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Assessment for The Development of Literacy: As Reading Instruction Begins
Multiple Choice
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1.
The experiences that enable you to learn to read begin in the classroom.
A.
True
(
*
)
B.
False
Correct! The experiences that enable you to learn to read start when you are still an infant. You learn about language as you watch and listen to others. Learning to read is affected by the language experiences you take part in while you are an infant, toddler, and child.
2.
Activities that promote emerging literacy should continue until an individual makes the transition from "learning to read" to "reading to learn."
(
*
)
A.
True
Correct! Emerging literacy can take place at any age, even through adulthood for some individuals. Thus, activities that are helpful during this phase, such as being read aloud to, continue to be important for background knowledge, vocabulary development, and as an example for the process of reading itself. These activities strengthen the skills that are necessary to be able to read to learn.
B.
False
3.
Literacy is essentially the development of reading skills during grades one through three.
A.
True
(
*
)
B.
False
Correct! Literacy is far more than just the development of reading skills. Literacy develops over a lifetime and involves the integration of many skills. Literacy involves both reading and writing and enables individuals to communicate, understand ideas, and enrich their lives.
4.
Once students reach first or second grade, language ability among children tends to even out regardless of the type and quality of language experiences they have had before kindergarten.
A.
True
(
*
)
B.
False
Correct! Early language experiences continue to have an impact on children beyond first and second grade. This is why teachers must be sensitive to children´s unique life experiences and must continue to provide literary experiences they may have missed. Teachers must also provide opportunities for students to develop their vocabularies and background knowledge.
5.
If children can make an association between printed symbols and words based on visual cues, as in the logographic phase of development, they will probably not be able to recognize those same words if they are typed on a page.
(
*
)
A.
True
Correct! Children in the logographic phase might recognize the word ´Pizza´ on a pizza box or might recognize ´McDonald´s´ when they see the golden arches, but they do not understand that the letters represent sounds and they do not have a method for sounding out unknown words. Thus, children in this phase would not be able to recognize these words on a typewritten page.
B.
False
6.
It is likely that students who miss only a few words out of every twenty when reading aloud will find reading at this level a frustrating experience.
(
*
)
A.
True
Correct! A student´s frustration level is the level at which she has less than 95% (missing more than one word out of twenty) accuracy in word identification. Material at this level probably requires her to use skills that she has not yet mastered.
B.
False
7.
Activities that were emphasized in kindergarten (e.g., sound games) should be discontinued once the student gets to first grade.
A.
True
(
*
)
B.
False
Correct! The same activities that were emphasized in kindergarten should be continued through first grade. These may be adapted and ‘upgraded’ to be more appropriate for the level of learning, but phonological awareness games and activities continue to be a critical part of beginning reading instruction.
8.
Which of the following general, overlapping phases of reading development involves reading at an automatic rate?
A.
logographic
(
*
)
B.
Orthographic
Correct! ‘Orthographic’ refers to the correct sequence of letters within words. When readers use their orthographic knowledge to automatically recognize specific sequences they can read words much faster because they don´t have to sound them out letter by letter.
C.
transitional-alphabetic
D.
alphabetic
9.
Which of the following would not be a part of teaching story understanding?
(
*
)
A.
Students´ progress in reading should be monitored on a weekly basis.
Correct! While monitoring students´ progress daily and weekly is an important characteristic of effective interventions for students with reading disabilities, it does not play an important role in story understanding. Children can begin to learn about stories long before they themselves can read.
B.
Students practice re-telling stories.
C.
As a teacher reads a story aloud, she might ask herself questions about it.
D.
The teacher encourages parents to re-read, with their child, books read in class.
10.
In what grade does the general focus of reading change from "learning to read" to "reading to learn"?
A.
second grade
B.
third grade
(
*
)
C.
fourth grade
Correct! During second and third grade teachers must prepare students for the more complex reading skills needed and expected in fourth grade. In fourth grade, students will begin to have content centered on subjects such as science and social studies and will be tested, graded, and given feedback on how much they learned from what they read rather than how well they read it.
D.
fifth grade
Beginning Word Reading
