Question 1

Which level of RTI is designed for students with the most severe need?

Accepted Answer

A)  Tier I 
B)  Tier II 
C)  Tier III 
D)  all of the above 
A)  Tier I 
B)  Tier II 
C)  Tier III 
D)  all of the above C

Question 2

Which of the following statements is true?

Accepted Answer

A)  Most classrooms will not have students reading below grade level. 
B)  Intervention can be provided within a classroom only if a teacher is given extra help. 
C)  Struggling readers in a pull-out program should not be required to make up work they miss. 
D)  A good time for struggling readers to be out of the classroom is during activities that are just for fun and not part of the regular curriculum. 
A)  Most classrooms will not have students reading below grade level. 
B)  Intervention can be provided within a classroom only if a teacher is given extra help. 
C)  Struggling readers in a pull-out program should not be required to make up work they miss. 
D)  A good time for struggling readers to be out of the classroom is during activities that are just for fun and not part of the regular curriculum. C

Question 3

An effective way to scaffold instruction for struggling readers is to:

Accepted Answer

A)  use various modes of reading. 
B)  use very easy text. 
C)  refer students to a specialist. 
D)  require an at-home reading program. 
A)  use various modes of reading. 
B)  use very easy text. 
C)  refer students to a specialist. 
D)  require an at-home reading program. A

Question 4

The best choice of strategies and skills to teach the struggling reader is those which:

Accepted Answer

A)  are recommended by a specialist. 
B)  the student lacks. 
C)  are required by the CCSS. 
D)  both b and c 
A)  are recommended by a specialist. 
B)  the student lacks. 
C)  are required by the CCSS. 
D)  both b and c

Question 5

In the past, programs that had a goal of correcting reading problems were called:

Accepted Answer

A)  remediation. 
B)  acceleration. 
C)  intervention. 
D)  struggling reader programs. 
A)  remediation. 
B)  acceleration. 
C)  intervention. 
D)  struggling reader programs.

Question 6

The foundation for intervention is:

Accepted Answer

A)  core instruction. 
B)  remediation. 
C)  assessment. 
D)  fluency. 
A)  core instruction. 
B)  remediation. 
C)  assessment. 
D)  fluency.

Question 7

If you have done a thorough assessment, diagnosis, and trial teaching for several weeks but the student's reading is not improving, you should next:

Accepted Answer

A)  talk with the student about motivation and the importance of reading. 
B)  refer the student to a special education class. 
C)  suggest that the parents provide private tutoring. 
D)  seek the services of a reading or other specialist. 
A)  talk with the student about motivation and the importance of reading. 
B)  refer the student to a special education class. 
C)  suggest that the parents provide private tutoring. 
D)  seek the services of a reading or other specialist.

Question 8

Discuss how you would adjust instruction of grade-level skills and strategies to meet the needs of struggling readers.

Accepted Answer

Answers will vary. The respons

Question 9

The texts used for intervention instruction should include:

Accepted Answer

A)  decodable text. 
B)  created text. 
C)  authentic text. 
D)  all of the above 
A)  decodable text. 
B)  created text. 
C)  authentic text. 
D)  all of the above

Question 10

Lessons in an effective intervention program are:

Accepted Answer

A)  structured and fast-paced. 
B)  varied daily to keep interest high. 
C)  more slow-paced and deliberate. 
D)  taught by paraprofessionals. 
A)  structured and fast-paced. 
B)  varied daily to keep interest high. 
C)  more slow-paced and deliberate. 
D)  taught by paraprofessionals.

Question 11

Core instruction and intervention are developed using:

Accepted Answer

A)  the same instruction. 
B)  the same standards. 
C)  small-group procedures. 
D)  all of the above 
A)  the same instruction. 
B)  the same standards. 
C)  small-group procedures. 
D)  all of the above

Question 12

What is the term for keeping track of how students are progressing in their intervention instruction?

Accepted Answer

The answer of What is the term for keeping track...

Question 13

What is the first step in identifying which students need intervention?

Accepted Answer

a thorough

Question 14

For struggling readers to catch up and read on grade level, they must:

Accepted Answer

A)  make more than adequate yearly progress. 
B)  be given special instruction instead of core instruction. 
C)  make a month's growth in a month's time. 
D)  none of the above 
A)  make more than adequate yearly progress. 
B)  be given special instruction instead of core instruction. 
C)  make a month's growth in a month's time. 
D)  none of the above

Question 15

An intervention program is designed:

Accepted Answer

A)  to prevent or stop reading failure. 
B)  to correct reading failure. 
C)  to be used instead of core instruction. 
D)  for readers who cannot meet district standards. 
A)  to prevent or stop reading failure. 
B)  to correct reading failure. 
C)  to be used instead of core instruction. 
D)  for readers who cannot meet district standards.

Question 16

Explain how you can find time within your classroom to provide intervention for students who would benefit from the instruction

Accepted Answer

Answers will vary. The respons

Question 17

Which are the three areas of decoding that a teacher should assess in order to help a struggling reader?

Accepted Answer

A)  phonics, oral language, fluency 
B)  phonemic awareness, phonics, fluency 
C)  phonemic awareness, instructional level, phonics 
D)  onsets and rimes, grapheme/phonemic correlation, fluency 
A)  phonics, oral language, fluency 
B)  phonemic awareness, phonics, fluency 
C)  phonemic awareness, instructional level, phonics 
D)  onsets and rimes, grapheme/phonemic correlation, fluency

Question 18

What does a student's listening level indicate about his/her reading ability?

Accepted Answer

A)  Listening ability is the inverse of reading ability. 
B)  A student's listening level should be equal to his/her reading level. 
C)  A student's oral language base is an indication of potential reading achievement. 
D)  Hearing acuity is essential for listening comprehension. 
A)  Listening ability is the inverse of reading ability. 
B)  A student's listening level should be equal to his/her reading level. 
C)  A student's oral language base is an indication of potential reading achievement. 
D)  Hearing acuity is essential for listening comprehension.

Question 19

Which statement about teaching content-area material to struggling readers is true?

Accepted Answer

A)  Students may not be able to read the text. 
B)  Students might learn the content from a text that is easier to read. 
C)  Graphics such as pictures and illustrations may help convey content. 
D)  all of the above 
A)  Students may not be able to read the text. 
B)  Students might learn the content from a text that is easier to read. 
C)  Graphics such as pictures and illustrations may help convey content. 
D)  all of the above

Question 20

Which of the following statements applies to finding time to work with struggling readers?

Accepted Answer

A)  Make clear that you cannot devote extra time outside of reading class. 
B)  Establish patterns and routines. 
C)  Meet less frequently with struggling readers but for longer periods of time. 
D)  Include struggling readers in every group so instruction is repeated for them. 
A)  Make clear that you cannot devote extra time outside of reading class. 
B)  Establish patterns and routines. 
C)  Meet less frequently with struggling readers but for longer periods of time. 
D)  Include struggling readers in every group so instruction is repeated for them.

Which level of RTI is designed for students with the most severe need?

Which of the following statements is true?

An effective way to scaffold instruction for struggling readers is to:

The best choice of strategies and skills to teach the struggling reader is those which:

In the past, programs that had a goal of correcting reading problems were called:

The foundation for intervention is:

If you have done a thorough assessment, diagnosis, and trial teaching for several weeks but the student's reading is not improving, you should next:

Discuss how you would adjust instruction of grade-level skills and strategies to meet the needs of struggling readers.

The texts used for intervention instruction should include:

Lessons in an effective intervention program are:

Core instruction and intervention are developed using:

What is the term for keeping track of how students are progressing in their intervention instruction?

What is the first step in identifying which students need intervention?

For struggling readers to catch up and read on grade level, they must:

An intervention program is designed:

Explain how you can find time within your classroom to provide intervention for students who would benefit from the instruction

Which are the three areas of decoding that a teacher should assess in order to help a struggling reader?

What does a student's listening level indicate about his/her reading ability?

Which statement about teaching content-area material to struggling readers is true?

Which of the following statements applies to finding time to work with struggling readers?

What You Need to Know to Be an Effective Literacy Teacher

Frameworks for Effective Standards Based Literacy Lessons

Assessment and Evaluation That Informs Instruction

Prior Knowledge Activating and Developing Concepts and Vocabulary

How to Teach Strategies for Constructing Meaning

Beginning Literacy

Intermediate Grades and Middle School Decoding Vocabulary and Meaning

Responding and the Construction of Meaning

Writing and the Construction of Meaning

Developing a Management System for a Comprehensive Balanced Literacy Classroom

Filters

Exam 10: Helping Struggling Readers

Which level of RTI is designed for students with the most severe need?

Which of the following statements is true?

An effective way to scaffold instruction for struggling readers is to:

The best choice of strategies and skills to teach the struggling reader is those which:

In the past, programs that had a goal of correcting reading problems were called:

The foundation for intervention is:

If you have done a thorough assessment, diagnosis, and trial teaching for several weeks but the student's reading is not improving, you should next:

Discuss how you would adjust instruction of grade-level skills and strategies to meet the needs of struggling readers.

The texts used for intervention instruction should include:

Lessons in an effective intervention program are:

Core instruction and intervention are developed using:

What is the term for keeping track of how students are progressing in their intervention instruction?

What is the first step in identifying which students need intervention?

For struggling readers to catch up and read on grade level, they must:

An intervention program is designed:

Explain how you can find time within your classroom to provide intervention for students who would benefit from the instruction

Which are the three areas of decoding that a teacher should assess in order to help a struggling reader?

What does a student's listening level indicate about his/her reading ability?

Which statement about teaching content-area material to struggling readers is true?

Which of the following statements applies to finding time to work with struggling readers?

What You Need to Know to Be an Effective Literacy Teacher

Frameworks for Effective Standards Based Literacy Lessons

Assessment and Evaluation That Informs Instruction

Prior Knowledge Activating and Developing Concepts and Vocabulary

How to Teach Strategies for Constructing Meaning

Beginning Literacy

Intermediate Grades and Middle School Decoding Vocabulary and Meaning

Responding and the Construction of Meaning

Writing and the Construction of Meaning

Developing a Management System for a Comprehensive Balanced Literacy Classroom

Filters