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