Science of Reading

Which of the following best describes the relationship between fluency, vocabulary, and comprehension in reading?

• Fluency has no impact on comprehension and vocabulary.

• Vocabulary knowledge can compensate for poor fluency and comprehension skills.

• Fluency, vocabulary, and comprehension are interdependent, with each component influencing and supporting the others.

• Comprehension is solely dependent on fluency, not vocabulary.

Which screening tool is widely used to identify students in grades K–3 at risk for reading problems?

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• Graduate Record Examination (GRE)

• Scholastic Assessment Test (SAT)

• Myers-Briggs Type Indicator (MBTI)

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Difficulty in recognizing words that are spelled similarly is a warning sign of:

• Advanced reading ability.

• Dyslexia

• High comprehension skills.

• None of the above.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A student who frequently guesses words instead of decoding them may struggle with:

• Dyslexia

• Advanced vocabulary

• Exceptional fluency

• Overconfidence in reading skills.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Which accommodation can be helpful for students with decoding difficulties?

• Decreasing the amount of reading required.

• Providing audiobooks or text-to-speech options.

• Assigning more written homework.

• Encouraging silent reading only.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

Which of the following is an adequate accommodation for students struggling with poor comprehension skills?

• Limiting access to complex texts.

• Providing outlines or graphic organizers before reading.

• Focusing on silent reading.

• Increasing the reading speed requirement.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

An intervention strategy for dyslexia that focuses on the structure of language is:

• Multisensory instruction

• Speed reading

• Unassisted silent reading

• Decreasing text complexity

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

To improve reading comprehension skills, which intervention should be considered?

• Limiting reading to fiction only.

• Encouraging memorization of text.

• Teaching meta-cognitive strategies.

• Avoiding complex texts.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

What is a strategy for creating a literacy-rich home environment?

• Restricting access to books and other reading materials.

• Limiting discussion about books.

• Focusing exclusively on digital media.

• Engaging in daily reading activities together.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

A valuable resource for parents to support their child's reading development at home is:

• Exclusive use of social media for reading activities.

• Subscription to a streaming video service.

• Access to public libraries and their programs.

• Limiting reading to school assignments only.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10