151 TExES Reading Specialist Exam Practice Questions
1. Students from high literacy home environments:
A. Are surrounded by reading material
B. Are good public speakers
C. Have few opportunities to practice reading skills
D. All of the above
2. Reading fluency is:
A. Concentrating on the meaning
B. Focusing on the words
C. Ability to communicate information
D. All of the above
3. A child learns words by:
A. Memorizing the alphabet
B. Conversations with adults
C. Beginning a formal reading program at age 3
D. All of the above
4. Reasons students add a new word to their active vocabulary may include:
A. They are required to memorize it
B. It will improve their grades
C. The word makes a connection to known information
D. All of the above
5. The whole language approach used in reading instruction:
A. Requires rote memorization
B. Presents material independent from previously-learned knowledge
C. Emphasizes working in groups
D. All of the above
6. Phonics is:
A. Analytical
B. Helps students sound out new words
C. Expands vocabulary
D. All of the above
7. Some ways to improve students' reading, writing, listening and speaking skills may include:
A. Require memorization
B. Carefully critique written work
C. Dismiss the need to listen
D. All of the above
8. Guided oral reading can best be used with:
A. Older learners
B. English Language Learners
C. Students who already enjoy reading
D. All of the above
9. Context clues that may help students comprehend new words include:
A. Definitions
B. Descriptions
C. Restatements
D. All of the above
10. The most important reason students should read is:
A. For pleasure
B. To increase comprehension skils
C. To increase vocabulary skills
D. All of the above
ANSWER KEY EXAM 151
1. Answer: A
High literacy students live in homes surrounded by books, magazines and other reading material, were read to when they were young and have parents and siblings who are avid readers. They learn to read earlier, easier and with better comprehension. These students start school knowing the alphabet and have relatively large vocabularies; some may already be reading. They are more apt to read for pleasure and carve time into a hectic schedule to accommodate the habit. Low literacy students come from homes where little reading material is available, were probably not read to very often and usually have limited vocabularies. Their parents may use broken English and/or speak with a pronounced accent or the family may use a dialect filled with non-standard vernacular. These students may not be eager to learn a new way of speaking because they identify with a particular culture and language and don't want to give it up.
2. Answer: A
Fluency is the ability to comprehend the written word accurately and quickly. Fluent readers recognize words and expressions and understand their meaning automatically. They don't focus on the words; they concentrate on the meaning. They make connections between knowledge they already have and ideas and concepts discovered in the new information. Vocabulary is vital to comprehension. In order to read, a student must be able to decode the letters, arrange them in a logical sequence and know what each word means. Readers need to recognize what spoken words look like when they see them written. If readers don't recognize the words they see in print, they won't understand the ideas and concepts being discussed. As students are introduced to unfamiliar subjects, they must expand their vocabulary in order to understand the new content.
3. Answer: B
Indirect vocabulary learning begins at birth. A child learns to recognize and understand words by how they are used, who is saying them and what is going on around him when he hears them. He learns the meanings of words and adds to his vocabulary:
- Through conversations, especially between and with adults
- When adults read to him, explain new words, answer questions and discuss the content
- By reading on his own: Encouraging a child to read is one of the best ways to help expand vocabulary and improve comprehension
4. Answer: C only
For students to remember a word or a term and add it to their active vocabulary, it should be relevant to them, essential to understanding the material and reflect key concepts. Students should be able to make a connection to information they already know, relate the term to personal experience or use it to solve a real problem. Discussing examples and/or applications of the word in a different context along with examples of how not to use it help students understand. Requiring a written explanation of new terms is also effective and makes new ideas and concepts easier to remember.
5. Answer: C
The whole language approach to reading is based on the constructivist learning theory, which believes the teacher is a facilitator, who instructs by building on knowledge previously acquired, encourages active learning and emphasizes working in groups to develop social and communication skills. Constructivists believe students learn better and retain information longer if they are actively involved rather than passively listening. This approach encourages students to reflect on information presented based on personal experiences. Students learn by taking the initiative for their own learning.
Lesson plans bring together speaking, listening, reading and writing experiences to create a rich literary environment that emphasizes quality literature and cultural diversity. Connecting new data with information already known helps students understand the new material and use it more effectively. They integrate the old and new information quicker, retain it longer and are able to retrieve it easier.
6. Answer: D
Phonics is an analytical approach to reading. Students take words apart to study individual letters and how they come together to make sounds. Learning to decode or "sound-out" letter combinations enables students to visually recognize words they already hear and speak in every day conversation. It gives them tools to sound-out unfamiliar words. It helps expand students' vocabulary by giving them a way to pronounce new words. Phonics helps them learn to spell because most words are spelled like they sound.
7. Answer: B
Read with expression and enthusiasm. Let students decide the topics to read. Encourage critical thinking, ask probing questions, and pose different scenarios. Assign written essays, reports and term papers. Giving students the latitude to choose subjects encourages creativity. Critiquing and editing helps them learn to think critically and assess their work more accurately. Listen carefully to what each student says, what they say to each other and be attentive during discussions. Paraphrase to make sure meaning and intent is clear. Always use proper English when lecturing, interacting with groups and during private conversations with students. Have students take turns leading class discussions, reading out loud and making formal presentations.
8. Answer: B
Guided oral reading is an instructional strategy used to improve verbal reading skills. Its main function is to improve fluency. This approach can be used with any age and grade level student and will help both native English speakers as well as English Language Learners. This exercise can be used at home, in the classroom with the whole group or the students can be paired (i.e., a fluent reader with a struggling student); the process is the same. A parent, teacher or peer reads a passage out loud at about eighty (80) to one hundred (100) words per minute. The material needs to be at the student's level of comprehension. The student reads the text silently several times. The student reads the passage out loud. Encouragement and constructive feedback is offered. It usually takes four times before the student is able to read the text without errors.
9. Answer: D
One way to determine the meaning of unfamiliar words is by considering the context in which the word is used. These indirect learning hints or context clues include definitions, descriptions, examples and restatements. Since most words are learned by listening to conversations, people use this tool all the time; even if they do it unconsciously. The words and terms presented at the start of a lesson should reflect key concepts that form the foundation of the material and will be used often. Paraphrasing gives the main idea plus essential details necessary to understand and clarify the core idea. Students should be able to make a connection to information they already know, relate the term to personal experience or use it to solve a real problem. Discussing examples and/or applications of the word in a different context along with examples of how not to use it also help.
10. Answer: D
There are two reasons to read: For pleasure and to learn. Whatever the motivation, ideas are being formed and connections are being made to already known information. Students read to improve comprehension, develop a broad, eclectic background of knowledge and to expand their vocabulary. Using class discussions to highlight, summarize, review and critique the material contribute to a positive reading experience. Comprehension improves when students actively think about what they are reading, apply learned knowledge and connect new information to their world. They need to know how to determine the importance of information and discriminate between "must remember" and "it's interesting but not necessary." Carefully worded questions help students learn what to look for when they read.
