LETRS UNIT 2 SESSION 1-8 PLUS FINAL ASSESSMENT. QUESTIONS WITH 100% CORRECT ANSWERS.

LETRS UNIT 2 SESSION 1-8
LETRS Unit 2, Session 1

1. A student with general phonological awareness can learn to read fluently, even if the
   student has not yet developed awareness of speech sounds at the phoneme level.
   False
2. If a student analyzes the sounds and syllables in a word, it is easier for the student to
   store the word in semantic memory.
   True
3. Read the following list of classroom activities. Select the one that targets
   phonological awareness only, without attempting to address other language skills.
   Ms. Chang says a word and has students repeat it, clap for each syllable, and count the
   syllables.
4. Which of these skills should not be a direct focus of classroom instruction? (Select all
   that apply.)
   a. phonological working memory (PWM)
   c. rapid automatic naming (RAN)
5. The term co-articulation means the ability to:
   d. say the phonemes within a syllable so that all of the segments are seamlessly joined.
   LETRS Unit 2 Session 2
6. Even after first grade, skills such as phoneme segmentation and blending of singlesyllable words without consonant blends are good predictors of reading ability.
   False
7. Students’ ability to acquire phonemic awareness is not dependent on which of the
   following factors?
   a. general language development and listening abilities
   b. word comprehension
   c. familiarity with vocabulary used in tasks
   d. the amount of practice received
8. Which of these tasks could a student at the early phonological awareness level
   perform? Select all that apply.
   a. determining whether cat and kiss begin with the same sound
   b. segmenting and tapping the phonemes in the word slap
   c. clapping and counting the syllables in the word pencil
   d. saying the word marker, then deleting the last syllable and saying it again, mark
9. Which of these tasks could a student at the basic phonemic awareness level
   perform? Select all that apply.
   a. saying the word flame, then deleting the phoneme /l/ and saying the word without it
   b. saying the compound word rainbow, then deleting the first part and saying the new
   word
   c. determining which sound should be changed to make the word stream into scream
   d. segmenting and tapping the phonemes in the word beak