Foundations Of Reading Essay Questions

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I took and passed the Lit & communications MTEL tests, plus the English subject MTEL test on my first try...

But I recently took the MTEL Foundations of Reading test- and didn't pass. I'm devistated and feel like an utter failure. I will of course take it again- anyone here take that test and not pass the first time? The two essay questions threw me for a loop...
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Free MTEL Foundations of Reading Practice Test

1. A teacher is working with a group of third graders at the same reading level. Her goal is to improve reading fluency. She asks each child in turn to read a page from a book about mammal young. She asks the children to read with expression. She also reminds them they don't need to stop between each word; they should read as quickly as they comfortably can. She cautions them, however, not to read so quickly that they leave out or misread a word. The teacher knows the components of reading fluency are:

MTEL Exam Study Guide with Practice Questions

A. Speed, drama, and comprehension
B. Cohesion, rate, and prosody
C. Understanding, rate, and prosody
D. Rate, accuracy, and prosody

2. Using brain imaging, researchers have discovered that dyslexic readers use the ______________ side(s) of their brains, while non-dyslexic readers use the ______________ side(s) of their brains.

A. Left; right
B. Right; left
C. Right and left; left
D. Right; left and right.

3. A teacher is teaching students analogizing. She is teaching them to:

A. Identify and use metaphors.
B. Identify and use similes.
C. Identify and use groups of letters that occur in a word family.
D. Identify and use figures of speech.

4. Collaborative Strategic Reading (CSR) is a teaching technique that depends on two teaching practices. These practices are:

A. Cooperative learning and reading comprehension.
B. Cooperative reading and metacognition.
C. Reading comprehension and metacognition.
D. Cooperative learning and metacognition.

5. Reading comprehension and vocabulary can best be assessed:

A. With brief interviews and tests every two months to determine how much learning has taken place. Students learn in spurts, and in-depth assessments of comprehension and vocabulary are a waste of time.
B. Through a combination of standardized testing, informal teacher observations, attention to grades, objective-linked assessments, and systematized charting of data over time.
C. By giving students weekly self-assessment rubrics to keep them constantly aware of and invested in their own progress.
D. By having students retell a story or summarize the content of an informational piece of writing. The degree to which the material was comprehended, and the richness or paucity of vocabulary used in such work, provides efficient and thorough assessment.

Answers and Explanation

1. d: Rate, accuracy, and prosody. Fluent readers are able to read smoothly and comfortably at a steady pace (rate). The more quickly a child reads, the greater the chance of leaving out a word or substituting one word for another (for example, sink instead of shrink). Fluent readers are able to maintain accuracy without sacrificing rate. Fluent readers also stress important words in a text, group words into rhythmic phrases, and read with intonation (prosody).

2. c: Right and left; left. Researchers have discovered through brain imaging that a dyslexic reader uses both sides of the brain. Non-dyslexic readers use only the left side.

3. c: Identify and use groups of letters that occur in a word family. Analogizing is based on recognizing the pattern of letters in words that share sound similarities. If the pattern is found at the end of a family of words, it is called a rhyme. Some examples of rhyme are rent, sent, bent, and dent. If the pattern is found at the beginning of the family of words, it is frequently a consonant blend such as street, stripe, or strong, in which all the letters are pronounced, or the pattern is a consonant digraph, in which the letters are taken together to represent a single sound such as in phone, phonics, or phantom.

4. a: Cooperative learning and reading comprehension. Cooperative learning occurs when a group of students at various levels of reading ability have goals in common. Reading comprehension is achieved through reading both orally and silently, developing vocabulary, a reader's ability to predict what will occur in a piece of writing, a reader's ability to summarize the main points in a piece of writing, and a reader's ability to reflect on the text's meaning and connect that meaning to another text or personal experience.

5. b: Through a combination of standardized testing, informal teacher observations, attention to grades, objective-linked assessments, and systematized charting of data over time. Reading comprehension and vocabulary cannot be sufficiently assessed with occasional, brief studies. Continuous observation, high-stakes and standardized testing, attention to grades, and closely tracking the outcomes of objective-linked assessments are interrelated tools that, when systematically organized, offer a thorough understanding of students' strengths and weaknesses.

by Enoch Morrison

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Last Updated: 12/14/2017

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