Answer Key to Self Check for Unit Two

1) It is possible for your student to have passed tests in high school without comprehending much of the text. TRUE

As "The Marlup" demonstrates, a student can make an educated guess in a true/false or multiple choice test and make a low but passing grade. However, she will falter during an essay exam.

2) Activating prior knowledge means introducing new concepts to your student before she starts reading. FALSE

Activating prior knowledge means asking your student what she already knows. This activity empowers you student, especially if you choose a subject that she knows well already.3) Poor readers start reading a text without reading the title or skimming the text beforehand. TRUE

Poor readers need to be taught to slow down and examine a book front to back, including the inside flaps and title, or skim over the chapters to predict what the text is about.4) The KWL activity will help set a purpose for reading and keep your student engaged. TRUE

The KWL activity is an easy and fun way to engage your student with the reading passage even before she starts. The key is to find a reading passage that will interest her!

5) Good readers need to employ only one reading strategy to comprehend the text. FALSE

Good readers employ several reading strategies as they read. Tutors need to talk out loud as they employ reading strategies so that their students will understand how a good reader uses reading strategies (such as sight words or context cues) and why.

6) The four components of reading instruction are: alphabetics, fluency development, vocabulary development, and reading comprehension. TRUE

These four components are essential to good reading. Each tutoring session should devote a few minutes to teaching phonemes or phonetics, vocabulary (sight words) reading with fluency and expression, and comprehending the text.

7) Poor readers need to be taught pre-reading strategies. TRUE

Often poor readers assume that reading comes naturally. They must not only be taught that good readers use strategies, but how they use them. The only way to teach about reading strategies is to model them to your student. Tell them which strategy you are using as you read to them and why. After a while, your student will start to use a variety of strategies to understand the text.

8) Teaching adults to read is the same as teaching a child to read. FALSE

Adults are self-directed and bring with them a wealth of life experiences. Their reading skills are uneven. Their responsbilities, such as work and family, and physical health, such as poor eyesight or a bad back, can interfere with their lessons. If a tutor does not meet their immediate goals, they will often drop out from a reading program.

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10) Directed Reading Thinking Activity and KWL Activity check on a reader's comprehension. TRUE

You can engage students in the text by using these strategic activities first. After a while, the steps will become automatic and you will use these charts and graphs less and less.

11) Graphic organizers help visual learners understand the text. TRUE

Graphic organizers break the text down in comprehensible chunks of information, involving the student in the text, activating their prior knowledge, setting a purpose for reading, and engaging your student's interest while she is reading the text. Afterwards, graphic organizers can help students understand what they just learned and what information they still need to learn in order to pursue the subject.

12) It is vital to correct your student's grammar during a Language Experience Activity (LEA). FALSE

Adult learners are very uncertain about their reading and writing abilities. The idea of an LEA is to persuade them to express a story in their own words. If they get bogged down with grammar too early in the process, they will feel intimidated. As your lessons with your student progress, you can introduce some simple grammar concepts. Often, when your student rereads the story, she will self-correct. This is the perfect "teachable" moment to make a change and conduct a short grammar session.

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