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Reading Instruction Flashcards

7 cards from real AECTP practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Reading Instruction flashcards as text

  1. According to Scarborough's Reading Rope model, which of the following is a LANGUAGE COMPREHENSION strand?

    Answer: Background knowledge

    Scarborough's Reading Rope places background knowledge within the language comprehension strands, which interweave with word recognition strands to produce skilled reading.

  2. A teacher pre-teaches vocabulary before students read an informational text about ecosystems. The PRIMARY goal of this practice is to:

    Answer: Activate and build background knowledge to support comprehension

    Pre-teaching key vocabulary activates schema and builds conceptual knowledge, reducing cognitive load and supporting comprehension during reading.

  3. Which of the following BEST describes the 'gradual release of responsibility' model in reading instruction?

    Answer: Instruction moves from teacher modeling to guided practice to independent student application

    The gradual release model ('I do, We do, You do') systematically shifts cognitive responsibility from teacher to student through modeling, guided practice, and independent application.

  4. A student consistently omits the endings of words when reading aloud (e.g., reads 'jump' for 'jumping'). This pattern MOST likely indicates a weakness in:

    Answer: Morphological awareness

    Omitting inflectional endings like -ing, -ed, and -s reflects poor morphological awareness and attention to grammatical word parts.

  5. Which activity is MOST effective for building reading fluency in elementary students?

    Answer: Partner reading with repeated readings of the same passage

    Partner reading with repeated readings provides supported practice and multiple exposures to the same text, which research consistently links to fluency gains.

  6. A teacher assesses phonemic awareness by asking a student to say the word 'strip' and then say it without the /t/ sound. This task measures:

    Answer: Phoneme deletion

    Phoneme deletion tasks require students to remove a specific phoneme from a word and say the remaining word.

  7. Which instructional grouping configuration is MOST appropriate for targeted intervention with three students who share the same decoding deficit?

    Answer: Small homogeneous skill group

    A small homogeneous skill group allows the teacher to deliver focused, targeted instruction matched to the specific shared need of those students.