Intervention for Struggling Readers: Knowledge Assessment 2019 - 2020, please read directions below
Directions: Please pick best answers to the questions. There is only one correct answer. Please use your school district email to help us identify you.
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University of Utah Reading Clinic
1. The Next Steps model for intervention is most appropriate for struggling readers who:
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2. What is the primary goal(s) of asking struggling readers to reread familiar text on instructional level?
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3. The primary goal(s) of engaging struggling readers in assisted reading of new text is to help them:
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4. What is the primary goal(s) of word study for struggling readers?
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5. Why should a tutor check for mastery of mixed, non-rhyming short vowels before moving onto vowel patterns?
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6. When a struggling reader makes an oral reading error, the tutor should:
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7. What is the primary goal(s) of conducting a preview before assisted reading?
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8. Which description best characterizes the instructional technique of echo reading?
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9. Which set(s) of data meet or exceed the criteria for moving a struggling reader up and out of G1-End text and into G2-Mid text?
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10. Which set(s) of data meet or exceed the criteria for moving a struggling reader up and out of G2-Mid text and into G2-End text?
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11. It is appropriate to move forward in mixed short vowel and vowel pattern word study when the beginning reader:
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12. Which set(s) of word study procedures emphasize word recognition accuracy?
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13. Which set(s) of word study procedures emphasize word recognition fluency?
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14. What is the primary reason(s) for helping a struggling reader achieve mastery for core vowel patterns?
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15. Which types of words are most appropriate to include in a struggling reader’s word bank?
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16. What is the primary reason(s) for using vowel sound cards (e.g., a-apple-/a/) in regular drill practice with a struggling reader?
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17. When a student’s progress in word study seems inordinately slow (e.g., spending 15 or more lessons in one sort without passing a word study check), the tutor should:
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18. Which is an accurate statement?
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19. It is appropriate to use text with controlled vocabulary (e.g., pre-1987 basals) with struggling readers below a G3 reading level because such text:
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20. Why is it appropriate to rely on accuracy and rate scores (i.e., print-processing scores) rather than comprehension scores to place struggling readers in instructional level text?
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21. Why is it important to collect rate and accuracy data regularly as students read aloud?
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22. It is appropriate to move forward in Next Steps text level when the struggling reader:
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