In order for a student to comprehend a text, the student must have adequate
a) phonemic awareness.
b) alphabet knowledge.
c) background knowledge.
d) listening ability.
c
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When all else is equal, which of the following instructional sequences is most likely to stimulate student learning?
(a) student inquiry followed by teacher talk (b) teacher lecture followed by a student workbook activity (c) teacher-led whole-class discussion followed by a teacher lecture (d) teacher talk followed by a video presentation and then a student worksheet activity
Transition planning involving course work in the secondary setting begins at age:
a. 14 b. 15 c. 16 d. 17
If a crisis erupts in a school where you are principal and a local police officer as well as the local media appears at your school within five minutes of each other (and moments subsequent to this crisis), what should your response be to the local police officer and to the media respectively?
a. Report slowly and only the incident to the local police officer b. Report immediately the incident to the local media only. c. Report immediately the incident to the local police officer and to the local media. d. School Board policy may require you to inform first this local school governing body and the district superintendent of the crisis before informing a local police officer.
A researcher was interested in the effects of emotion-evoking music on exam performance. Before their SPSS exam, a lecturer took one group of students to a room in which calming music was being played. A different group of students were taken to another room in which the ‘death march’ was being played. The students then did the exam and their marks were noted. The SPSS output is below. The experimenter made no predictions about which form of support would produce the best exam performance. What should he report?
A. Marks for students receiving positive music before the exam did not significantly differ from students receiving negative music, t(23.12) = 2.05, p = .052. B. Students receiving positive music before the exam did significantly better than those receiving negative music, t(38) = 2.05, p = .047. C. Marks for students receiving positive music before the exam did not significantly differ from students receiving negative music, t(38) = 2.05, p = .047. D. Students receiving positive music before the exam did significantly better than those receiving negative music, t(23.12) = 2.05, p < .05, one-tailed.