Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Descriptive Statements:
- Analyze criteria for selecting reading materials and other online and offline resources for different instructional purposes and to address students' various literacy needs and diverse cultural backgrounds.
- Demonstrate knowledge of the use of technology to promote reading and writing development.
- Apply knowledge of explicit strategies for promoting purposeful independent reading of a wide variety of texts and for monitoring students' independent reading.
- Demonstrate knowledge of factors involved in creating a literacy-rich classroom environment that values diversity and promotes reading, vocabulary, and concept development through purposeful discussions, reading, and writing.
- Demonstrate knowledge of strategies for promoting students' lifelong appreciation for reading and writing for pleasure and for information (e.g., reading aloud to students from a variety of texts, modeling positive dispositions toward reading and writing, identifying students' interests, involving and collaborating with family and community members).
Sample Item:
A first-grade teacher provides students with classroom mailboxes labeled with their names and photographs,
and students are regularly invited to use a letter-writing center in the room to correspond with one another
and the teacher. This practice contributes to the students' reading development most directly by:
- reinforcing accurate, automatic word recognition.
- motivating the students to become lifelong readers.
- creating a purposeful literate classroom environment.
- promoting knowledge of letter-sound correspondences.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of factors involved in
creating a literacy-rich classroom environment. The classroom practice described contributes most directly
to students' reading development by providing them with experiences in which reading and writing are purposeful
and meaningful and promote communication between themselves and others.
Descriptive Statements:
- Demonstrate familiarity with current theoretical models of reading and reading processes, including characteristics of and interrelationships between early stages of reading and writing development.
- Demonstrate familiarity with important research-based concepts related to reading development and convergent research on the essential components of reading instruction (e.g., findings of the National Reading Panel).
- Demonstrate knowledge of basic principles related to planning and organizing differentiated reading instruction, including grouping practices that support all students' reading and writing development.
- Demonstrate foundational knowledge in reading assessment (e.g., key concepts and terminology; characteristics, uses, and purposes of various types of formal and informal reading assessments).
- Demonstrate knowledge of available professional development opportunities and support systems in elementary reading instruction (e.g., colleagues, mentors, book studies, professional organizations, journals, conferences).
Sample Item:
The National Reading Panel Report (2000) identified which of the following areas as one of five essential
components of beginning reading instruction?
- oral language skills
- phonemic awareness
- academic language
- letter-formation skills
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to demonstrate familiarity with convergent research
on the essential components of reading instruction. In response to a charge by Congress in 1997, the National
Reading Panel was convened to conduct a metastudy of reading research and disseminate their findings. The
National Reading Panel Report (2000) presented the National Reading Panel's conclusions about effective
components and methods of reading instruction. Based on their review of a wide body of published scientific
research on the subject, the National Reading Panel identified five essential components of effective reading
instruction. Phonemic awareness instruction was one of these five essential components.
View Cart