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Classroom Application of Reading Skills Flashcards

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

Read the first 7 Classroom Application of Reading Skills flashcards as text

  1. A student reads the sentence 'The exhausted athlete collapsed after the race' and cannot define 'exhausted.' Which strategy should a paraeducator suggest first?

    Answer: Use context clues from the rest of the sentence

    Context clues within the same sentence (collapsed after the race) help students infer the meaning of an unfamiliar word as a first strategy.

  2. A paraeducator is helping a student practice fluency. The student reads accurately but very slowly with many pauses. The BEST next step is to:

    Answer: Practice repeated reading of familiar passages to build speed

    Repeated reading of familiar passages is an evidence-based strategy for improving reading rate and fluency without sacrificing accuracy.

  3. Which activity BEST helps students distinguish between fact and opinion in a nonfiction text?

    Answer: Having students identify signal words like 'I believe' or 'studies show'

    Signal words such as 'I believe,' 'in my opinion,' or 'research shows' help students classify statements as opinion or fact.

  4. A student identifies all individual sounds in the word 'ship' as /sh/, /i/, /p/. This skill is called:

    Answer: Phonemic segmentation

    Phonemic segmentation is the ability to break a spoken word into its individual phonemes, as demonstrated by separating 'ship' into /sh/ /i/ /p/.

  5. A paraeducator asks a student, 'What do you think will happen next in the story?' This question is designed to develop which skill?

    Answer: Predictive/inferential thinking

    Asking students to predict what happens next encourages inferential thinking by connecting story clues to prior knowledge.

  6. A student consistently substitutes 'house' for 'horse' while reading aloud. This error is MOST likely caused by:

    Answer: Poor phonemic awareness of ending sounds

    Substituting 'house' for 'horse' suggests difficulty distinguishing ending phonemes (/s/ vs. /rs/), indicating a phonemic awareness gap.

  7. After reading a story, a paraeducator asks students to retell events in the order they happened. This activity primarily assesses:

    Answer: Sequence comprehension

    Retelling events in order directly assesses a student's understanding of sequence and narrative structure.