LETRS Unit 7 Assessment
1.How should the balance of instructional time spent on foundational
read- ing skills and language comprehension between first grade and third
grade for typical learners(Answer) The time spent on foundational
reading skills should skift from about 40% in first grade to 20% in third
grade.
2.What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading(Answer) The text has layers of
meaning that can be explored through several readings.
3.According to the National Reading Panel (2000) and several research
analyses, whcih of these strategies is more effective than the others for
developing comprehension(Answer) having students retell or
summarize what they have read
4.During a teacher-mediated reading of the fairy tale Little Red Riding
Hood, which of these questions is most likely to facilitate construction of a
mental model of the texts meanings(Answer) “What do we know about
LETRS Unit 4 Assessment
1.Based on the grapheme representing /sh/, which word is probably
from French(Answer) machine
2.Which of the following words is most probably from the Anglo-Saxon
layer of English(Answer) playground
3.Because of arbitrary and historical conventions governing English
orthog- raphy, some letters can never be used to end a word. Which word
can be explained by that principle(Answer) have
4.If you were teaching the soft c for reading and spelling, which words
could be used as examples(Answer) circus, cycle, center
5.Which of the following two-syllable words contains an open syllable
fol- lowed by a closed syllable(Answer) secret
LETRS Unit 5 Assessment
1.Which term relates to a students ability to use word meanings in
both speaking and writing(Answer) expressive vocabulary
2.In teaching the antonyms and synonyms of a word such as generosity,
a teacher would be emphasizing which aspect of language(Answer)
semantics
3.Once students have learned to decode printed words, which strand of
the Reading Rope model (Scarborough, 2001) is the best single predictor
of reading comprehension(Answer) vocabulary
4.Which conclusion was documented by the Hart and Risley (1995)
research team regarding the relationship between home language
exposure and later reading comprehension(Answer) The number of words
to which preschoolers are ex- posed predicts their vocabulary
knowledge at grade three.
5.Which of these is the least effective way to foster implicit learning of
the vocabulary students need for classroom success(Answer) providing
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LETRS Unit 3 Assessment
1.Which of the following is not one of the strands in Scarborough’s
Reading Rope(Answer) Guided reading
2.How can code-emphasis or phonics-emphasis instruction be used most
effectively(Answer) when organized around a logical progression of
pattern words that have been taught
3.Which word group might a teacher include in a lesson focused on
identi- fication of consonant blends(Answer) blink, frog, twist
4.Which word group might a teacher include in a lesson focused on
review- ing consonant digraphs(Answer) thorn, show, chase
5.In a complete phonics lesson of 30-40 minutes, which activity would
typically not be included(Answer) partner reading of a trade book of
high interest to the students
LETRS Unit 8 Assessment
1.If a class is at grade level in reading achievement, what can the teacher
expect of the class’s writing achievement(Answer) Significantly more
students will be proficient in reading than in writing.
2.What is the main reason why writing is learned slowly and with effort
over a long time(Answer) Writing depends on many different motor,
language, memory, and cognitive abilities.
- Which of the following teaching practices was not recommended in the
review of research published by the Institute for Education Sciences
(2012)?-
: Emphasize the individual’s voice in a writer’s workshop model.
4.What is the most important reason for teaching students how to
form letters, spell, and punctuate(Answer) These skills enable better
quality and longer compositions.
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LETRS Unit 2 Assessment
1.How is the word pl – ay divided in this example(Answer) onset-rime
2.How many spoken syllables are there in buttered(Answer) 2
3.How many spoken syllables are there in possible(Answer) 3
4.What ability would students have who had attained advanced levels
of phonemic awareness(Answer) They can read most grade-level
words by sight
5.Which teaching strategy would be most helpful for students who
confuse the sounds /f/ and /th/ in their own speech(Answer) Have the
student look in a mirror while describing and producing each sound.
6.Which student is demonstrating the most advanced level of phonemic
awareness(Answer) a student who reverses the order of sounds in
perch to make chirp
LETRS Unit 6 Assessment
1.Which of the following statements best describes an effective way to
prepare students to listen to or read a text(Answer) Establish the purpose
for reading the text and impart background knowledge.
2.Which of the following describes a product of comprehension, rather
than a process(Answer) verbalizing a summary or retelling of the text
after reading
3.Which of these statements is not true of students with specific
compre- hension difficulties(Answer) They rely less on context to
guess on the identity of the words.
4.Students with greater background knowledge of a text’s topic are
more likely to:: remember more of what the text actually says
1 /
LETRS Unit 1 Assessment
1.What is one important distinction between the Four-Part Processing
Model for Word Recognition and the Three Cueing Systems model?
a.The Four-Part Processing Model emphasizes visual processes.
b.The Three Cueing Systems model omits or obscures the role of
phonology.
c.The Three Cueing Systems model emphasizes the role of phonology.
d.The Three Cueing Systems model omits semantic processing.
2.Many students at risk for reading problems enter school without
exposure to the acad- emic language used in books or preschool
experience. These students are most likely to make progress closing
the reading and language gap if their classroom instruction
emphasizes which of the following?
a.oral language comprehension and reading aloud
b.attending to context, including semantic and syntactic cues
c.matching students with interesting reading material
d.both foundational reading skills and oral language development
2 /
3.A beginning first-grade student is able to segment and pronounce
the first sound in a spoken word. He tries to guess at words by looking
at the first letter only. When he writes words, he spells a few sounds
phonetically, but not all the sounds. According to Ehri, this student is
most likely in which phase of word-reading development?
a.early alphabetic
b.later alphabetic
c.prealphabetic
d.consolidated alphabetic
4.A kindergarten teacher is having students listen to three spoken
words and identify the two words that end with the same sound. The
teacher is focusing on which language system?
a.morphology
b.phonology
c.orthography
d.semantics
5.Considering the Simple View of Reading, what would be the BEST
course of action for a third-grade teacher with concerns about several
students who have not achieved fluency?
a.Observe whether students are able to work on several subskills at
once.
LETRS Unit 1 Session 7
1.Once children are – which happens very early – they do not
catch up unless intervention is intensive, timely, and well
informed(Answer) behind
- is a type of assessment that has the following
characteristics; all students once per year, tests have time limits, silent
and independent reading, passage comprehension, scores are reported as
percentiles or NCE and states may develop their own or use
National(Answer) Outcome - is a type of assessment that has the following
characteristics; predict fluent reading by 3rd grade, word-reading abilities
are strong pre- dictors of passage reading, selected students should
receive more in-depth surveys of strengths and weaknesses, screening
should be brief(Answer) Screening - is a type of assessment with the following characteristics;
for- mative assessments, brief & measure progress towards a goal, forms
LETRS Unit 1 Session 3
Accomplished readers skip over words when they read.✔✔✔ False
In the Simple View of Reading, you need to engage both word
recognition and language comprehension for reading
comprehension.✔✔✔ True
Our brains read to the left.✔✔✔ 7 – 9 letters
Orthographic mapping✔✔✔ The mental process used to store words
for immediate and effortless retrieval.
When taking a spelling test, we engage the✔✔✔ orthographic processor
The name for the mental dictionary in the phonological processing
sys- tem.✔✔✔ lexicon
Used to match upper and lower case letters✔✔✔ orthographic
processor
LETRS Unit 1 – Session 2
1.Semantics: The study of word and phrase meanings and relationships
2.Morphology: The study of meaningful units in a language and how
the units are combined in word formation
3.Discourse: Organizational conventions used in longer segments
of oral or written language
4.Phonology: The rule system within a language by which
phonemes can be sequenced, combined, and pronounced to make
words
LETRS Unit 1 Session 8
1.Outcome assessments✔✔✔ Outcome assessments assess the overall
effective- ness of instruction given to a large student population—for
example, all students within a state. These high-stakes, summative
reading assessments are usually administered at the end of grade 3 or
- Because they are often normed, they can show how an individual is
doing relative to norms and help in comparing groups.
2.Screening measures✔✔✔ Screening measures help predict which
students are at risk for reading failure and how they are likely to
perform on outcome assessments by measuring their performance
against established benchmarks. Screening mea- sures, such as
Acadience® Reading K-6 or AIMSweb®, focus on foundational skills
and are administered several times a year in the early grades.
Because they are brief, low-cost measures that provide extremely
useful information, they are highly efficient.
3.Diagnostic surveys✔✔✔ Diagnostic surveys inform teachers’ work
with at-risk readers. This category includes informal diagnostics
teachers use to assess stu- dents’ academic knowledge or skills in a
LETRS Unit 1 – Session 5
Expert teaching focuses on . . .✔✔✔ the relevant subskills that enable
a child to pass through each phase of reading development
successfully and are tailored to the student’s strengths and
weaknesses across the major components of reading.
Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on .
.
.✔✔✔ decoding.
The major subcomponents of reading in the SVR change in relative
impor- tance . . .✔✔✔ between grades 1 and 8.
The ability to recognize many words by “sight” during fluent
reading depends on . . .✔✔✔ phonemic awareness and the ability to
map phonemes to graphemes.
Alphabetic learning requires progressive differentiation of both . .
.✔✔✔ the sounds in words and the letter sequences in print.
Phoneme-Grapheme Mapping✔✔✔ The matching of phonemes
(sounds) in words with the graphemes (letters) that represent them.
Most students require lots of additional practice in second and third
grade before they can read . . .✔✔✔ grade level passages with fluency
and comprehension and reading has become automatic.
Name Ehri’s Phases of Word-Reading Development✔✔✔
Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated
Alphabetic
Prealphabetic Phase✔✔✔ No letter-sound awareness, guessing
constrained by context or memory, cannot read text, and strings
random letters together
Early Alphabetic Phase✔✔✔ Initial sound and salient consonants,
constrained by context (gets first sound and guesses), confuses
similar-appearing words, represents a few salient sounds (such as
beginning and ending consonants), fills in other letters randomly,
knows some letter names for sounds
Later Alphabetic Phase✔✔✔ Pronunciation of whole words on the
LETRS Unit 1 Session 6
1.Distinguishing the cause of a reading problem is not always . A
working about the causes can be made, but the most productive
course of action for any as risk student is to them.✔✔✔
possible, hypothesis, teach
2.Among all English-speaking poor readers, at least to percent
have trouble with accurate and fluent that often originates
in weaknesses with processing.✔✔✔ 70, 80, word recognition,
phonologi- cal
3.Word-recognition difficulties often co-occur with and
problems.✔✔✔ fluency, comprehension
4.Students who have primary difficulty with also have
obvious trouble learning sound-symbol correspondences, sounding out
words, and . The term . applies to this group.✔✔✔ word
recogni- tion, spelling, dyslexia
5.You can be and dyslexic.✔✔✔ gifted
6.Dyslexia is a specific learning that is neurological in
origin.✔✔✔ dis- ability
7.Dyslexic difficulties typically result from a deficit in the component of language that is often unexpected in relation to other cognitive
abilities and the provision of effective .✔✔✔
phonological, classroom instruction
8.Secondary consequences may include problems in reading and
reduced reading experience that can impede growth of and background knowledge.✔✔✔ comprehension, vocabulary
9.Up to 25 percent who are poor at word recognition are slow at word
reading and text reading but can and sounds .✔✔✔
segment, blend, orally
10.These students will words even after seeing
them several times. They tend so spell but not accurately.✔✔✔
sound out, phonetically
LETRS Unit 1 Session 4
A significant shortcoming of the Three Cueing Systems model,
com- pared to the Four-Part Processing Model, is that it obscures the
role of
in word recognition.✔✔✔ orthographic processing
Which best describes the activity of the reading brain in proficient
readers, compared to beginning readers?✔✔✔ It is more automatic.
Which of these does the language-comprehension component of the
Reading Rope emphasize?✔✔✔ the importance of vocabulary
development and of understanding language structures
The word-recognition component of the Reading Rope includes which
subskills? Select all that apply.✔✔✔ Decoding, phonological awareness,
sight recog- nition.
Good readers do not require a large storehouse of sight words in
their memory if they have highly developed phonographic skills.✔✔✔
False
LETRS unit 1 session 1
- According to the 2015 National Assessment of Educational Progress,
what percentage of fourth-grade students have scored “basic” or “below
basic” in reading?
a. 33% of students nationally, equally split among white, AfricanAmerican, and Hispanic students
b. 23% nationally, with African-American and Hispanic students making
up a disproportionate amount
c. 50% nationally, with white students making up a disproportionate amountd. 64% nationally, with African-American and Hispanic students making up
a disproportionate amount✔✔✔ d. 64% nationally, with African-American
and Hispanic students making up a disproportionate amount - Reading comprehension is not a single construct. Rather, the ability to
understand what you read relies on multiple components. Once readers
become more skilled in word recognition, which of the following
components increase in their importance?
a. spelling and phonemic awareness
b. orthographic knowledge and background knowledge
c. cognates and syllable awareness
d. background knowledge and vocabulary✔✔✔ d. background