mT THE UNIVERSITY OF TRINIDAD & TOBAGO FINAL ASSESSMENT/EXAMINATION APRIL 2016 Course Code and Title: ‘LANG 1002 — Academic Reading, Writing and Research Skills Programme: BACHELOR OF EDUCATION. Date: Monday April 11°, 2016 ‘Time: 1,00 p.m.~ 400 p.m. Duration: 3 hours PLEASE READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN THIS EXAMINATION Instructions to Candidates This examination paper has four (4) pages. The paper consists of five (5) sections A to E and a total of fourteen (14) questions. ‘You must answer ALL questions following the instructions provided. Ensure that you read the questions carefully. DO NOT rewrite questions. Pay attention to the marks allocated for each question and the word limit or number of paragraphs where stated. 7. The examination carries a total of 40 marks. Aawawpe Key Examination Protocol 1. Students please note that academic dishonesty (or cheating) includes but is not limited to plagiarism, collusion, falsification, replication, taking unauthorised notes or devices into an examination, obtaining an unauthorised copy of the examination paper, communicating or trying to communicate with another candidate during the examination, and being a party to impersonation in relation to an examination. 2. The above mentioned and any other actions which compromise the integrity of the academic evaluation process will be fully investigated and addressed in accordance with UTT’s academic regulations, 3. Please be reminded that speaking without the Invigilator’s permission is NOT allowed. Univesity of Trinidad and Tobago Page 1 of ‘Term 2201572016 Final Examiations LANG1002INSTRUCTIONS: There are five sections in this paper headed SECTION A, B, C For each section: Read the questions and answer them using the information in the passages which follow directly. Use your own words as far as possible to paraphrase information you use for answers. ‘You will be penalized for simply repeating phrases. Use quotation marks appropriately SECTION A What did Mastropieri and Scruggs (1997) do research on? (2 marks) 1 2. What is the contextual meaning of comprehension in sentences 1 and 2? (3 marks} What is the difference between listening comprehension and reading comprehension? (3 marks) 4, True of False. Comprehension only applies to expository texts. Support you answer with evidence from the paragraph. (3 marks) 5. What strategy did Vacea, Vacea and Mraz (2011) recommend? Why is it important for students with intellectual disability? (3 marks) Learning to comprehend text is a critical component of the school experience (Mastropieri & Scruggs, 1997). Without this skill, students are unable to understand the meaning of information they read or hear. Both listening comprehension (the abil to understand language) and reading comprehension (the ability to decode and develop meaning from text) are necessary components of literacy. The English-Language Arts Common Core State Standards (Common Core State Standards Initiative, 2010) emphasize comprehension for both narrative and expository texts. Engaging students in texts read aloud is one way to improve listening comprehension skills for all students (R. Vacea, Vacca, & Mraz, 2011). For students with intellectual disability who have limited reading skills, listening may be the primary means of access to general education texts for their assigned grade level. SECTION B 6. Based on the passage below, what are question words? (1 mark) 7. In your own words, explain the procedure that Morgan, Moni, and Jobling (2009) used. (3 marks) ‘University of Teinidad snd Tobago Page 2 of “erm 2201572016 Final Examinaions Lang 10028. How was the research done by Browder et al. (2003) similar to the one done by Morgan, Moni and Jobling? (3 marks) 9. What was the main difference between the two research projects? (3 marks) ‘Two studies have examined teaching the meaning of question words to support the comprehension of individuals with intellectual disability. Morgan, Moni, and Jobling (2009) conducted an action research study to pre-teach question words using a graphic organizer to young adults with Down’s syndrome. Participants were taught the concept of the question words (who, what, where, when, why, how) and related definitions. Browder et al. (2013) extended this research by teaching middle school students with moderate intellectual disability to pair question ‘words with a definition, Participants leamed to use the graphic organizer with the question words and definitions to locate specific types of answers in adapted texts. SECTION C 10, In your own words, explain the steps of the question generation strategy used by Manset- Williamson, Dunn, Hinshaw and Nelson (2008) in the passage below. (3 marks) 11. True or false. It is more beneficial to read the entire text aloud to students then present the questions, Justify your answer using information from the passage. (2 marks) ‘A few studies have examined the effects of question generation on the listening comprehension of expository text. Manset-Williamson, Dunn, Hinshaw, and Nelson (2008) taught students in upper elementary and middle school with reading disabilities to create questions about expository text read aloud to them, First, students listened to the first sentence of the text. Next, students were asked to generate a question about the text based on the content of the beginning sentence. The students then listened to the text read aloud to them. Finally, they were asked to determine whether their sentence could be answered based on the information they heard read aloud. Results indicated the students who received the training in generating questions prior to hearing the text read aloud had the greatest gains in listening comprehension. (CUniversity of Trinidad and Tobago Page 30f4 “erm 2 2015/2016 Final Examinations Lang 1002SECTION D 12. Based on the passage below, explain in your own words, two (2) reasons for student boredom (3 marks) 13. Summarize in your own words, the researchers’ recommendations for how teachers could alleviate student boredom [MAXIMUM 60 WORDS] (4 marks) Researchers have found that boredom is associated with student beliefs that the classroom content has no personal value for a given student. Low achieving students have higher affective needs (Woolf et al., 2010). Even having knowledge of the importance of students’ affective needs, itis difficult to provide interventions that have a profound effect on students’ emotions (Efklides & Volet, 2005). In class, the student who frequently perceives teacher punishment, experiences more frequent feelings of boredom (Frenzel et al., 2007). Researchers recommend that teachers increase the structure of the classroom environment, keep track of student's comprehension, talk about academic values, teach enthusiastically, provide incentives for task completion and good behaviour, and engage all of the students in a class to decrease perceptions of boredom. Teachers also need to appreciate the fact that students who complain may not be motivated to attack the teacher but rather may be expressing their own inability to engage in the lesson (Nett et al.,2011). SECTION E 14, Write one (1) paragraph explaining your arguments FOR or AGAINST the following statement: “All that a teacher needs for students to succeed is to enforce discipline” (4: marks) END OF EXAM PAPER References: “Teaching students with inelectl disability to use asl questoning strategy to comprehend Social Studies text fran Inclusive Setting (2015), Research & Practice for wih Severe Disses, (4), 295.293 19p do: 101177/$40795915592135 “Macklem, 1 (2013, "Interventions fr externally triggered boredom: So wha can teachers do oad bit of excitement o learning in the ‘lassoom?” Chip 6, In Macklem, GL. (n.d). Boredom ia the lsoom addressing student motivation, selfegulatio, and engagerent in ering (©Usivesty of Trinidad and Tobago Page dof 4 Term 2 2015/2016 Final Examinations Lang 1002