Explanation:
To answer this question, the examinee must understand how to differentiate literacy instruction for children who struggle in one or more literacy-related areas, English Language Learners, gifted students, and students with special needs. A scaffolding technique that supports English Language Learners' capacity to analyze particular ideas in a text critically is the marking of the most crucial sections. Students are more engaged with the material when an annotation is employed during reading, which promotes self-reflection and reading comprehension.
Explanation:
Examinees must apply their knowledge of the elements and traits of successful, evidence-based intervention programs for struggling writers and readers to complete this item successfully. Students who struggle with reading need tailored training that builds on their abilities and targets their particular need(s). This is crucial outside of reading assistance classes at the middle and high school levels. To ensure that struggling readers acquire disciplined reading skills, subject-matter teachers must differentiate instruction. All teachers who work with struggling readers have a shared duty to foster reading development.
Explanation:
Examinees must demonstrate their understanding of the value of utilizing a range of assessment results to pinpoint reading challenges and choose the most effective solutions for all kids to pass this item. The scenario's chronology and assessment types give essential details that can be used to help with the question's resolution. A reading specialist compiles a wide range of official and informal evaluation data that pertains to a specific student's reading performance early in the school year. A thorough description, or profile, of the student's present literacy knowledge, skills, and abilities can be created by the specialist by combining an analysis of the student's standardized test scores with an analysis of their work and the outcomes from screening and diagnostic assessments. Collecting assessment evidence is the first stage in determining the student's strengths and needs to design efficient, individualized literacy instruction and interventions.
Explanation:
To successfully answer this question, the examinee must demonstrate knowledge of the developmental continuum of phonological and phonemic awareness abilities and understanding practical, developmentally appropriate, data-driven education and intervention. It would be best to start clapping syllables as the first stage in a phonological awareness program because infants often develop syllable segmentation before phoneme isolation, segmentation, and manipulation. Phonological awareness ranges from more significant, recognizable units of spoken or written language (such as syllables) to smaller, harder-to-perceive units (e.g., individual phonemes).
Explanation:
Examinees are expected to show understanding of the variables that can affect fluency for this item. The student scored 87%87 percent correctly on this assessment. This is much below the level required for the student to understand the passage, as evidenced by the fact that the student could only properly answer 50% of the comprehension questions. Before concentrating on other aspects of fluency, the student's accuracy must increase.
Explanation:
To successfully answer this question, the examinee must show that they know how crucial it is to expose students to various academic experiences, including those that involve reading, writing, listening, speaking, viewing, and visually representing information. This will help students develop their language and vocabulary while advancing their literacy. According to studies, direct, clear teaching that emphasizes word study and word-learning procedures should be included in vocabulary instruction. Word study involves:
‥ Choosing relevant and precise vocabulary targets
‥ Providing opportunities for repeated practice in various circumstances
‥ Exposure to multiple vocabulary education techniques
Using dictionaries, morphemic analysis, and contextual analysis are only a few word-learning techniques that help pupils learn new words more effectively. Together, word study and word learning in the classroom would be the most effective way to encourage pupils to build their academic vocabulary.
Explanation:
Examinees must understand recent research on reading processes to pass this item. Functional magnetic resonance imaging (fMRI) longitudinal research studies by Sally Shaywitz, M.D. and colleagues comparing proficient and dyslexic readers at various stages of development have confirmed that a critical neural signature for dyslexia is the underactivation of neural systems in the posterior of the brain. When reading is introduced to young children with dyslexia, this "wiring fault" is already present and continues into adolescence and maturity. However, these same studies have demonstrated that successful reading therapies lead to better reading skills and brain healing in children with dyslexia. A
