EDUC 554 Promoting Comprehension Quiz


Course Code:


Liberty University

EDUC 554 Promoting Comprehension Quiz

Due Nov 29, 2020 at 11:59pm


Points 35


Questions 35


Time Limit 120 Minutes

This quiz is no longer available as the course has been concluded.
Attempt History



Attempt 1

Correct answers are hidden.
Score for this quiz: 33 out of 35
Submitted Nov 29, 2020 at 11:36am This attempt took 29 minutes.

Time 29 minutes

Question 1
1 / 1 pts Comprehension is a complicated process which begins:

during prereading as students activate background knowledge

during reading as students connect words and ideas

Score 33 out of 35

when teachers ask post-reading questions
when students discuss their reading with a peer
Question 2
1 / 1 pts In a close reading activity, a teacher will most likely use: text-dependent questions
vocabulary-dependent questions
critical response questions
inferential questions
Question 3
1 / 1 pts Capable readers usually: create mental images as they read
focus upon decoding
prefer to read orally

read only books written at their independent level
Question 4
1 / 1 pts Research suggests that a student’s motivation to read increases when: he is punished if he doesn’t read the teacher selects the books for literature circles
the classroom has a competitive atmosphere
the classroom has a collaborative atmosphere
Question 5
1 / 1 pts Of the following, the best way to help students refine their comprehension is to engage them in: readers’ theatre choral reading
grand conversations
semantic practices
Question 6
1 / 1 pts

A group of fifth grade students in Alaska wanted to read the novel Hoot which is set in Florida. Because their teacher suspected that they didn’t have the background knowledge necessary for comprehension, she correctly decided to:
ask the students to select a different book
preteach key words to build background knowledge
provide minilessons on decoding strategies
ask the students to write reflections after they read each chapter
Question 7
1 / 1 pts Because the Common Core State Standards encourage students to read challenging fiction and nonfiction, teachers have placed greater emphasis upon:
phonemic awareness
text-dependent questions
text complexity
narrative texts
Question 8
1 / 1 pts Capable writers usually:

focus upon mechanical correctness rather than meaning
write expository texts rather than narrative texts
neglect to monitor their writing
vary their writing to fit their purposes and audiences
Question 9
1 / 1 pts Teachers can help their students become more fluent readers by providing: daily periods of round-robin reading
graphic organizers
seating at the front of the classroom
many opportunities for repeated readings
Question 10
1 / 1 pts Effective literacy teachers encourage students to make predictions: only when reading a narrative text
only when reading an informational text

when reading any type of text
to help them use phonemic awareness
Question 11
1 / 1 pts The best way to help students apply comprehension strategies is to provide time for them to:
view and discuss films with classmates
read expository texts in basal readers
read interesting books at their reading level
add interesting words to the word wall
Question 12
1 / 1 pts Of the following, the instructional procedure which offers students the most opportunities to make choices is:
the basal reading program
reading workshop
guided reading

the thematic unit
Question 13
1 / 1 pts Students use the evaluating strategy: only when they have finished reading a text
only when they are selecting a text to read
throughout the reading process
when they meet with the teacher
Question 14
1 / 1 pts Research suggests that comprehension results when there is successful interaction of: phonics and word recognition
phonics and background knowledge
the reader and the text
vision and cognition
Question 15

1 / 1 pts When students reflect upon their thinking, they engage in a type of behavior known as:
Question 16
1 / 1 pts When Alana, an English Language Learner, read the sentence, “Blow out your birthday candles,” she became confused because she had never had a birthday cake. A lack of background knowledge that affects comprehension can be categorized as a:
text factor
reader factor
semantic error
Question 17
1 / 1 pts A group of athletic fifth grade students read and discussed the novel, Travel Team, a story about neighborhood basketball teams. Their teacher correctly realized that her

students almost seemed to comprehend the novel better than she did primarily because they:
played on basketball teams and had the background knowledge and vocabulary
were able to apply phonics generalizations as they read
did not have a genuine interest in the story
were able to discuss the novel with their parents
Question 18
1 / 1 pts When discussing a text, Frank stated the main idea but did not add his personal thoughts. Frank’s comprehension appeared to be at the:
literal level
inferential level
critical level
evaluative level
Question 19
1 / 1 pts When sixth grade teacher Wally Briggs considered using picture books with his class, the school librarian correctly advised that:

picture books should only be used in Kindergarten to Grade 3
appropriate picture books are available for every grade level
picture books can make older students overly dependent on picture clues
picture books are inappropriate for fluent readers
Question 20
1 / 1 pts Research shows that when teachers provide instruction on text factors, students are better able to: complete miscue analyses
understand new vocabulary
comprehend texts
improve their oral reading fluency
IncorrectQuestion 21
0 / 1 pts Literature is often categorized according to: schema

Question 22
1 / 1 pts Although he gave minilessons on using text factors, a teacher found that his students were still not internalizing and applying this information. Of the following, the best way to help students internalize the information would be for the teacher to: require students to read nonfiction books
place the students in literature circles
provide more time for sustained silent reading
demonstrate with a think-aloud
Question 23
1 / 1 pts The underlying meaning of a story is referred to as its: conflict

Question 24
1 / 1 pts Brief narratives designed to teach a moral are referred to as: fables
Question 25
1 / 1 pts The Common Core State Standards: do not address text factors
emphasize that students need to apply knowledge of text factors
do not apply to students below grade 4
can’t be applied when students are reading fiction

Question 26
1 / 1 pts Of the following, the best way for teachers to assess students’ knowledge of text factors is to:
conference with students and observe their use of text factors
ask parents if students mention text factors when completing homework
provide additional time for sustained silent reading
ask students to keep journals
Question 27
1 / 1 pts While enjoying a book of poetry, a teacher reminded her students that:
poems have unique text factors
text factors do not apply to poetry
poems are usually based on facts
rhyme is essential to poetry
Question 28
1 / 1 pts In the short story, Another Old Car, the central character, Mary Grady, is embarrassed to ride in her father’s used car. This story could best be classified as:

expository text
informational text
realistic fiction
scaffold fiction
Question 29
1 / 1 pts Ancient peoples created stories to explain natural phenomena. These stories were known as:
expository texts
Question 30
1 / 1 pts Children in the town of Ridley Park enjoy hearing stories about Claude, the town’s first postmaster. Stories which have been passed down from generation to generation are known as:

Question 31
1 / 1 pts Settings which are essential to the story’s effectiveness are known as: backdrop settings
integral settings
omniscient settings
objective settings
Question 32
1 / 1 pts Of the following, the best way to help students improve their ability to write nonfiction is to: discuss text factors that are present in the nonfiction books the students are reading
focus instruction upon handwriting and mechanics

ask students to dictate sentences when they uncover interesting facts
read narrative texts aloud each day
IncorrectQuestion 33
0 / 1 pts A new teacher was introducing text structures. Veteran teachers correctly advised her that a teacher’s most significant goal should be to help students: identify cue words that signal text structures
apply text structures to complete graphic organizers
use text structure to spark classroom discussions
apply what they are learning about text structures when they are reading and writing
Question 34
1 / 1 pts Of the following, the best way to help students identify the themes of the novels they are reading is to: provide time for discussion in literature circles
help students complete a miscue analysis
provide time for oral reading

assign roles during literature circles
Question 35
1 / 1 pts Nonfiction books are organized by: glossaries
margin notes
narrative text structures
expository text structures
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Quiz Score: 33 out of 35