Which of the following best describes the impact of decoding skills on reading comprehension?

A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun.
On one page of the text, the pumpkins are scared because the wind has blown out the candles. The picture in the book shows just the pumpkins' scared eyes and the lights out all around them. The teacher says, "All we can see are the pumpkins' eyes. How do you think they are feeling right now?" A student answers, "Sad. It dark." This response is expected of a student at what level of English proficiency?

A kindergarten teacher is planning to read the book Pete the Cat: Five Little Pumpkins, by James Dean, to the class and ask some text-dependent questions. The teacher has several English Language Learners in the classroom and wants to ask developmentally appropriate questions. In the book, five pumpkins sit on a gate, fly in the air, and trick or treat, among other fall activities. The book talks about each pumpkin, from number one to number five, and each one's unique characteristics. At the end of the story, the pumpkins are shown walking away from the reader, ready to have fun.
The teacher turns to the page in the book where the pumpkins are flying and says, "What are the pumpkins doing?" When calling on students, the teacher should expect a student with a beginning level of oral language proficiency to respond by:

A kindergarten teacher gives a small group of students four cards, each one numbered with a one, two, three, or four. Then, the group receives a bucket of plastic kitchen food (ex. egg, biscuit, banana, watermelon). The teacher models the activity by saying "bis-cuit," clapping once during the "bis-" part of the word, and once during the "-cuit" part. Then, the teacher places the piece of food under the correct number. Students conduct this process for the rest of the food on the table and sort each piece into the right category, one, two, three, or four. The teacher's main goal for this activity is for students to learn how to:

Sets with similar terms

Which of the following best defines reading comprehension?

Which of the following best describes the relationship between word decoding and reading comprehension in a beginning reader's development?

How does oral language development affect reading comprehension quizlet?

Which of the following is a major challenge of teaching the decoding of S to students in kindergarten?