Final Exam - Foundations of American
Education (educ 3200)
Romance and Vitale used a propositional concept map to represent the
role of knowledge in reading comprehension. Based on their concept map,
reading comprehension depends on:
a.) applying reading comprehension skills
b.) integrating prior knowledge with what is to be learned - ANSWER b.)
integrating prior knowledge with what is to be learned
In their article, Romance and Vitale replaced a traditional reading/language
arts program with science. The results of this research found that
comparison students who received the traditional reading comprehension
program:
a.) did better on reading comprehension achievement
b.) did worse on reading comprehension achievement - ANSWER a.) did
better on reading comprehension achievement
In their article, Romance and Vitale replaced a traditional reading/language
arts program with science. The results of this research found that
comparison students who received the traditional reading comprehension
program:
a.) displayed a more negative attitude and self-confidence toward reading
b.) displayed a more positive attitude and self-confidence toward reading -
ANSWER b.) displayed a more positive attitude and self-confidence toward
reading
In their article, Romance and Vitale argued that increasing instructional
time for integrated science and reducing the time for traditional reading
instruction:
a.) would be a practical means for improving reading comprehension
achievement
, b.) would not be a practical means for improving reading comprehension
achievement - ANSWER a.) would be a practical means for improving
reading comprehension achievement
In their article, Romance and Vitale argued that to enhance reading
comprehension achievement:
a.) reading instruction should be integrated within science
b.) science should be integrated within reading instruction - ANSWER b.)
science should be integrated within reading instruction
According to Romance and Vitale, student reading of multiple sources on
the same science topics is easily incorporated within:
a.) their integrated science model
b.) traditional reading/language arts instruction - ANSWER a.) their
integrated science model
In their research, Romance and Vitale have reported positive findings on
reading comprehension and science achievement from:
a.) only a few small-scale studies
b.) a large number of studies, including large scale studies - ANSWER b.) a
large number of studies, including large scale studies
In their grade 3-5 transfer study, Romance and Vitale reported that the
positive achievement effects obtained on reading and science obtained in
grades 3-5:
a.) transferred to reading and science achievement from grades 3-5 to
grades 6-7
b.) did not transfer to reading and science achievement from grades 3-5 to
grades 6-7 - ANSWER a.) transferred to reading and science achievement
from grades 3-5 to grades 6-7
In a recent article, Vitale and Romance showed that a downward extension
of their integrated model from grades 3-5 to grade 1-2:
a.) also found significant achievement effects in grades 1-2 in reading and
science
Education (educ 3200)
Romance and Vitale used a propositional concept map to represent the
role of knowledge in reading comprehension. Based on their concept map,
reading comprehension depends on:
a.) applying reading comprehension skills
b.) integrating prior knowledge with what is to be learned - ANSWER b.)
integrating prior knowledge with what is to be learned
In their article, Romance and Vitale replaced a traditional reading/language
arts program with science. The results of this research found that
comparison students who received the traditional reading comprehension
program:
a.) did better on reading comprehension achievement
b.) did worse on reading comprehension achievement - ANSWER a.) did
better on reading comprehension achievement
In their article, Romance and Vitale replaced a traditional reading/language
arts program with science. The results of this research found that
comparison students who received the traditional reading comprehension
program:
a.) displayed a more negative attitude and self-confidence toward reading
b.) displayed a more positive attitude and self-confidence toward reading -
ANSWER b.) displayed a more positive attitude and self-confidence toward
reading
In their article, Romance and Vitale argued that increasing instructional
time for integrated science and reducing the time for traditional reading
instruction:
a.) would be a practical means for improving reading comprehension
achievement
, b.) would not be a practical means for improving reading comprehension
achievement - ANSWER a.) would be a practical means for improving
reading comprehension achievement
In their article, Romance and Vitale argued that to enhance reading
comprehension achievement:
a.) reading instruction should be integrated within science
b.) science should be integrated within reading instruction - ANSWER b.)
science should be integrated within reading instruction
According to Romance and Vitale, student reading of multiple sources on
the same science topics is easily incorporated within:
a.) their integrated science model
b.) traditional reading/language arts instruction - ANSWER a.) their
integrated science model
In their research, Romance and Vitale have reported positive findings on
reading comprehension and science achievement from:
a.) only a few small-scale studies
b.) a large number of studies, including large scale studies - ANSWER b.) a
large number of studies, including large scale studies
In their grade 3-5 transfer study, Romance and Vitale reported that the
positive achievement effects obtained on reading and science obtained in
grades 3-5:
a.) transferred to reading and science achievement from grades 3-5 to
grades 6-7
b.) did not transfer to reading and science achievement from grades 3-5 to
grades 6-7 - ANSWER a.) transferred to reading and science achievement
from grades 3-5 to grades 6-7
In a recent article, Vitale and Romance showed that a downward extension
of their integrated model from grades 3-5 to grade 1-2:
a.) also found significant achievement effects in grades 1-2 in reading and
science
