A、A. Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.
B、B. Fluent reading is slow, purposeful, interactive, comprehending, flexible, and quickly developing.
C、C. We believe that silent reading should be the goal in our classroom instead of using oral reading.
D、D. Strategic reading refers to the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading.
A、A. Interactive models are accepted as the most comprehensive description of the reading process.
B、B. Bottom-up models typically consists of lower-level reading processes, so students start with the fundamental basics of letter and sound recognition, which in turn allows for morpheme recognition.
C、C. Top-down model begins with the idea that comprehension resides in the reader. The reader uses background knowledge, makes predictions, and searches the text to confirm or reject the predictions that are made.
D、D. For teaching reading with bottom-up approach, teachers should focus on meaning generating activities rather than on mastery of word recognition.
A、A. Within a bottom-up approach to reading, the most typical classroom focus is on what we call extensive reading.
B、B. Extensive reading is a reading strategy corresponding to top-down models.
C、C. An interactive approach to reading includes aspects of both intensive and extensive reading.
D、D. Extensive reading is contrasted with intensive reading.
A、A. Verify reading rate
B、B. Activate prior knowledge
C、C. Cultivate vocabulary
D、D. Evaluate progress
A、A. Literature-based
B、B. Student-centered
C、C. Integrated with writing
D、D. Emphasis is on constructing meaning
A、A. Phonics approach
B、B. A graded reader approach
C、C. Wondering about a part of speech of a particular word
D、D. Anticipating what is coming next in the text
A、A. The bottom-up process is to break the whole (natural) language into bite-sized, abstract little pieces, and this would make learning to read difficult.
B、B. The readers will simply become “word callers” who can read the words on the page but do not understand what they have read.
C、C. If using bottom-up model, readers can read classical Chinese essays and pronounce all of the words that they are reading, but they may have no comprehension of what they have read.
D、D. The readers will get the details of the reading materials.
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