Fluency and Comprehension

ONE

100

Reading fluency is composed of

A) rate of reading, comprehension, and accuracy of word reading.

B) rate of reading, rhythm, and pitch.

C) rate of reading, accuracy of word reading, and prosody.

D) accuracy of word reading, phonological awareness, and phonics.

E) rhythm, intonation, and expression.

C) rate of reading, accuracy of word reading, and prosody.

200

Johnny is a second grader who continues to sound out many words when he reads and reads very slowly. He uses so much effort in identifying the words that he frequently misses the main points of the story. He concentrates his effort on unlocking the word rather than on reading the word automatically. Johnny’s main barrier to comprehension is his

A) background knowledge.

B) fluency.

C) self-monitoring skills.

D) vocabulary knowledge.

E) ability to make inferences.

B) fluency.

300

Sheila is a second grader who read 60 words during a one-minute sample and made 7 errors. What is her WCPM?

A) 60

B) 67

C) 53

D) 46

E) 7

C) 53

400

DIBELS refer to

A) individually administered assessments.

B) a series of leveled reading passages to assess fluency.

C) an instructional program for fluency.

D) both A and B

E) A, B, and C

D) both A and B

500

What level of text should be used for repeated reading?

A) The level at which the student has 50 percent word recognition

B) Any level as long as it engages the student

C) Instructional level

D) A level within the zone of proximal development

E) A level that is slightly higher than the student’s level

C) Instructional level

TWO

100

All of the following techniques have been identified as effective for increasing reading fluency for struggling readers except

A) repeated reading of a text.

B) reading aloud to model fluent reading while students read along.

C) choral repeated reading.

D) summarizing.

E) peer-supported reading.

D) summarizing.

200

“Getting the Gist” is a strategy that is designed to assist students in

A) activating their prior knowledge.
B) identifying the main idea of a paragraph.
C) engaging with the text.
D) making predictions about what they’re going to read.
E) all of the above

B) identifying the main idea of a paragraph.

300

Which of the following is the most difficult aspect of reading to assess?

A) Reading comprehension

B) Fluency

C) Phonics

D) Phonological awareness

E) both A and B

A) Reading comprehension

400

The Gates-MacGinitie, GORT, and Clay Observational Survey are

A) reading comprehension assessments.
B) progress monitoring measures.
C) oral language assessments.
D) screening measures.
E) fluency assessments.

A) reading comprehension assessments.

500

What is the essence of reading and the ultimate goal of reading instruction?

A) fluency
B) decoding
C) word identification
D) comprehension
E) vocabulary

D) comprehension

THREE

100

Which of the following is a reading comprehension strategy?

A) Reading textually explicit material

B) Activating background knowledge

C) Choral reading

D) Using onset-rime

E) all of the above

B) Activating background knowledge

200

Which of the following is used as a “before reading” activity?
A) Activate relevant background knowledge about the topic of the text
B) Summarize the text
C) Interpret nonliteral information
D) Retell the main points
E) Monitor comprehension

A) Activate relevant background knowledge about the topic of the text

300

When information can be taken directly from the text, it is referred to as

A) inferential.

B) textually implicit.

C) textually explicit.

D) reading between the lines.

E) nonliteral.

C) textually explicit.

400

Mr. Poe reads the first page of a story to his kindergarten class: “Henry put on his mittens, scarf, and wool sweater. He would have to wear his boots today.” He then asks his class, “What do you think the weather is like in this story?” To answer this question, the children in Mr. Poe’s class need to

A) use implicit information.

B) use their background knowledge.

C) use their ability to form inferences.

D) read between the lines.

E) all of the above

E) all of the above

500

Charlie reads rapidly and without pause. When he comes to the end of the sentence, he often does not use appropriate intonation to signify punctuation. After he finishes reading, he is unable to answer comprehension questions about what he has just read. What interferes most with Charlie’s comprehension?

A) Charlie has poor decoding skills.
B) Charlie has poor sight word recognition skills.
C) Charlie has poor comprehension monitoring skills.
D) Charlie is not a fluent reader.
E) Charlie reads too slowly.

C) Charlie has poor comprehension monitoring skills.

FOUR

100

Critical reading involves which of the following skills?

A) Drawing logical conclusions
B) Verifying factual statements
C) Recognizing the author’s purpose
D) Judging sources
E) all of the above

E) all of the above

200

After reading Where the Wild Things Are, Mrs. Lawrence asked her students what they thought the boy would dream about next. What type of information will the students need to answer this question?

A) Textually explicit
B) Textually implicit
C) Scripted
D) Scripturally implicit
E) Schematically insignificant

B) Textually implicit

300

When the reader’s attention is centered on the literacy style of a text and the feelings that are derived from reading the text, the reader is engaged in

A) implicit reading.
B) explicit reading.
C) inferential reading.
D) aesthetic reading.
E) critical reading.

D) aesthetic reading.

400

Activating background knowledge, preteaching critical vocabulary, comprehension monitoring, and finding the main ideas are considered

A) fluency strategies.
B) decoding strategies.
C) comprehension strategies.
D) before reading strategies.
E) after reading strategies.

C) comprehension strategies.

500

“Before reading” activities that include helping students determine what they know already and deciding what they want to learn are part of which strategy?

A) POSSE
B) K-W-L
C) KU-CRL
D) Maze strategy
E) Retell strategy

B) K-W-L

FIVE

100

What is the purpose of the “Questioning the Author” technique?

A) To increase students’ active engagement with the text
B) To assist students in previewing a text
C) To assist students learning vocabulary relevant to the text
D) To assist student in summarizing the text
E) none of the above

A) To increase students’ active engagement with the text

200

RAP is an acronym that stands for the following steps:
1. Read a paragraph.
2. Ask yourself, “What were the main ideas and details of this paragraph?”
3. Put the main idea and details in your own words.

This series of steps is a strategy used
A) to assist students in previewing a text.
B) to assist students in activating background knowledge.
C) to assist students in recalling the main ideas and specific facts of materials they read.
D) to assist students in working cooperatively.
E) all of the above

C) to assist students in recalling the main ideas and specific facts of materials they read.

300

The strategies “Preview,” “Click and Clunk,” “Get the Gist,” and “Wrap-Up” are all associated with

A) reciprocal teaching.
B) partner reading.
C) collaborative strategic reading.
D) story mapping.
E) questioning the author.

C) collaborative strategic reading.

400

POSSE is an instructional technique that combines the use of

A) repeated reading and reciprocal teaching.
B) word identification and paraphrasing strategies.
C) reciprocal teaching and text frames/maps.
D) story mapping and schema activation.
E) questioning and choral reading.

C) reciprocal teaching and text frames/maps.

500

The purpose of partner reading is to improve a student’s

A) decoding skills.
B) accuracy and rate of reading.
C) comprehension skills.
D) implicit understanding of text.
E) inferential skills.

B) accuracy and rate of reading.