MTEL Foundations Of Reading Practice Test

The instructional reading level for a student is defined by the criteria that no more than 1 in 10 words is difficult. This means that if students encounter too many unfamiliar words, it can hinder their ability to grasp the overall meaning of the text. At this level, the materials are appropriately challenging, allowing students to learn and develop their reading skills while also providing enough comfort with word recognition to support comprehension.

In contrast, the other criteria could suggest different reading levels, not specifically the instructional level. When all words are easily recognized, it indicates that the text may be too easy for the student, possibly placing them at an independent reading level rather than instructional. High comprehension might occur even with texts at the instructional level, but it's not a definitive factor for defining that level. Recognizing more than 90% of words is a guideline often used for independent reading rather than instructional reading, where slight challenges are necessary to foster growth. Thus, the first criterion accurately captures the essence of an instructional reading level.