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Question 1
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
5%
(low)
Question Stats:
90% (02:42) correct
10%
(02:31) wrong
based on 221
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
A
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
45%
(medium)
Question Stats:
55% (01:12) correct 45%
(01:13) wrong
based on 235
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
55%
(hard)
Question Stats:
58% (01:31) correct 42%
(01:31) wrong
based on 233
sessions
History
Date
Time
Result
Not Attempted Yet
Question 4
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
57% (00:42) correct 43%
(00:40) wrong
based on 222
sessions
History
Date
Time
Result
Not Attempted Yet
Researchers, educators, and policymakers generally agree that school readiness is a multidimensional concept that includes cognitive, executive functioning, language, socioemotional, behavioral, and health characteristics that contribute to children’s ability to adapt and thrive in school settings. These performance domains are correlated but typically are assessed and studied as independent indicators of school readiness and predictors of later achievement. Importantly, the guiding definitions of school readiness typically include skills and behaviors that are related to learning processes as well as learning outcomes, as opposed to the K–12 system, which often only emphasizes student outcomes based on children’s performance on academic achievement tests.
In the area of cognition, school readiness includes both acquired knowledge or skills in particular content area (such as knowing a certain number of letters) as well as learning/processing skills or how fast children acquire knowledge. In particular, there has been a growing emphasis on executive functioning skills and how these skills interact with other domains to promote learning in preschool classrooms. Executive functioning typically is defined as the set of skills and behaviors required to attain a goal, including working memory, attention control, attention shifting, and response inhibition. For young children, this means being able to resist distractions (e.g., pay attention to a teacher rather than talk with peers), inhibit dominant responses in emotional contexts (e.g., raise hand instead of talking while the teacher is reading a book), and prioritize and sequence information and hold onto it in memory (e.g., plan and carry out the series of steps required to line up for lunch).
In addition, school readiness includes children’s language skills, including their receptive language (i.e., the ability to listen and understand language) and expressive language (i.e., the ability to communicate with others using verbal language). Children’s socioemotional skills are also an important component of school readiness and include behaviors such as cooperation with teachers and peers and developing social relationships, as well as behavior problems, including aggression or poor regulation. There are also a set of skills referred to as approaches to learning, which reflect children’s curiosity, flexibility, attention, persistence, and engagement. The physical health domain includes motor development, such as development of fine and gross motor skills, and healthy behavior practices. Collectively, all of these skills are theorized to affect children’s learning opportunities and their acquisition of new skills and behaviors in the classroom setting.
In the area of cognition, school readiness includes both acquired knowledge or skills in particular content area (such as knowing a certain number of letters) as well as learning/processing skills or how fast children acquire knowledge. In particular, there has been a growing emphasis on executive functioning skills and how these skills interact with other domains to promote learning in preschool classrooms. Executive functioning typically is defined as the set of skills and behaviors required to attain a goal, including working memory, attention control, attention shifting, and response inhibition. For young children, this means being able to resist distractions (e.g., pay attention to a teacher rather than talk with peers), inhibit dominant responses in emotional contexts (e.g., raise hand instead of talking while the teacher is reading a book), and prioritize and sequence information and hold onto it in memory (e.g., plan and carry out the series of steps required to line up for lunch).
In addition, school readiness includes children’s language skills, including their receptive language (i.e., the ability to listen and understand language) and expressive language (i.e., the ability to communicate with others using verbal language). Children’s socioemotional skills are also an important component of school readiness and include behaviors such as cooperation with teachers and peers and developing social relationships, as well as behavior problems, including aggression or poor regulation. There are also a set of skills referred to as approaches to learning, which reflect children’s curiosity, flexibility, attention, persistence, and engagement. The physical health domain includes motor development, such as development of fine and gross motor skills, and healthy behavior practices. Collectively, all of these skills are theorized to affect children’s learning opportunities and their acquisition of new skills and behaviors in the classroom setting.
1. According to the passage, being able to resist distractions is a form of
(A) socioemotional growth
(B) executive functioning
(C) behavioral growth
(D) motor development
(E) cognitive growth
(A) socioemotional growth
(B) executive functioning
(C) behavioral growth
(D) motor development
(E) cognitive growth
2. The author of the passage makes the distinction between the guiding principles of school readiness and those observed by the K–12 system to
(A) emphasize that school readiness regards the process as much as the results
(B) demonstrate the failings of the K–12 system
(C) explain why the guiding principles of school readiness are superior to those used at K–12 settings
(D) emphasize the author’s personal opinion about the importance of student outcomes
(E) explain how cognition factors into a child’s degree of success in a school setting
(A) emphasize that school readiness regards the process as much as the results
(B) demonstrate the failings of the K–12 system
(C) explain why the guiding principles of school readiness are superior to those used at K–12 settings
(D) emphasize the author’s personal opinion about the importance of student outcomes
(E) explain how cognition factors into a child’s degree of success in a school setting
3. The passage indicates that attention to which of the following school readiness skills has likely increased in recent years?
(A) responding accurately on standardized achievement tests
(B) using verbal language to communicate ideas to others
(C) cooperating with peers and managing aggressive behaviors
(D) paying attention to the teacher
(E) ensuring that students consume a healthy breakfast
(A) responding accurately on standardized achievement tests
(B) using verbal language to communicate ideas to others
(C) cooperating with peers and managing aggressive behaviors
(D) paying attention to the teacher
(E) ensuring that students consume a healthy breakfast
4. It can be inferred from the passage that children who interact successfully with their teachers and other students have strong
(A) motor skills
(B) receptive language skills
(C) expressive language skills
(D) executive functioning skills
(E) socioemotional skills
(A) motor skills
(B) receptive language skills
(C) expressive language skills
(D) executive functioning skills
(E) socioemotional skills
RC Butler 2022 - Practice Two RC Passages Everyday.
Passage # 196 Date: 16-May-2022
This question is a part of RC Butler 2022. Click here for Details
Passage # 196 Date: 16-May-2022
This question is a part of RC Butler 2022. Click here for Details
18 May 2022, 05:22
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In my opinion, the answers should be:
Q1. B (given in passage 2)
Q2. A (there is definitely the pointing of the K-12 flaw, but the passage never says that K-12 system has failings or is inferior to school readiness policies. The passage is not a personal opinion of the author and does not convey about cognitive factors specifically.
Q3. D. The second passage emphasizes on the growing emphasis of executive functioning which includes attention control.
Q4. C. Communicating with anyone effectively is an expressive skill
Q1. B (given in passage 2)
Q2. A (there is definitely the pointing of the K-12 flaw, but the passage never says that K-12 system has failings or is inferior to school readiness policies. The passage is not a personal opinion of the author and does not convey about cognitive factors specifically.
Q3. D. The second passage emphasizes on the growing emphasis of executive functioning which includes attention control.
Q4. C. Communicating with anyone effectively is an expressive skill
18 May 2022, 05:45
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SkySubbu
With regard to Q.4. I feel it should be Option E. Passage states socioemotional skills as ''include behaviors such as cooperation with teachers and peers (students)and developing social relationships. Those who can cooperate and develop good social relationship are better at interaction.
The problem with ''expressive communication skill'' is that if you choose this, then you would also need to choose ''receptive communication skills'', because interaction is two way-expressive and receptive. I can't be simply expressive, and not receptive, that will lead to poor interaction. Now since both the options cannot be chosen, better option would be Option E. This is my understanding.
Thank You
Vighnesh
).
