TSI (READING) > EXAM > FOUNDATIONS OF READING MTEL PRACTICE TEST 100 STUDY QUESTIONS WITH CORRECT ANSWERS GUARANTEED PASS R (All)
FOUNDATIONS OF READING MTEL PRACTICE TEST 100 STUDY QUESTIONS WITH CORRECT ANSWERS GUARANTEED PASS RATED A+
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Which of the following statements best describes the relationship between word decoding and reading comprehension in a beginning reader's development? a) Decoding skills and reading comprehension te... nd to develop independently of one another. b) Development of decoding skills has little effect on the development of reading fluency or reading comprehension. c) Reading comprehension contributes to and directly facilitates the development of decoding skills. D) Decoding skills are essential for the development of reading fluency to support reading comprehension. - Answer>>> D) Decoding skills are essential for the development of reading fluency to support reading comprehension. A second-grade teacher pairs students with appropriate, accessible texts for a paired-reading activity. During the activity, two students sit side by side and take turns reading an entire short text aloud. Over a period of several days, the pairs of students read and reread a large number of accessible texts together. This activity best promotes students' development of: A) reading rate and automaticity. B) prosodic reading skills. C) comprehension skills and strategies. D) new phonics skills. - Answer>>> A) reading rate and automaticity. A third-grade teacher observes that students who can read aloud fluently also demonstrate greater comprehension of expository texts. The best explanation for this is that fluent readers: A) possess a self-awareness that allows them to use metacognitive skills efficiently. B) have already developed the base of background knowledge typically covered by textbooks. C)have well-developed skills for decoding any level of text word by word. D)are able to focus their full attention and cognitive resources on the meaning of a text. - Answer>>> D)are able to focus their full attention and cognitive resources on the meaning of a text. A first-grade teacher creates poetry booklets for students to read each day as a morning "warmup" activity to begin supporting their development of reading fluency. The teacher sequences the poems in the booklets according to phonics patterns and high-frequency words that students have recently learned. At the beginning of each week, the teacher works with small groups of students to ensure that they can read their new poem-of-the-week accurately. For the rest of the week, students practice reading the new poem with a classmate from their group. They also practice reading aloud other poems in the fluency warm-up booklet that they have previously learned. [Show More]
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