OAE (Reading) Flashcards
7 cards from real Ohio Assessments for Educators practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 OAE (Reading) flashcards as text
Which of these best measures reading comprehension rather than decoding?
Answer: Answering questions about a passage's main idea
Answering main-idea questions requires understanding meaning, not just decoding words.
A teacher groups students by shared skill needs and adjusts instruction accordingly. This practice is:
Answer: Differentiated instruction
Tailoring instruction to students' varying needs is differentiation.
The suffix '-less' in 'hopeless' indicates:
Answer: Without
The suffix '-less' means 'without,' so 'hopeless' means without hope.
Which strategy best helps a reader who decodes accurately but forgets what she read?
Answer: Pausing to summarize after each paragraph
Periodic summarizing strengthens retention and comprehension monitoring.
A teacher assessing 'concepts of print' would check whether a student knows to:
Answer: Track words left to right and top to bottom
Concepts of print include directionality, such as reading left-to-right and top-to-bottom.
Which text structure uses signal words like 'first,' 'next,' and 'finally'?
Answer: Sequence / chronological order
Words like 'first' and 'next' signal a sequential or chronological text structure.
To build vocabulary depth, the most effective approach is to have students:
Answer: Use new words in multiple meaningful contexts
Deep word knowledge develops through repeated, meaningful use across varied contexts.