A) Limit student potential B) Avoid adapting teaching strategies C) Discourage student engagement D) Provide timely feedback to students
A) Top down processing B) Both bottom up and top down processing C) Neither bottom-up nor top-down processing D) Bottom up processing
A) None of these B) Both bottom up and top down C) Bottom up processing D) Top down processing
A) Sequencing the information B) Listening for specific information C) Prediction D) Listening for gist, main ideas, topic, and setting of the text
A) Memorize symbols from oral language B) Ignore thẻ written text C) Figure out the pronunciation of printed words and determine their meaning D) Construct meaning from written text
A) Writes words to represent sound B) Writes sentences fluently C) Writes random letters with no relationship to sounds D) Copies words from books
A) Memorizing symbols from oral language B) Figuring out the pronunciation of printed words C) Creating symbols from written text D) Constructing meaning from written text
A) Teaching for meaning B) None of these C) Inquiry method D) Teaching for accuracy
A) Bottom up processing B) None of these C) Top down processing D) Both top down and bottom up processing
A) Engaging with the text and processing its content B) Critiquing the text's font style C) Ignoring text D) Reacting to the text without understanding it
A) Critiquing the text's font color B) Ignoring the text completely C) Reflecting on and responding to the text after engaging with it D) Reacting to the text without understanding it
A) React to the text immediately B) Ignore the text completely C) Critique the text's font size D) Understand the text before viewing it
A) Copying words B) Drawing and imitative writing C) Early Phonetic Writing D) Phonetic writing
A) Prediction B) Listening for specific information C) Listening for gist, main ideas, topic, and setting of the text D) Sequencing the information
A) • Listen for intonation patterns in utterances B) Identify thought groups C) Identify grammatical forms and functions D) Recognize linking words
A) Ignore the text B) Critique the text font size C) React to the text immediately D) Understand the text before viewing it
A) None pf these B) Both top down and bottom up processing C) Bottom up processing D) Top down processing
A) Early Phonetic writing B) Conventional writing C) Copying words D) Drawing and imitative writing
A) The child's ability to memorize words B) The child's complete mastery of writing C) The child's inability to write D) An emerging voice of the writer
A) Critique the font style used B) Determine why the text was created or presented C) Ignore the content of the text D) Passively consume the text
A) Analytic rubrics assess criteria separately, while holistic rubrics provide a single overall score. B) Analytic rubrics are only used for written assignments, while holistic rubrics are used for all assignments C) There is no difference between them. D) Analytic rubrics provide a single overall score, while holistic rubrics assess criteria separately.
A) None of these B) Part-to-all method C) Teaching for accuracy D) Teaching for meaning
A) Analytic and holistic B) Numeric and alphabetical C) Long and short D) Red and blue
A) Recognize linking words B) Identify grammatical forms and functions C) Identify thought groups D) Listen for intonation patterns in utterances
A) Copying words B) Drawing and imitative writing C) Early phonetic writings D) Phonetic writing
A) Alphabetical B) Analytic C) Holistic D) Numeric
A) Writer B) Reader C) Audience D) The reader, text and the writer
A) Sequencing the information B) Listening for specific information C) Listening for gist, main ideas, topic, and setting of the text D) Inferencing
A) Both the production of physical marks and the attribution of meaning B) Only the attribution of meaning to marks C) Only the production of physical marks D) Understanding how to speak
A) Whole to part B) None of these C) All to part D) Part to whole
A) Numeric B) Alphabetical C) Anlytic D) Holistic
A) Drawing and imitative writing B) Drawing and strings of letters C) Copying words D) Conventional writing
A) Identify thought groups B) Distinguish individual sounds, word boundaries, and stressed syllables C) Recognize contractions and connected speech D) Listen for intonation patterns in utterances
A) Ignoring the text completely B) Critiquing the text's font color C) Reflecting on and responding to the text after engaging with it D) Reacting to the text without understanding it
A) Conventional writing B) Copying words C) Drawing and strings of letters D) Early Phonetic Writing
A) Phonetic writing B) Copying words C) Early phonetic writing D) Drawing and imitative writing
A) The process of decoding written text B) The ability to construct meaning by interacting with a text C) The ability to memorize symbols D) The ability to ignore the text completely
A) Top down processing B) Bottom up processing C) Neither bottom-up nor top-down processing D) Both bottom-up nor top-down processing
A) None of these B) Part to whole instructions C) Teaching for meaning D) Teaching for accuracy
A) Identify thought groups B) Listen for intonation patterns in utterances C) Recognize contractions and connected speech D) Identify grammatical forms and functions
A) Distinguish individual sounds, word boundaries, and stressed syllables B) Recognize contractions and connected speech C) Listen for intonation patterns in utterances D) Identify thought groups
A) Teaching for accuracy B) Part to whole C) All to part D) Teaching for meaning
A) Memorizing symbols from oral language B) Ignoring symbols and focusing solely on oral language C) Relating symbols to oral language and constructing meaning from written text D) Creating symbols from written text
A) Interacting with the text to construct meaning B) Memorizing symbols from oral language C) Creating symbols from written text D) Ignoring the text
A) The author's age B) The intended recipients or audience of the text C) The font size of the text D) The author's favorite audience
A) To measure student understanding and mastery B) To discourage student learning C) To avoid providing feedback D) To ignore student progress
A) Drawing and strings of letters B) Early Phonetic Writing C) Copying words D) Drawing and imitative writing
A) By font B) By size C) By level of importance or complexity D) By color
A) Analyzing and criticizing B) Guessing and imagining C) Decoding and comprehension D) Memorization and recitation
A) To eliminate learning opportunities B) To make students feel stressed C) To measure student learning and progress D) To rank students based on their performance |