Research & Evidence-Based Teaching Flashcards
7 cards from real WPM practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Research & Evidence-Based Teaching flashcards as text
A teacher studies her own classroom by identifying a problem, trying a strategy, collecting data, and reflecting on the results. This process is best described as what?
Answer: Action research
Action research is a cyclical, practitioner-led inquiry aimed at improving one's own practice.
Research shows that phonemic awareness instruction is most effective when it does which of the following?
Answer: Is combined with letters and focuses on one or two skills, such as blending and segmenting
The NRP found phonemic awareness instruction worked best when linked to letters and focused on a few skills.
Which vocabulary practice has strong research support for teaching high-utility academic words?
Answer: Explicit instruction of Tier 2 words with multiple meaningful exposures
Beck, McKeown, and Kucan recommend robust, explicit teaching of Tier 2 words with repeated, varied exposure.
Decodable texts are recommended in early phonics instruction mainly because they do what?
Answer: Feature mostly words that use the letter-sound patterns students have already been taught
Decodable texts let students apply newly taught phonics patterns, which strengthens decoding.
A research report says a reading intervention's effect was 'statistically significant (p < .05).' What does this mainly indicate?
Answer: The effect is unlikely to be due to chance alone
Statistical significance shows the result is unlikely under the null hypothesis, but it says nothing about the size of the effect.
In an MTSS framework, Tier 3 reading intervention is typically characterized by which feature?
Answer: Intensive, individualized instruction with frequent progress monitoring
Tier 3 serves the few students who need the most intensive, individualized support, with close monitoring.
Which practice reflects data-based decision making when a student's progress-monitoring scores fall below the aim line for several consecutive data points?
Answer: Change or intensify the intervention
Common decision rules call for adjusting instruction when about four consecutive points fall below the aim line.
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