Listed below are still more reasons why informational text may be more difficult than narrative. Which item here is not a reason?
A. Students may be expected to retain more of the information from an informational text than might typically be the case with narrative text.
B. Many informational texts cover topics that are more concrete than those covered in narratives.
C. It may be more necessary to read symbols and abbreviations in informational material and this may be a type of reading with which students lack easy familiarity.
D. For some students, there may be less interest in the content covered in certain informational texts than in story-type narrative material.
B
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Erik Erikson's psychosocial theory is useful for teachers
a. who instruct elementary school children, but it is not practical for teachers of college students. b. who design lesson plans for preschool children, but it is not very useful for instruction with primary and secondary grade children. c. who believe that children's development is influenced more strongly by genetics than by cultural factors. d. because it suggests that children play an active role in their own development.
Ms. Fieseler informs her students that their performance on the group problem-solving exercises is worth one-third of their final grade. Is this an appropriate assessment practice? Why or why not?
What will be an ideal response?
The purpose for holding ELL to the same standards as native speakers is to
A) provide ELL with the same high quality educations that native speakers receive. B) motivate ELL teachers to differentiate instruction. C) gear instruction to the students' level of language development. D) recognize that many ELL have received an excellent education in their countries of origin
A participant variable
a. is necessarily a continuous variable. b. is necessarily a ratio variable. c. has values that the experimenter can manipulate directly. d. has values that are not manipulated by the experimenter. e. has only one value.