CEP Reading & Literacy Support 3

Question 1

A paraprofessional is asked to help a student improve reading comprehension using 'text-to-self connections.' What does this strategy involve?

Accepted Answer

Linking information in the text to the student's personal experiences

Answer

Text-to-self connections help students activate prior knowledge and improve comprehension by relating text content to their own personal experiences and memories.

Question 2

Which of the following best describes 'decodable text' used in early literacy instruction?

Accepted Answer

Text written primarily with words that follow phonics patterns already taught

Answer

Decodable texts are specifically designed to contain words that align with phonics patterns students have already been taught, allowing them to practice applying decoding skills.

Question 3

When a student self-corrects a reading error without prompting, the paraprofessional should:

Accepted Answer

Praise the self-correction to reinforce the monitoring behavior

Answer

Self-corrections show that the student is actively monitoring for meaning; praising this behavior reinforces the metacognitive skill of checking one's own reading.

Question 4

A student struggles to retell a story in order. Which graphic organizer would best support this skill?

Accepted Answer

Story map with beginning, middle, and end

Answer

A story map with sections for beginning, middle, and end helps students visually organize narrative events in sequential order, supporting retelling.

Question 5

What does 'reading at the instructional level' mean for a student?

Accepted Answer

Reading text with 90–94% accuracy where some support is needed

Answer

The instructional level is typically 90–94% accuracy, where the text is challenging enough to promote growth but not so difficult that it causes frustration without support.

(CEP) Certified Educational Paraprofessional Practice Test

(CEP) Certified Educational Paraprofessional Practice Test

CEP Reading & Literacy Support 3