FTCE Reading K-12 Teacher Certification Test Prep Study Guide (XAM FTCE)

Annotation. Ready to teach reading? Achieve certification success the first time with the help of this comprehensive study guide that includes the state 13 competencies: theories and underlying assumptions; emergent literacy; decoding, encoding, and related reading processes; reading fluency development; reading comprehension; content area reading and learning; literary genres, elements, and interpretations; diverse learners; reading assessments; print and non-print media; classroom environments that support reading; research; and reading program supervision and administration. Once you've mastered the content, test your knowledge with 125 sample questions and two constructed responses. This guide also includes a glossary, a directory of theorists, and tools for teaching and testing Table of Contents......Page 4 Study Tips......Page 9 Testing Tips......Page 12 Skill 1.1 Identify foundational theories and theorists of reading processes and development......Page 13 Skill 1.2 Identify instructional applications of theories of reading processes and development......Page 17 Skill 2.1 Identify the terminology and concepts of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts about print, motivation, text structures, written language development)......Page 23 Skill 2.2 Identify instructional methods for developing emergent literacy......Page 24 Skill 2.4 Identify methods for prevention of and intervention for emergent literacy difficulties......Page 25 Skill 3.1 Identify the processes and skills (e.g., graphophonemic, morphemic, syntactic, semantic) effective readers use for word recognition......Page 29 Skill 3.2 Identify the phases of word recognition within the decoding process (i.e., pre-alphabetic, partial alphabetic, full alphabetic)......Page 33 Skill 3.3 Identify instructional methods for promoting the development of decoding and encoding skills......Page 43 Skill 4.1 Identify the components of reading fluency (i.e., accuracy, automaticity, rate, and prosody)......Page 51 Skill 4.2 Identify appropriate instructional methods for developing reading fluency (e.g., practice with high-frequency words, timed readings, repeated readings, read-alouds, choral reading, books on tape)......Page 52 Skill 5.1 Identify instructional methods and strategies to facilitate students’ reading comprehension (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, and use of multiple strategy instruction.)......Page 53 Skill 5.2 Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures)......Page 56 Skill 5.3 Identify instructional methods and strategies for developing critical thinking (e.g., analysis, synthesis, evaluation)......Page 69 Skill 6.1 Identify instructional approaches and strategies for developing and using content area vocabulary......Page 71 Skill 6.2 Identify characteristics (e.g., cause and effect, time sequence, compare and contrast, lists) and features (e.g., index, glossary, subheading) of various informational text structures......Page 84 Skill 6.3 Identify instructional approaches and strategies for teaching study skills (e.g., note taking, summarizing, discussion, using reference materials, maps, and graphics)......Page 86 Skill 6.4 Identify instructional approaches and strategies for teaching functional literacy skills (e.g., reading labels, signs, newspapers, schedules)......Page 91 Skill 7.1 Identify the characteristics and elements of various literary genres and formats of prose and poetry (e.g., classics, multicultural literature, fables, legends, biographies)......Page 93 Skill 7.2 Identify appropriate criteria for choosing literature for students for specific purposes......Page 98 Skill 8.1 Choose appropriate methods (e.g., differentiating instruction, modifications, accommodations) for meeting reading needs of diverse individuals and groups......Page 100 Skill 8.2 Select appropriate resources to reflect and address student diversity in the classroom and community......Page 109 Skill 9.1 Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments......Page 111 Skill 9.2 Identify appropriate oral and written methods for assessing individual student progress (e.g., informal reading inventories, fluency checks, think alouds, rubrics, running records, story retelling, and portfolios)......Page 113 Skill 9.3 Interpret assessment data (e.g., screening, progress monitoring, diagnostic) to guide instructional decisions......Page 117 Skill 9.4 Use individual student-reading data to differentiate instruction......Page 118 Skill 9.5 Evaluate the appropriateness (e.g., curriculum alignment, cultural bias) of assessment instruments and practices......Page 120 Skill 10.1 Identify criteria for selecting and evaluating both print and nonprint media (e.g., Internet, software, trade books, textbooks, DVDs, videos, interactive computing) for instructional use......Page 122 Skill 10.2 Identify appropriate use of print and nonprint media to match students’ needs and interests within the instructional unit.......Page 123 Skill 11.1 Identify the characteristics and purposes of various reading programs (e.g., core reading program, supplemental reading program, intensive intervention program)......Page 124 Skill 11.2 Identify appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multiage groups) for specific instructional objectives......Page 125 Skill 11.3 Identify methods and strategies (e.g., explicit and systematic instruction, scaffolding, modeling) to integrate reading, writing, speaking, listening, viewing, and presenting across the curriculum......Page 126 Skill 11.4 Choose effective techniques (e.g., selecting text at the appropriate level, matching text to student interest) for improving attitudes toward reading and for motivating students to engage in reading events......Page 129 Skill 12.1 Identify characteristics (e.g., validity, reliability) of scientifically based reading research......Page 131 Skill 12.2 Identify findings from current reading research (e.g., National Reading Panel Report, Preventing Reading Difficulties in Young Children)......Page 133 Skill 12.3 Identify reliable sources of reading research (e.g., peer-reviewed journals, technical reports)......Page 135 Skill 12.4 Identify the purpose, procedure, and application of teacher action research......Page 136 Skill 13.1 Identify the purposes and practices for involving family members, community members, and other professionals in reading efforts......Page 137 Skill 13.2 Interpret reading information, regulations, and assessment data to administrators, staff members, policy makers, media, students, parents, and the community......Page 139 Skill 13.3 Use school-related data to identify the content and process of ongoing high-quality staff development......Page 141 Skill 13.5 Identify criteria for evaluating the effectiveness of a reading program......Page 142 Skill 13.6 Use school data and program-evaluation results to identify methods to modify and improve curriculum and instruction......Page 144 Skill 13.7 Determine effective methods for training and monitoring paraprofessionals, tutors, and volunteers......Page 145 GLOSSARY......Page 147 Directory of Theorists and Researchers......Page 158 BIBLIOGRAPHY OF PRINT RESOURCES......Page 164 TOOLS TO HELP YOU TEACH THE FOUNDATIONS OF READING AND TO SUCCEED IN CONSTRUCTED RESPONSE CERTIFICATION EXAMINATIONS......Page 178 Sample Test......Page 182 Answer Key......Page 213 Rigor Table......Page 214 Rationales with Sample Question......Page 215 Constructed Response Questions......Page 279 Tips and Reflections for tackling the Constructed Response Questions:......Page 283 Additional Professional Citations......Page 284