Comprehension: Part 6: Post-Test

Do you feel comfortable conducting guided reading groups? Do you know what strategies to teach during these sessions? Do you know how to determine appropriate books for guided reading groups? Do you know how to determine whether a child comprehends text? Do you know what is required of teachers at your grade level in terms of standards benchmarks and indicators? Do you know how to determine readability of text? Do you know the guidelines for how many errors determine independent and instructional reading levels?

If you feel uncomfortable with any of the above, you might want to reread the module or link to the many resource websites. Once again, practicing the different techniques is the only way to feel comfortable with them. They are worth practicing since they have been proven effective by scientifically-based research.

Directions: Please take the pre-test. The answers can be found in the answer key.

Multiple Choice
1. Good readers
a. are purposeful, i.e. they want to find out something or be entertained
b. are active, i.e. they are monitoring their understanding
c. make connections, i.e. relate what they are reading to their past knowledge
d. all of the above

2. Comprehension strategies are
a. ways to teach vocabulary
b. unconscious plans
c. steps to use to make sense of text
d. intuitive for readers

3. Comprehension monitoring instruction teaches students to
a. be aware of what they do understand
b. identify what they do not understand
c. use appropriate "fix-up" strategies to resolve problems in comprehension
d. all of the above

4. Graphic organizers and semantic maps
a. are useful for phonemic awareness
b. help readers retrieve their past knowledge of a concept
c. illustrate concepts and relationships among them in a text
d. only work for narrative text

5. Questions help students comprehend by
a. setting the purpose for reading
b. tricking them so they try harder the next time
c. encouraging them to skip parts they don’t understand
d. focusing them on their background knowledge

6. Cooperative learning
a. has no place in the reading classroom
b. holds some students back in their learning
c. allows students to help each other learn strategies
d. allows students to learn at their own pace

7. Informal reading inventories
a. help determine a child’s reading level
b. include both graded word lists and passages
c. include retelling and/or comprehension questions
d. all of the above

8. Guided reading
a. is done in large groups
b. is done individually
c. is done in small groups
d. all of the above

True or False
9. Comprehension is the reason for reading.

10. Text comprehension can be improved by instruction that helps readers use specific comprehension strategies.

11. Comprehension monitoring and metacognition are interchangeable terms.

12. Instruction in summarizing helps students identify main ideas in text.

13. Effective comprehension strategy instruction includes direct explanation, modeling, guided practice, and application.

14. In reciprocal teaching, the teacher and students work together so that the students learn to be flexible in their use of asking questions, summarizing, clarifying misunderstandings and predicting what will come next.

15. There is only one correct way to conduct a test of readability.

click here for answer key >>>