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MTEL Foundations of Reading (190) study materials
MTEL Foundations of Reading (190) study resources

MTEL Foundations of Reading (190) practice questions

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Question 1Foundations of Reading

A kindergarten teacher says the word 'sun' slowly and has students tap one finger for each sound they hear: /s/ /u/ /n/. Which phonological awareness skill are the students practicing?

  1. Syllable deletion
  2. Rhyme recognition
  3. Onset-rime blending
  4. Phoneme segmentation Correct answer.

Explanation

Segmenting a spoken word into its individual phonemes is phoneme segmentation, the most advanced level of phonological awareness. Students isolate each sound rather than grouping them into syllables or word families.

Question 2Foundations of Reading

A first-grade teacher wants to build students' concept of word in print. Which activity most directly supports this goal?

  1. Sorting picture cards by beginning sound
  2. Listening to an audio recording of a story
  3. Pointing to each word while reciting a memorized nursery rhyme Correct answer.
  4. Copying a list of spelling words three times

Explanation

Concept of word is the understanding that speech maps onto printed words one-to-one, and finger-point reading of memorized text builds that match. The child hears a word and touches the corresponding printed word, which is the core of the skill.

Question 3Foundations of Reading

Which statement best describes the alphabetic principle?

  1. Letters have names that differ from the sounds they represent.
  2. Spoken words are made of sounds that are represented by letters in a predictable system. Correct answer.
  3. Words carry meaning and can be grouped into sentences.
  4. Print is read from left to right and top to bottom on a page.

Explanation

The alphabetic principle is the insight that speech can be broken into phonemes and that letters (or letter combinations) systematically represent those phonemes. It links phonemic awareness to phonics and drives decoding.

Question 4Foundations of Reading

A teacher holds up the letter m and says '/m/,' then '/m/, /m/, moon.' Which letter-sound relationship is the teacher teaching?

  1. The most common sound associated with a consonant letter Correct answer.
  2. A vowel digraph and its sound
  3. The schwa sound in an unstressed syllable
  4. A consonant blend at the start of a word

Explanation

The teacher is explicitly presenting a single letter and the sound it most commonly represents, which is a basic letter-sound correspondence. Repeating the sound in a familiar word anchors the association.

Question 5Foundations of Reading

Which word set would best be used to teach the short vowel sound of e?

  1. bed, pen, ten Correct answer.
  2. bake, cane, late
  3. boat, coat, soap
  4. bead, team, seal

Explanation

The words 'bed,' 'pen,' and 'ten' all contain the short e sound in a closed syllable pattern, making them a consistent set for instruction. The other sets represent long vowel sounds spelled with vowel teams or silent e.

Question 6Foundations of Reading

A student reads the word 'cat' as /k/ /a/ /t/ and then blends the sounds to say 'cat.' Which skill is the student demonstrating?

  1. Decoding Correct answer.
  2. Reading fluency
  3. Sight-word recognition
  4. Vocabulary knowledge

Explanation

Decoding is the process of converting printed letters into sounds and blending those sounds into a recognizable word. The student is using letter-sound knowledge rather than recognizing the word automatically.

Question 7Foundations of Reading

Which activity is most likely to develop students' oral vocabulary during a read-aloud?

  1. Having students read the page aloud in unison
  2. Asking students to count the words on a page
  3. Having students copy the new word five times
  4. Stopping to explain and discuss a new word in the context of the story Correct answer.

Explanation

Brief, contextualized explanation and discussion of a new word during a read-aloud builds oral vocabulary by connecting the word to meaning and to the story. Repeated exposure and use in conversation strengthen retention.

Question 8Foundations of Reading

Which term describes a reader's ability to read text accurately, at an appropriate rate, and with proper expression?

  1. Fluency Correct answer.
  2. Phonemic awareness
  3. Comprehension
  4. Orthographic knowledge

Explanation

Fluency combines accuracy, automaticity, and prosody, which is appropriate expression and phrasing. It bridges word recognition and comprehension.

Question 9Foundations of Reading

A second-grade teacher notices that a student reads 'grin' as 'girl' and 'stop' as 'spot.' Which instructional focus would best address this pattern?

  1. Practicing comprehension strategies such as predicting
  2. Increasing the student's reading rate with timed repeated readings
  3. Teaching the student to attend to all letters and their order within a word Correct answer.
  4. Building the student's knowledge of prefixes and suffixes

Explanation

Substituting or transposing letters within words suggests the student is not fully attending to letter order and all graphemes, a common decoding error. Instruction should build careful left-to-right analysis of each letter-sound sequence.

Question 10Foundations of Reading

Which word contains a consonant digraph?

  1. ship Correct answer.
  2. trap
  3. blend
  4. milk

Explanation

A consonant digraph is two consonants that together represent one sound, as the 'sh' in 'ship' represents /sh/. The other words contain consonant blends, in which each consonant sound is still heard.

Question 11Foundations of Reading

A teacher introduces the silent-e pattern using pairs such as 'cap/cape' and 'kit/kite.' Which concept is being taught?

  1. Consonant letters double before a final e
  2. A silent e can signal a long vowel sound in the preceding syllable Correct answer.
  3. Vowel teams change sound when a final e is added
  4. Final e is always pronounced as a separate syllable

Explanation

The silent-e, or vowel-consonant-e, pattern shows that a final e often makes the preceding vowel long while the e itself is silent. Word pairs like 'cap/cape' make the contrast explicit.

Question 12Foundations of Reading

During a word sort, a student places 'rain,' 'day,' and 'eight' in one column. Which feature is the student sorting by?

  1. The long a sound and its various spellings Correct answer.
  2. The number of syllables in each word
  3. The initial consonant sound
  4. The presence of a consonant blend

Explanation

All three words contain the long a sound, but each spells it differently: 'ai,' 'ay,' and 'eigh.' Sorting by sound while noting spelling variations builds orthographic knowledge of vowel teams.

Question 13Foundations of Reading

Which assessment would best determine whether a student can apply newly taught phonics patterns in connected text?

  1. Having the student read a decodable passage that features the target pattern Correct answer.
  2. Asking the student to write the target letters from memory
  3. Having the student define the target phonics rule orally
  4. Asking the student to recite the alphabet

Explanation

A decodable passage controlled for the target pattern shows whether the student transfers phonics knowledge from isolated words to continuous reading. This measures application rather than verbal recall of a rule.

Question 14Foundations of Reading

A teacher uses Elkonin boxes and tokens to help a student hear the three sounds in 'fish.' Which principle underlies this activity?

  1. Placing tokens in boxes teaches letter names
  2. The activity builds sight-word automaticity
  3. Mapping each phoneme to a separate box makes sound segmentation concrete Correct answer.
  4. Counting boxes improves handwriting fluency

Explanation

Elkonin boxes provide a visual, one-box-per-phoneme structure that makes abstract sound segmentation concrete and countable. The student hears and isolates each sound before letters are added.

Question 15Foundations of Reading

A student reads 'The rabbit hopped over the log' accurately but word by word, with no phrasing. Which component of fluency is most in need of support?

  1. Accuracy
  2. Prosody Correct answer.
  3. Phonemic awareness
  4. Automatic word recognition

Explanation

Prosody refers to reading with appropriate phrasing, intonation, and expression. Reading word by word without phrasing indicates prosody, not accuracy, is the area needing support.

Question 16Foundations of Reading

Which instructional practice best supports vocabulary learning for English learners in a mainstream classroom?

  1. Providing explicit definitions paired with visuals and opportunities to use the word in discussion Correct answer.
  2. Assigning independent dictionary work without discussion
  3. Reducing exposure to new words to avoid confusion
  4. Focusing only on decoding skills until fluency is reached

Explanation

English learners benefit from explicit, multimodal vocabulary instruction that connects a word to a clear definition, a visual, and meaningful use. Opportunities to use the word orally reinforce understanding.

Question 17Foundations of Reading

A teacher wants to help students use context to figure out the meaning of an unfamiliar word. Which strategy is most appropriate?

  1. Skipping the word and continuing to read quickly
  2. Rereading the surrounding sentences to look for clues to the word's meaning Correct answer.
  3. Looking up the word only after finishing the whole book
  4. Sounding out the word letter by letter

Explanation

Using context means examining the surrounding text for semantic and syntactic clues that suggest a word's meaning. Rereading nearby sentences is the direct application of that strategy.

Question 18Foundations of Reading

Which of the following best describes the role of morphology in reading development?

  1. Memorizing whole words by sight eliminates the need for word analysis
  2. Reading rate determines a student's vocabulary size
  3. Phoneme manipulation is the only route to word recognition
  4. Recognizing meaningful word parts helps students decode and infer the meaning of unfamiliar words Correct answer.

Explanation

Morphological awareness, knowledge of roots, prefixes, and suffixes, supports both decoding of longer words and inference of meaning. Recognizing 'un-' or '-less,' for example, helps students analyze unfamiliar words.

Question 19Foundations of Reading

A first-grade student spells the word 'jump' as 'jup,' omitting the nasal sound before the final consonant. Which conclusion is best supported?

  1. The student is ready for multisyllabic word instruction
  2. The student's spelling shows strong morphological knowledge
  3. The student may not yet perceive all phonemes in blends and should receive phonemic awareness support Correct answer.
  4. The student has mastered all consonant sounds

Explanation

Spelling that omits a sound within a blend suggests the student does not yet fully perceive every phoneme in the word. Targeted phonemic awareness work with blends, paired with spelling, is the appropriate next step.

Question 20Foundations of Reading

A teacher plans a lesson on the three-cueing systems readers use to identify words. Which set correctly names those systems?

  1. Phonemic, morphemic, and orthographic
  2. Fluency, accuracy, and prosody
  3. Semantic, syntactic, and graphophonic Correct answer.
  4. Literal, inferential, and evaluative

Explanation

The three cueing systems are semantic (meaning), syntactic (grammar and word order), and graphophonic (letter-sound and visual information). Readers integrate all three to recognize and confirm words.

Question 21Foundations of Reading

A student consistently reads 'was' as 'saw' and 'on' as 'no' in running text. Which instructional response is most appropriate?

  1. Guide the student to sweep left to right and check letter order when confirming words Correct answer.
  2. Focus instruction on oral vocabulary expansion
  3. Increase the number of comprehension questions after reading
  4. Provide more advanced texts to build challenge

Explanation

Reversing letters or words in reading often reflects incomplete left-to-right tracking and weak attention to letter order. Explicit guidance to check letters in sequence during reading addresses this pattern.

Question 22Foundations of Reading

A teacher analyzes a running record and finds a student substitutes words that are semantically acceptable but visually dissimilar, such as reading 'house' for 'home.' Which interpretation is most defensible?

  1. The student demonstrates strong graphophonic processing
  2. The student is decoding accurately but lacks comprehension
  3. The student needs more practice with phonemic blending only
  4. The student relies heavily on meaning cues and should be guided to attend more to visual information Correct answer.

Explanation

Substitutions that preserve meaning but not visual features suggest overreliance on semantic cues. Instruction should prompt the student to cross-check against letters and sounds, integrating graphophonic information.

Question 23Foundations of Reading

A fourth-grade teacher wants to build students' academic vocabulary across content areas. Which approach is most consistent with research on effective vocabulary instruction?

  1. Relying on students to infer all word meanings incidentally
  2. Assigning a weekly list of twenty unrelated words for students to define independently
  3. Selecting high-utility academic words, teaching them in context, and providing repeated encounters across texts Correct answer.
  4. Limiting vocabulary instruction to words students will encounter on the next test

Explanation

Effective vocabulary instruction targets useful words, teaches them in meaningful context, and provides multiple encounters over time. This builds deep, transferable word knowledge rather than short-term memorization.

Question 24Foundations of Reading

A student can decode single-syllable words accurately but struggles with multisyllabic words such as 'fantastic' and 'unbelievable.' Which instructional approach is most appropriate?

  1. Increasing oral reading speed with timed drills
  2. Practicing only high-frequency sight words
  3. Teaching syllable division and morphological analysis to break words into manageable parts Correct answer.
  4. Returning to letter-name instruction for the alphabet

Explanation

Multisyllabic words require readers to divide words into syllables and recognize meaningful parts such as prefixes and suffixes. Teaching these strategies gives students a systematic way to approach longer words.

Question 25Foundations of Reading

A teacher is designing instruction to prevent reading difficulties in kindergarten. Which sequence best reflects a research-supported progression?

  1. Phonological awareness, then letter-sound correspondence, then blending and segmenting with letters, then connected decodable text Correct answer.
  2. Connected text reading, then letter-sound correspondence, then phonemic awareness
  3. Sight-word memorization, then syllable division, then phonemic awareness
  4. Alphabet recitation, then comprehension strategies, then phonemic awareness

Explanation

A systematic progression moves from oral phonological awareness to letter-sound knowledge, then to applying those skills in blending and segmenting, and finally to reading decodable connected text. Each step builds on the previous one.

Question 26Foundations of Reading

A kindergarten teacher says the word 'sun' and asks students to say it without the /s/. Students respond 'un.' Which phonological awareness task are the students completing?

  1. Syllable segmentation
  2. Phoneme substitution
  3. Phoneme deletion Correct answer.
  4. Onset-rime blending

Explanation

Phoneme deletion requires a listener to remove a specified sound from a spoken word and produce the remainder, as when /s/ is removed from 'sun' to yield 'un.' It operates at the individual phoneme level, which distinguishes it from syllable or onset-rime tasks.

Question 27Foundations of Reading

Which word pair would a teacher most appropriately use to demonstrate that two words rhyme?

  1. bed / bead
  2. cat / cot
  3. moon / spoon Correct answer.
  4. ship / shop

Explanation

Rhyming words share the same rime, the vowel and all following sounds, so 'moon' and 'spoon' rhyme because both end in the rime /oon/. Word pairs that differ only in the medial vowel are minimal pairs, not rhymes.

Question 28Foundations of Reading

A teacher writes the word 'blend' on the board and asks students to identify the initial consonant blend. Which response shows correct understanding?

  1. The letters b and l are silent letters
  2. The letters b and l represent a single new phoneme
  3. The letters b and l form a vowel team
  4. The letters b and l represent two separate phonemes blended together Correct answer.

Explanation

A consonant blend contains two or more adjacent consonants whose individual sounds are still heard, as with /b/ and /l/ in 'blend.' This contrasts with a digraph, in which two letters represent one phoneme.

Question 29Foundations of Reading

A teacher says, 'Listen: /m/ /a/ /p/. What word?' A student correctly replies 'map.' Which skill has the student demonstrated?

  1. Phoneme blending Correct answer.
  2. Phoneme isolation
  3. Syllable deletion
  4. Rhyme production

Explanation

Blending is the phonological skill of combining separately spoken phonemes into a whole word. The teacher supplied the sounds in sequence and the student fused them, which is the defining behavior of blending.

Question 30Foundations of Reading

A teacher asks a student to count the phonemes in the spoken word 'chop.' Which count is correct?

  1. Three Correct answer.
  2. Four
  3. Two
  4. Five

Explanation

The word 'chop' contains three phonemes: /ch/, /o/, and /p/. The digraph 'ch' represents one phoneme, so counting letters would overstate the number of sounds.

Question 31Foundations of Reading

Which activity most directly builds students' concept of print, such as directionality and the idea that words are separated by spaces?

  1. Having students sort pictures by initial sound
  2. Having students clap the syllables in their names
  3. Having students write invented spellings of familiar words
  4. Having students echo-read a big book while the teacher points to each word Correct answer.

Explanation

Concepts of print include knowing that print moves left to right, that words are separated by spaces, and that print carries meaning. Pointing to each word while reading aloud makes these conventions visible.

Question 32Foundations of Reading

A teacher wants students to practice reading high-frequency irregular words such as 'said' and 'were' that do not follow taught phonics patterns. Which approach is most appropriate?

  1. Teach the words for automatic recognition through repeated exposure and practice Correct answer.
  2. Postpone the words until students learn advanced phonics
  3. Have students look up the words in a dictionary
  4. Ask students to sound out each letter and blend the sounds

Explanation

Irregular high-frequency words contain letter-sound correspondences that do not follow regular patterns, so they are best learned as sight words through repeated exposure until recognition is automatic. Automatic recognition frees attention for comprehension.

Question 33Foundations of Reading

A teacher presents the words 'hop,' 'hope,' 'hopping,' and 'hoped.' Which orthographic concept do these words best illustrate?

  1. How schwa affects unstressed syllables
  2. How compound words combine two free morphemes
  3. How adding a silent e or a suffix changes vowel sound and meaning Correct answer.
  4. How consonant digraphs represent single phonemes

Explanation

These forms show how a silent e can mark a long vowel and how suffixes change tense and sometimes require doubling a consonant. The set highlights how spelling encodes both sound and meaning.

Question 34Foundations of Reading

A teacher says, 'Change the /i/ in 'sit' to /a/. What word do you get?' A student answers 'sat.' Which skill does this task assess?

  1. Phoneme segmentation
  2. Word retrieval
  3. Onset deletion
  4. Phoneme substitution Correct answer.

Explanation

Substitution requires replacing one phoneme in a word with another while holding the rest constant, as when /i/ in 'sit' becomes /a/ to make 'sat.' This is a more advanced phonemic awareness task than blending or segmenting.

Question 35Foundations of Reading

A student reading aloud comes to the word 'sprint' and says 'sprit.' Which statement best describes the error?

  1. The student misread a silent letter
  2. The student reversed the order of two syllables
  3. The student omitted a phoneme within a consonant blend Correct answer.
  4. The student substituted a vowel digraph

Explanation

The student dropped the /n/ from the blend 'spr,' producing a word with one fewer phoneme than the printed word. Omission of a sound within a cluster is a common decoding error that signals a need for closer attention to blends.

Question 36Foundations of Reading

A teacher plans a lesson on common vowel teams. Which set of words is most appropriate for this lesson?

  1. jump, hand, lamp
  2. rain, boat, seed Correct answer.
  3. stop, clap, trip
  4. cat, dog, sun

Explanation

Vowel teams are two adjacent vowel letters that together represent one vowel sound, as in 'ai,' 'oa,' and 'ee.' The words 'rain,' 'boat,' and 'seed' each contain a vowel team.

Question 37Foundations of Reading

A teacher notices a student reads accurately but slowly and labors over each word, leaving little attention for meaning. Which instructional priority is most appropriate?

  1. Increase the difficulty of texts to challenge the student
  2. Focus instruction on comprehension strategies only
  3. Reduce the amount of reading the student does
  4. Build automatic word recognition through repeated reading of familiar text Correct answer.

Explanation

When decoding consumes most of a reader's attention, comprehension suffers because working memory is not free for meaning construction. Repeated reading of familiar text builds automaticity so that word recognition becomes effortless.

Question 38Foundations of Reading

A teacher assesses a student's oral reading and records words read correctly per minute. Which aspect of reading is the teacher primarily measuring?

  1. Reading rate as a component of fluency Correct answer.
  2. Phonemic awareness
  3. Vocabulary breadth
  4. Listening comprehension

Explanation

Words correct per minute is a rate measure that, combined with accuracy, indicates fluency. It is widely used to monitor progress because fluent reading supports comprehension.

Question 39Foundations of Reading

A teacher wants to determine a student's independent reading level. Which procedure is most appropriate?

  1. Have the student listen to an audiobook and retell it
  2. Have the student write a summary of a story read aloud by the teacher
  3. Have the student complete a phonics inventory of isolated letter sounds
  4. Have the student read a passage and count word recognition accuracy and comprehension at a set criterion Correct answer.

Explanation

Independent reading level is determined by having a student read a graded passage and measuring accuracy and comprehension against established criteria, typically around 95 percent accuracy with strong comprehension. This ensures the text can be read without teacher support.

Question 40Foundations of Reading

A teacher uses a cloze procedure in which students supply words deleted from a passage. Which purpose is best served by this procedure?

  1. Assessing whether readers use semantic and syntactic context to construct meaning Correct answer.
  2. Assessing handwriting legibility
  3. Measuring phonemic awareness in isolation
  4. Measuring oral reading rate

Explanation

Cloze tasks require readers to use surrounding semantic and syntactic information to predict deleted words, revealing how well they integrate context with meaning. Successful completion indicates active comprehension processing.

Question 41Foundations of Reading

A teacher introduces the prefix 'un-' and the base word 'happy.' Which concept is the teacher emphasizing?

  1. Alphabetic principle
  2. Morphemic analysis Correct answer.
  3. Phoneme blending
  4. Syllabication

Explanation

Morphemic analysis involves identifying meaningful units such as prefixes and base words to determine a word's meaning. Recognizing that 'un-' signals negation helps students infer the meaning of unfamiliar words.

Question 42Foundations of Reading

A student encounters the unfamiliar word 'biography' in a text. Which strategy best supports the student in using word structure to infer its meaning?

  1. Skip the word and continue reading for the gist
  2. Identify the root 'bio' and 'graph' and use their meanings to build a definition Correct answer.
  3. Look for a picture on the page
  4. Ask a classmate to pronounce the word

Explanation

Analyzing Greek and Latin roots and affixes lets readers infer meaning from word structure, so recognizing 'bio' (life) and 'graph' (write) supports the meaning of 'biography.' This is morphemic analysis applied to content vocabulary.

Question 43Foundations of Reading

A teacher reads a story aloud and pauses to explain the word 'enormous' using a gesture and a familiar synonym. Which instructional technique is the teacher using?

  1. Direct explanation of word meaning during read-aloud Correct answer.
  2. Running record assessment
  3. Round-robin reading
  4. Repeated reading for fluency

Explanation

Explaining a word's meaning with a synonym and a gesture during a read-aloud is direct vocabulary instruction embedded in meaningful context. This technique supports oral vocabulary development, which later supports reading comprehension.

Question 44Foundations of Reading

A teacher wants to support comprehension before students read a challenging informational text. Which activity best activates and builds relevant background knowledge?

  1. Discussing key concepts and connecting them to students' experiences Correct answer.
  2. Assigning the text without introduction
  3. Having students copy the vocabulary list three times
  4. Timing students as they read the text aloud

Explanation

Background knowledge is a strong predictor of comprehension, and discussing key concepts before reading helps students connect new information to what they already know. This preparation reduces comprehension breakdowns during reading.

Question 45Foundations of Reading

A teacher uses a graphic organizer that asks students to record the problem, key events, and solution of a narrative. Which element of comprehension is the teacher supporting?

  1. Understanding story structure Correct answer.
  2. Print directionality
  3. Phonological awareness
  4. Decoding accuracy

Explanation

Story structure, or story grammar, includes elements such as characters, setting, problem, events, and resolution. Organizers that map these elements help students organize and recall narrative content.

Question 46Foundations of Reading

A teacher analyzes a student's oral reading and notes that the student self-corrects after substituting a word that does not make sense. Which conclusion is best supported?

  1. The student relies solely on visual information
  2. The student is reading at an independent level
  3. The student lacks phonemic awareness
  4. The student monitors meaning while reading and uses it to guide word identification Correct answer.

Explanation

Self-correction after a meaning-violating substitution shows the reader is monitoring comprehension and integrating meaning cues with decoding. This is evidence of active, strategic reading rather than passive word calling.

Question 47Foundations of Reading

A teacher plans instruction for a student who decodes accurately but has difficulty understanding expository text with complex sentences. Which approach is most appropriate?

  1. Increase oral reading rate practice with timed passages
  2. Provide more phonics practice with single-syllable words
  3. Have the student reread the same narrative aloud repeatedly
  4. Teach students to identify main ideas and supporting details using text structure Correct answer.

Explanation

When decoding is accurate but comprehension of expository text is weak, instruction should target comprehension strategies and knowledge of expository text structures such as cause-effect and comparison. These supports help students organize and retain information.

Question 48Foundations of Reading

A teacher compares two students: one reads accurately but without expression, and another reads with expression but makes frequent word errors. Which statement best reflects the multidimensional nature of fluency?

  1. Fluency is determined solely by reading rate
  2. Fluency is equivalent to comprehension
  3. Fluency requires accuracy, rate, and prosody together, so each student is missing a component Correct answer.
  4. Fluency is only about accurate word recognition

Explanation

Fluency is multidimensional, involving accuracy, appropriate rate, and prosody, the meaningful use of expression and phrasing. Each student in the scenario demonstrates strength in one dimension while lacking another.

Question 49Foundations of Reading

A teacher evaluates a reading program that claims to be 'research-based.' Which feature provides the strongest evidence that the program aligns with findings from reading research?

  1. A reward system for minutes read at home
  2. Systematic, explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension Correct answer.
  3. Frequent use of worksheets for letter formation
  4. A large collection of leveled books for independent reading

Explanation

Reading research supports systematic and explicit instruction across the essential components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A program addressing all components explicitly is most consistent with that evidence base.

Question 50Foundations of Reading

A teacher reviews assessment data showing a student reads grade-level passages with 98 percent accuracy but answers inferential questions poorly. Which instructional focus is best supported by this profile?

  1. Instruction in concepts of print
  2. Repeated timed readings to increase rate
  3. Additional practice with letter-sound correspondences
  4. Explicit instruction in making inferences from text evidence Correct answer.

Explanation

High accuracy indicates strong word recognition, while weak inferential performance points to a comprehension need. Explicit instruction in drawing inferences and citing text evidence directly addresses that gap.