Deck 9: Comprehension Part 1

Question 1

Which statement about the relationship between background information and comprehension is true?

A)The development of background information prior to reading is likely to enhance comprehension.
B)There is no detectable relationship between background information and comprehension.
C)The development of background information prior to reading is likely to inhibit motivation.
D)The development of background information prior to reading confuses the young reader.

Answer 1

A

Question 2

Which of the following is an important concept that students need to have in their reading schema?

A)The understanding that reading is a long, complex process.
B)The understanding that reading is enhanced by personal experience.
C)The understanding that reading can be fun and can help them do things.
D)The understanding that reading does not entail setting purposes.

Answer 2

C

Question 3

Which statement about the cloze procedure is true?

A)It entails the construction of comprehension questions.
B)It involves the use of both semantic and syntactic clues.
C)It has no utility for improving comprehension.
D)It proves that a reader needs to read every word to understand a passage.

Answer 3

B

Question 4

Picture books, graphic novels, e-books, digital images, computer games, and videos contribute to students' _______.

A)visual literacy
B)digital literacy
C)media literacy
D)technological literacy

Question 5

Which of the following is a likely result of having a student retell a selection the class has read, after the teacher has modeled the retelling of another selection?

A)Children will be bored with the retelling.
B)Comprehension of the selection will be enhanced.
C)Children will dislike the story or selection.
D)Children will be confused by the retelling because another was modeled.

Question 6

Young readers have difficulty understanding each of the following types of sentences except those that

A)are written in the passive voice.
B)contain relative clauses.
C)express negation.
D)are in subject-verb order.

Question 7

All of the following are ways students may learn to make predictions of how a story will progress except

A)analyzing visual elements such as pictures.
B)acting out solutions with creative drama.
C)relating similar personal experiences.
D)before reading, ask a friend who has already read the book to retell the story.

Question 8

Concerning media literacy, which statement is false?

A)Media can influence students, affecting attitudes and behavior.
B)Media literacy is a subset of digital literacy.
C)Critical reading is necessary to consider the reliability of sources.
D)Students age 5 and older can already begin to evaluate TV and print ads.

Question 9

Reading with a purpose

A)improves comprehension.
B)provides focus.
C)Both A and B.
D)Neither A nor B.

Question 10

A teacher might explain the relative clause in a sentence such as "The girl who ran the marathon is my sister" by

A)sentence combining.
B)inferential processing.
C)turning the two clauses into two sentences.
D)asking the students for other examples.

Question 11

Comprehension tends to be better when the physical environment-such as room temperature, lighting, and seating-is comfortable and in a(n)_______-risk situation

Question 12

Predictions made by the students provide them with a(n)_______ for reading.

Question 13

Linguistic, bodily-kinesthetic, spatial, logical-mathematical, and musical are examples of Howard Gardner's famous theory of

A)comprehension.
B)multiple purposes.
C)metacognition.
D)multiple intelligences.

Question 14

Comprehension monitoring can be modeled by teachers for students through

A)teacher-directed questioning.
B)think-alouds.
C)worksheet activities.
D)quizzes.

Question 15

The K-W-L teaching model

A)is generally used with expository text.
B)involves primarily teacher demonstration.
C)is useful only during the prereading stage.
D)takes place after reading text.

Question 16

Narratives that start and end at the same place, with a series of events in between are _______ _______.

Question 17

Marks that help turn written language into oral language by representing pauses and pitch changes that should occur when a passage is read aloud are called _______ marks.

Question 18

All of the following are major structures in Mandler and Johnson's story grammar except

A)setting.
B)summary.
C)reaction.
D)attempt.

Question 19

Hearing the sentence "Fluffy barked at the burglar," students conclude that Fluffy is a dog using a _______-based process.

A)text
B)proof
C)knowledge
D)picture

Question 20

Important to comprehension is developing comprehension skills to the _______ stage.

Question 21

Students are more committed to reading when they understand-and even set-specific, meaningful purposes, which also helps them differentiate between relevant and irrelevant information. Discuss how you would set purposes for your students and move them into setting their own purposes.

Question 22

Proper intonation, expression, and phrasing that can be enhanced through rereading and retelling jokes develops _______, a component of fluency.

Question 23

Case analysis: The basal reader story for Ms. Merritt's group was about a child who was frightened by a cow. Ms. Merritt's class lived in an inner-city area in large multifamily dwellings. Few students had ever been more than a few blocks from home. Most of the students appeared not to understand the story. Ms. Merritt attributed this to their inattention and lack of cooperation. Do you agree with Ms. Merritt? If not, what do you think the problem might have been? How would you have handled this lesson with this group of students?

Question 24

You are at an interview for a position as a fourth-grade teacher. The principal asks you how you would foster students' comprehension of informational text. Identify and explain three activities that you could discuss in your reply to this question. Be sure to support your response with theory.

Question 25

What would be appropriate reading or comprehension materials to use in working with struggling readers?

Question 26

How can writing be included in reading-comprehension instruction at each phase of prereading, reading, and postreading?

Question 27

Can guided text discussion be effective with English-language learners? How?

Question 28

A strategy used to promote comprehension where students and teachers take turns leading the discussion about what students are reading is _______ _______.

Question 29

Texts that tell a story with a plot are called _______ texts, whereas texts that explain and clarify ideas are called _______ texts.

Question 30

Describe two prereading and two during-reading activities that would enhance comprehension.