3 letters b) Sight c) Letter by letter d) Whole word
b) Sight
200
T/F: Repeated reading of the same passage allows students to improve and “automate” their sight word vocabulary.
True
300
Most of the research findings about the benefits of fluency instruction concern readers who reading fluency is at or below ______ reading expectations. a) 7th grade b) 5th grade c) 3rd grade d) 1st grade
c) 3rd grade
300
For younger at-risk and struggling readers, recommended instructional practice includes explicit instruction and practice in word study. Does this recommendation hold for older struggling readers? Yes/No
Yes because older readers who struggle at the word level benefit from instruction in word study. Instruction in advanced word study teaches students to be flexible decoders who can access word analysis and word recognition strategies and recognize irregular words that do not fit predictable semantic or orthographic patterns.
300
The average vocabulary size of a literate 9th grade high schooler is? a) 150,000 b) 200,000 c) 75,000 d) 10,000
10,000 words
300
Self-monitoring and self ___________ enable readers to make connections to prior learning, signals them when comprehension breaks down, and guides their use of fix-up strategies to repair understanding. a) teaching b) motivation c) identifying d) questioning
d) questioning
400
It takes about ______ rich and varied exposure to a word to develop deep understanding. a) 10 b) 5 c) 12 d) 8
c) 12
400
Many struggling readers lack both the ______ of experiences with new words and the ______ exposures needed to gain the vocabulary that would be useful to them as they progress through school. a) quality - quantity b) quantity - quality c) effect - efficient
a) quality - quantity
400
In a typical high poverty urban school, approximately ______ of incoming 9th students read at a sixth-or seventh-grade level or below. a) 75% b) 80% c) 50% d) 25%
c) 50%
400
T/F: Most older readers struggle with making connections between what they are learning and what they already know.
False- Average and gifted readers are able to connect read and learned material to various outside experiences and situations.
500
The average 12th grader preparing for a comeative college knows about ______. a) 80,000 b) 100,000 c) 20,000 d) 50,000
a) 80,000
500
It has been reported that the greatest challenge of on-going, high-quality literacy teaching is due to a) Literacy material available b) Location and community area of the school c) Student motivation d) Professional development of teachers
d) Professional development of teachers- The best teachers of discipline-based literacy practices are themselves able to read, write and think like scientists, historians, mathematician, and specialists in other fields.
500
Successful readers read _____-______ words per minute, at the middle school level, depending nature and difficulty of the text. a) 75-115 b) 150-200 c) 120-190 d) 100-160
d) 100-160
500
______________ not only increases motivation for reading, but also increases understanding of what is read. a) Reading alone b) Teacher-student reading instruction c) Social interaction d) Supervised reading by the SLP
c) social interaction- Allow students to collaborate by reading together, sharing information, and explaining and presenting their knowledge to others during reading and reading-related tasks.
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