Praxis Teaching Reading (5205) Domain 4: Comprehension of Literary and Informational Text Welcome to your Praxis Teaching Reading (5205) Domain 4: Comprehension of Literary and Informational Text 1. Praxis Teaching Reading: Comprehension of Literary and Informational Text In the context of reading comprehension, what does the term 'schema theory' refer to? A. The process by which readers interpret symbols and letters B. A set of pre-existing mental structures or frameworks that readers bring to the text C. The sequential development of reading skills from phonemic awareness to fluency D. Techniques used to enhance the physical process of reading, such as eye movement control None 2. Praxis Teaching Reading: Comprehension of Literary and Informational Text When assessing a student's ability to comprehend informational texts, it is essential to evaluate: A. Their ability to identify the author's purpose and point of view B. The speed at which they can read aloud C. Their preference for specific genres of literature D. The complexity of vocabulary they can pronounce None 3. Praxis Teaching Reading: Comprehension of Literary and Informational Text The 'cloze procedure' is a technique used to assess: A. Phonemic awareness B. Reading fluency C. Vocabulary knowledge and reading comprehension D. Letter-sound correspondence None 4. Praxis Teaching Reading: Comprehension of Literary and Informational Text Which strategy is most effective for teaching students to identify the main idea of a text? A. Encouraging students to read the text aloud B. Instructing students to focus on the details and examples in the text C. Teaching students to summarize each paragraph after reading D. Focusing on decoding each word in the text None 5. Praxis Teaching Reading: Comprehension of Literary and Informational Text When teaching students to analyze character development in a narrative, it is important to focus on: A. The physical descriptions of the characters B. The sequence of events in the plot C. The characters' thoughts, actions, and motivations D. The setting in which the story takes place None 6. Praxis Teaching Reading: Comprehension of Literary and Informational Text The 'Question-Answer Relationship' (QAR) strategy helps students: A. Improve their handwriting during written responses B. Understand the types of questions being asked and where to find the answers C. Speed up their reading pace for standardized tests D. Learn to write questions about the text themselves None 7. Praxis Teaching Reading: Comprehension of Literary and Informational Text When a teacher uses a 'Think-Aloud' strategy, they are primarily aiming to: A. Assess students' silent reading comprehension skills B. Demonstrate the thought process used during reading C. Encourage students to read more quickly D. Improve students' ability to read aloud fluently None 8. Praxis Teaching Reading: Comprehension of Literary and Informational Text Graphic organizers are most effective for teaching reading comprehension by helping students to: A. Improve their spelling skills B. Visualize and organize the relationships between ideas in the text C. Increase their reading speed D. Enhance their phonemic awareness None 9. Praxis Teaching Reading: Comprehension of Literary and Informational Text In the context of literary analysis, 'theme' refers to: A. The setting in which the story takes place B. The sequence of events in the story's plot C. The central message or insight revealed through the story D. The detailed description of characters in the story None 10. Praxis Teaching Reading: Comprehension of Literary and Informational Text A 'text-to-self' connection is when a reader: A. Relates the content of the text to their own personal experiences B. Compares the text to another text they have read C. Translates the text into a different language D. Focuses solely on the factual content of the text None 11. Praxis Teaching Reading: Comprehension of Literary and Informational Text An 'inference' in reading comprehension is: A. A direct statement made by the author B. A fact that is explicitly stated in the text C. A logical conclusion drawn from evidence in the text D. The repetition of a key word or phrase for emphasis None 12. Praxis Teaching Reading: Comprehension of Literary and Informational Text Which technique is most effective for helping students differentiate between literal and inferential comprehension? A. Encouraging students to focus on the exact words used in the text B. Teaching students to recognize and interpret figurative language C. Having students write a summary of the text D. Guiding students to ask "why" and "how" questions about the text None 13. Praxis Teaching Reading: Comprehension of Literary and Informational Text What is the primary focus of critical literacy in the context of reading comprehension? A. Decoding and phonemic awareness B. Understanding the author's craft and text structure C. Engaging with texts in a way that questions societal and cultural norms D. Improving fluency and reading speed None 14. Praxis Teaching Reading: Comprehension of Literary and Informational Text Which strategy is most effective for enhancing students' ability to analyze the structure of informational texts? A. Practicing skimming and scanning techniques B. Identifying and examining text features like headings, subheadings, and bullet points C. Focusing on memorizing facts and details from the text D. Encouraging the use of context clues to determine the meaning of unfamiliar words None 15. Praxis Teaching Reading: Comprehension of Literary and Informational Text When a teacher asks students to create a visual representation of a story's plot, they are primarily focusing on: A. Developing artistic skills in students B. Enhancing students' ability to identify the main events and sequence in a story C. Encouraging memorization of the story's content D. Improving handwriting and presentation skills None 16. Praxis Teaching Reading: Comprehension of Literary and Informational Text The process of 'synthesizing information' while reading involves: A. Focusing on individual facts and details in isolation B. Combining information from multiple sources to form a new understanding C. Repeating information verbatim from the text D. Prioritizing the speed of reading over comprehension None 17. Praxis Teaching Reading: Comprehension of Literary and Informational Text In teaching reading comprehension, the 'Reciprocal Teaching' strategy involves: A. Students teaching each other the content of the text B. Teachers and students taking turns leading a discussion about the text C. Students independently reading and reflecting on the text D. Teachers exclusively lecturing about the text None 18. Praxis Teaching Reading: Comprehension of Literary and Informational Text When using 'text-to-text connections' as a comprehension strategy, students are encouraged to: A. Focus solely on the main text without considering other sources B. Draw parallels and contrasts between the text being read and other texts they have read C. Translate the main text into another language for deeper understanding D. Summarize the text from memory None 19. Praxis Teaching Reading: Comprehension of Literary and Informational Text An 'author's bias' in a text refers to: A. The geographical location where the author wrote the text B. The author's personal opinions or beliefs that may affect the presentation of information C. The historical period in which the author lived D. The genre or type of literature the author chooses to write None 20. Praxis Teaching Reading: Comprehension of Literary and Informational Text Which skill is primarily developed through the practice of 'reader's theater' in a classroom setting? A. Ability to analyze and interpret data B. Proficiency in silent reading comprehension C. Skill in oral reading fluency and expression D. Capacity for mathematical reasoning None 1 out of 20 Time is Up! Time's up
