The difference between ability grouping and cooperative learning is that
A. ability grouping divides a class into a number of small groups, while cooperative learning keeps the entire class together as one group.
B. when using ability grouping, one teacher works with the different groups, while in cooperative learning, different teachers work with the different groups.
C. in an ability group, all students are performing at the same level, while in cooperative learning, the students are at different ability levels.
D. in ability grouping, everyone in the group gets the same grade, but in cooperative learning, each student earns his or her own grade.
Answer: C
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Answer the following statement(s) true (T) or false (F)
Text-to-speech software has virtually no impact on a student’s ability to decode, fluency, or comprehension skills.
Which of the following is the best description of decodable texts?
a. texts that contain a high percentage of words that use the sound–letter relationships the children have been taught and a limited number of high-frequency words b. texts for students with limited reading ability who are unable to use phonics rules c. texts in which all the words follow phonics rules and there are no high-frequency words d. texts that do not require preteaching any skills or vocabulary words
Mr. Williams subdivides the goal of tying shoelaces into an orderly sequence of steps. This is an example of
a. establishing rapport. b. behavior analysis. c. psychotherapeutic teaching. d. discovery learning. e. task analysis.
According to the textbook, what is true for the frequency of reading for fun for individuals at age 9 compared to age 17?
a. It is greater at age 9 than at age 17. b. It is about the same at age 9 as at age 17. c. It is less at age 9 than at age 17.