AEPA Reading Endorsement 6-12 Exam

AEPA Reading Endorsement 6-12 Practice Questions

1. Which of the following choices will be most important when designing a reading activity or lesson for students?
A: Selecting a text
B: Determining the number of students participating
C: Analyzing the point in the school year at which the lesson is given
D: Determining a purpose for instruction

2. “Decoding” is also called:

A: Remediation
B: Deciphering
C: Alphabetic principle
D: Deconstruction

3. Which text(s) are likely to foster the greatest enthusiasm for reading and literature among students?

A: Free choice of reading texts, provided that students complete class assignments, projects, and discussions
B: An all-in-one textbook that includes all reading material for the year, study guides, and sample test questions
C: A variety of texts, including books, magazines, newspapers, stories from oral traditions, poetry, music, and films
D: A small selection of current best-selling books for children, some of which the children may already have read and liked

4. Phonological awareness activities are:

A: Oral
B: Visual
C: Both A and B
D: Semantically based

5. A student is able to apply strategies to comprehend the meanings of unfamiliar words; can supply definitions for words with several meanings such as crucial, criticism, and witness; and is able to reflect on her background knowledge in order to decipher a word’s meaning. These features of effective reading belong to which category?

A: Word recognition
B: Vocabulary
C: Content
D: Comprehension

6. A reading teacher is assessing an eighth grader to determine her reading level. Timed at a minute, the student reads with 93% accuracy. She misreads an average of seven words out of 100. What is her reading level?

A: She is reading at a Frustration level
B: She is reading at an Excellence level
C: She is reading at an Instructional level
D: She is reading at an Independent level

7. When should students learn how to decode?

A: Decoding is the most basic and essential strategy to becoming a successful reader. It should be introduced to kindergartners during the first two weeks of school
B: Decoding is not a teachable skill. It is an unconscious act and is natural to all learners
C: Decoding should be taught only after children have mastered every letter–sound relationship as well as every consonant digraph and consonant blend. They should also be able to recognize and say the 40 phonemes common to English words and be able to recognize at least a dozen of the most common sight words
D: Decoding depends on an understanding of letter–sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced

8. Since, whether, and accordingly are examples of which type of signal words?

A: Common, or basic, signal words
B: Compare/contrast words
C: Cause–effect words
D: Temporal sequencing words

9. A class is reading The Heart Is a Lonely Hunter. The teacher asks students to write a short paper explaining the story’s resolution. She is asking them to locate and discuss the story’s:

A: Outcome
B: Highest or most dramatic moment
C: Plot
D: Lowest point

10. A student encounters a multisyllabic word. She’s not sure if she’s seen it before. What should she do first? What should she do next?

A: Locate familiar word parts, then locate the consonants
B: Locate the consonants, then locate the vowels
C: Locate the vowels, then locate familiar word parts
D: Look it up in the dictionary, then write down the meaning

Answer key

1. D. It is impossible to include every text desired into the language curriculum—there are simply too many good books, stories, poems, speeches, and media available. Teachers must first think about what skills their students need to acquire, as well as what skills they have already mastered. In designing activities for class, a good teacher will start first with the purpose for instruction (or perceiving oral or visual text such as video or music). For example, purposes of reading can include: reading for information; reading for enjoyment; understanding a message; identifying main or supporting ideas; or developing an appreciation for artistic expression/perception. Once the purpose or intended learning outcome has been identified, the teacher will have a much better idea of which texts, strategies, and activities will support that purpose.
2. C. Alphabetic principle. The act of decoding involves first recognizing the sounds individual letters and letter groups make, and then blending the sounds to read the word. A child decoding the word spin, for example, would first pronounce sp/i/n as individual sound units. She then would repeat the sounds, smoothly blending them. Because decoding involves understanding letters and their sounds, it is sometimes known as the alphabetic principle.
3. C. Students can easily become bored or disinterested in reading if they are not exposed to a variety of reading texts. Also, reading can be overwhelming or frustrating for students who are still learning to read fluently or to comprehend what they read. By incorporating media, oral stories, and various types of print, students of all ability levels can build both fluency and comprehension skills. This approach also enables the teacher and students to discuss the relationship between all aspects of literacy, including speaking, listening, thinking, viewing, and reading.
4. A. Oral. Phonological awareness refers to an understanding of the sounds a word makes. While phonological awareness leads to fluent reading skills, activities designed to develop an awareness of word sounds are, by definition, oral.
5. B. Vocabulary. Strategizing in order to understand the meaning of a word, knowing multiple meanings of a single word, and applying background knowledge to glean a word’s meaning are all ways in which an effective reader enhances vocabulary. Other skills include an awareness of word parts and word origins, the ability to apply word meanings in a variety of content areas, and a delight in learning the meanings of unfamiliar words.
6. C. She is reading at an Instructional level. In one minute, a student who misreads one or less than one word per twenty words, or with 95%–100% accuracy, is at an Independent reading level. A student who misreads one or less than one word per ten words, or with 90%–95% accuracy, is at an Instructional level. A student misreading more than one word out of ten, or with less than 90% accuracy, is at a Frustration level.
7. D. Decoding depends on an understanding of letter–sound relationships. As soon as a child understands enough letters and their correspondent sounds to read a few words, decoding should be introduced. The act of decoding involves first recognizing the sounds individual letters and letter groups in a word make and then blending the sounds to read the word. It’s important to introduce the strategy as soon as a child knows enough letters and their corresponding sounds to read simple words.
8. C. Cause–effect words. Signal words give the reader hints about the purpose of a particular passage. Some signal words are concerned with comparing/contrasting, some with cause and effect, some with temporal sequencing, some with physical location, and some with a problem and its solution. The words since, whether, and accordingly are words used when describing an outcome. Outcomes have causes
9. A. Outcome. Story action can be analyzed in terms of rising action, story climax, falling action, and resolution. Rising action consists of those events that occur before and lead up to the story’s most dramatic moment, or climax. The climax occurs toward the end of the book, but rarely, if ever, right at the end. Following the climax, the consequences of that dramatic moment are termed falling action. The story reaches resolution with the outcome of the falling action.
10. C. Locate the vowels, then locate familiar word parts. Syllables are organized around vowels. In order to determine the syllables, this student should begin by locating the vowels. It’s possible to have a syllable that is a single vowel (a/gain). It isn’t possible to have a syllable that is a single consonant. Once the word has been broken into its component syllables the reader is able to study the syllables to find ones that are familiar and might give her a clue as to the word’s meaning, such as certain prefixes or suffixes.

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