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LETRS Unit 1 Assessment Test Answered- 2022.
b. The Three Cueing Systems model omits or obscures the role of phonology. - 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. d. both foundational reading skills and oral language development - Many students at risk for reading problems enter school without exposure to the academic 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 a. early alphabetic - 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 b. phonology - 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 d. Determine if the students need remediation in word recognition, language comprehension, or both. - 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. b. Verify that students have been engaged in independent reading at home for 20 minutes every day. c. Increase demand on students to improve their passage reading rate.
d. Determine if the students need remediation in word recognition, language comprehension, or both. a. primary difficulties with phonology, decoding, and word recognition - In any first-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics? a. primary difficulties with phonology, decoding, and word recognition b. primary difficulties with phonology only c. primary difficulties with automatic word recognition only d. primary difficulties with language comprehension only b. Reading problems can be treated as easily in third grade as in first grade. - Which of the following statements is FALSE with regard to an effective implementation of a multi- tiered system of supports (MTSS)? a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year. b. Reading problems can be treated as easily in third grade as in first grade. c. Progress-monitoring assessments should be brief, curriculum based, and economical. d. Students can learn to read even if there is little help available at home. b. both regular and irregular words -. One important goal of beginning reading instruction is the development of a sight vocabulary that enables the student to recognize a word instantly, without having to decode it. What types of words should make up a student's sight word vocabulary? a. phonetically irregular words b. both regular and irregular words c. phonetically regular words d. high-frequency words b. They can predict which students are at long-term risk for reading failure. - What is the value of data provided by screening measures? a. They can demonstrate the reliability of test results on repeated administrations. b. They can predict which students are at long-term risk for reading failure. c. They can determine which students need a referral to special education. d. They can contribute to teacher evaluations. b. It is morphophonemic. - In comparison to other alphabetic languages, what feature of the English writing system makes English more difficult for young students to read and spell? a. It is syllabic. b. It is morphophonemic. c. It is a shallow orthography. d. It is phonetically transparent.
LETRS UNIT 1 POST TEST 2022
Which statement best describes the relationship between reading comprehension and word decoding in a beginning reader's development?
- Accurate, fast word recognition is necessary for development of reading fluency and text comprehension. Near the close of the day, a kindergarten teacher guides the students in conversation about the day's activities. She writes down what is said on large chart paper, then reads it to the class. This activity would aid their literacy development primarily by promoting which skill?
- phonological awareness What is the most important implication of the Four-Part Processiong Model for Word Recognition?
- Reading depends on constructing pathways between the phonological, orthographic, and meaning processors. After results of a winter screening, six second-graders scored in the "somewhat at risk" range. What is the next step the teacher team should take?
- Analyze the screening results and gather additional diagnostic assessment data. How is the word sn-ow divided?
- onset - rime How many spoken syllables are there in frightening?
- Three How many spoken syllables are there in cleaned?
- Two What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? - Each letter in a word represents an individual phoneme
Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? - asks students to look into a mirror while they describe the way that target phonemes are formed in the mouth Which student is demonstrating the most advanced level of phonemic awareness? - the student substituting a sound in a given word and saying the new word A student spells skin as sgin. What type of phonological error did she make? - substitution of a voiced for an unvoiced consonant Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students? - those who have mastered basic phonemic awareness How can phonics instruction be organized to be most effective? - around a preplanned progression through a logical scope and sequence Which word group might a teacher include in a lesson focused on identification of consonant blends? - plan, squirm, train Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?
- phone, throne, shown In the early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with what type of instruction? - blending 2-3 phoneme-grapheme correspondences within simple, one- syllable words
Syllable - the unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel. Egyptians invented the first alphabet in - 2,000 BCE Phoenician alphabet was developed in _________ and was the granfather of our alphabet 19 of 26 letters can be traced. - 1,000 BCE Modern American English spelling was settled in 1828 with - Webster's Dictionary Orthograpy - a writing system for representing language Morphonphonemic - alphabetic writing principle organized by both sound-symbol correspondences and morphology. Morpheme - the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must - mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. All alphabets require - speech sound (phoneme) awareness by the reader. Shallow or Transparent Alphabetic Orthography - correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol or letter. Deep or Opague Alphabetic Orthography - the spelling system represens morphemes (meaningful parts) as well as speech sounds. Morphophonemic contains both phonemes and morphemes. Advantages of Alphabetic Writing - permits any word to be read or written in a language with a small set of symbols. A limited number of symbols can be combined to create the entire language, even new words. Language can be written and read by anyone who can match the symbols to the sounds they represent. Disadvantages of Alphabetic Writing - People are wired to process speech sounds. The phoneme - that sound that a letter represents - is not self evident, natural, or consciously accessible understanding for humans. Metalinguistic Awareness - the ability think about and reflect on the structure of language itself. The invention of the alphabet was an achievement. The Simple View of Reading - Word Recognition x Language Comprehension = Reading Comprehension
Word Recognition - The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension. Language comprehension - listening comprehension or the linguistic processes involved in the comprehension of oral language. Decoding - the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. LETRS Unit 1 Session 2 Semantics - The study of word and phrase meanings and relationships Morphology - The study of meaningful units in a language and how the units are combined in word formation Discourse - Organizational conventions used in longer segments of oral or written language Phonology - The rule system within a language by which phonemes can be sequenced, combined, and pronounced to make words Syntax - The system of rules governing permissible word order in sentences Orthography - A writing system for representing language and the rules that govern it Pragmatics - The system of rules and conventions for using language and related gestures in a social context Example of Phonology - No English word begins with the sound /ng/; the sound /p/ and /k/ are never adjacent in the same syllable. Example of Orthography - Every English word ending in /v/ is spelled with - ve; the letter x is never doubled. Example of Morphology - Nat- is a root. Nature is a non=in; natural is an adjective; naturalist is a noun; naturally is an adverb. Example of Semantics - The word rank has multiple meanings. The words order and sequence have similar meanings. Example of Syntax - "Our district recruits new teachers" is a sentence; " New teachers our district recruits" is not a sentence.
/s/ /swǐh/ /sw/ - /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ - /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/ - /ĭ/ During reading, our eyes process each word letter by letter. true false - true How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left - c. 7-9 to the right and 3-4 to the left The Four-Part Processing Model helps us understand _________________. a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension - b. how multiple parts of the brain must work together in order for word recognition to occur The area known as the visual word form area or "brain's letterbox" is located in the _____________ lobe and is essential to the _____________ processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic - b. occipital; orthographic
What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words - a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 3 Quiz( set 2) 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 system. - lexicon Used to match upper and lower case letters - orthographic processor Identifies the sounds in words - phonological processor "She found 3 bats in the trees." This helps you determine if she found a bird or a piece of sporting equipment. - context processor The study of phonology and orthography - phonics LETRS Unit 1 Session 4 (version 1) Processing systems responsible for word recognition - Phonological and orthographic processing systems Processing systems responsible for language comprehension - Meaning and context processing systems Automaticity - The ability to read quickly and accurately without conscious effort Three Cueing Systems Model - Model that overemphasizes the usefulness of context, pictures, and word meanings in word recognition (rather than deciding)
The remaining 80,000 content-bearing words that children are expected to learn occur with very low frequency and must be accurately _______ to be interpreted. - decoded The phonological process is involved in - phonological awareness The orthographic processor stores knowledge of ______ and ______ patterns and helps us recognize these visual representations of spoken language. - letters and letter Sight recognition involves connecting a word to its ___________, which involves the meaning processor and the context processor. - meaning When all four processors are working together smoothly, we develop... - word recognition LETRS Unit 1 Session 5_Set i 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 importance... - 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 bases of complete phoneme-grapheme mapping, full use of sound-letter correspondence, blends all sounds left to right, begins to use analogy to known patterns, rapid reading of whole familiar words is increasing, phonetically accurate spelling, spelling sight word knowledge increasing Consolidated Alphabetic Phase - Reads variously by phonemes, syllabic units, morpheme units, and whole words; sequential and hierarchical decoding, notices familiar parts first, reads by analogy to similar known words, remembers multi-syllabic words, associates word structure with meaning, word knowledge includes language of origin; morphemes; syntactic role; ending rules; prefix, suffix, and root forms Alphabetic Principle - The concept that letters are used to represent individual phonemes in the spoken language; insight into this principle is critical for learning to read and spell Children in the prealphabetic phase need to learn that words are made up of _________ ________ _______ (3 words) - individual speech sounds Children in the early alphabetic phase must learn the ______ spelling for each phoneme and develop the habit of looking at _____ ______. - common, all letters For students at the later alphabetic phase, instruction should aim to build their fast and accurate word recognition and spelling so that cognitive "desk space" is freed up for ________. - comprehension sight vocabulary - A student's bank of words that are instantly and effortlessly recognized; includes both regularly spelled and irregularly spelled words. Most children do not complete the transition to consolidated, accurate, and fluent reading and writing until ________ or ________ grade. - second, third After two months of instruction in phoneme-grapheme correspondence, the children's brain activation patterns are normalized, going from ________ (back) area to the ________ (front) and then to the _______ ________ (orthographic memory) area. - visual, phonological, word storage After two months of daily, systematic instruction in how to match graphemes and phonemes, these students' brains established pathways in the__________ hemisphere, enabling them to move into ______ ________ reading and automatic __________ or more whole words. - middle-left, later alphabetic, rcognition
Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? - Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? - Consolidated Alphabetic Progress in an ___________ system occurs only if children learn how letters and sound are connected. - alphabetic _________ - ____________ mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. - Phoneme-grapheme Rote learning of visual features of a word; no ________- ________ awareness is a characteristic of the Prealphabetic Phase. - letter-sound A child reads unfamiliar words by ________ or memory of text in the Prealphabetic Phase. - context Prealphabetic readers are dependent on context... they ________ read the text. - cannot Prealphabetic students strings letters together and assigns meaning without representing ________ in words. - sounds Partial use of letter-sound correspondence: ________ sound and salient consonants are characteristics of Early Alphabetic Phase readers. - initial Early Alphabetic students read unfamiliar words with context; gets first sound and ________. - guesses Early Alphabetic students often confuse _______ appearing words. - similar Early Alphabetic spellers represents a few salient sounds (beginning/ending consonants); fills in other letters ________; knows some letter names for sounds. - randomly Pronunciation of ________ words by complete phoneme-grapheme mapping is characteristic of the Later Alphabetic Phase. - whole Later Alphabetic students have full use of phoneme-grapheme correspondence; blends all sounds left to right; begins to use ________ to known patterns. - analogy
_________, unitized reading of whole familiar words is increasing in the Later Alphabetic Phase. - Rapid Later Alphabetic spellers are phonetically ________; beginning to use conventional letter sequences and patterns; sight-word increasing. - accurate Reading by phonemes, _____________ units, morpheme units and whole words is a characteristic of the Consolidated Alphabetic Phase. - syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices _________ parts first, reads by analogy to similar know words. - familiar Consolidated Alphabetic readers remembers ___________ words; analogizes easily and associates word structure with meaning. - multisyllabic Consolidate Alphabetic spellers have word knowledge including, language of origin, morphemes, syntactic role, ending rules; ______, _______ and ______ forms. - prefix, suffix and root The concept that letters are used to represent individual phonemes in the spoken word.
- Alphabetic Principle Children in the prealphabetic phase need to learn that words are made of individual _______ sounds. Alphabet letter names and forms should also be practiceed to the point of automatic retrieval. - speech. A child in the early alphabetic phase may _______ words with similar letters (house and horse). - confuse Students at the later alphabetic phase will write fairly complete and ____________ phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. - reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map ________ to sound with ease and acquire a large vocabulary by reading and hearing them. - symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular ___________ words. - nonsense The majority of students with poor comprehension have underdeveloped skills in ______________ phonemic awareness (sound substitution, reversal and deletion). - advanced
Dyslexia signs for ____________ students include; late talking, slow to learn new words, mixes up pronunciation of words, trouble with difficult speech sounds, does not enjoy looking at print. - Preschool Dyslexia signs for ____________ students include; trouble remembering names and recalling, struggles to recall sound , struggles to break simple words into sounds, trouble recognizing common words and does not spell in a predictable way. ' - K/ Dyslexia signs for __________ students include; the need to sound out common words, struggles decoding, poor speller of common words, reads slowly and lack expression, loses meaning of passage, uses pictures to guess at words and trouble with writing. - 2/ Dyslexia signs for students who are __________ to reading to learn include; easily overwhelmed, misreads directions, struggles to keep up and poor speller. - transition Dyslexia signs for students in grades ________ include; extra time for oral reading, struggles with out of context common words, poor spelling, appears to have comprehension issues and may avoid reading at all costs. - 4/ Specific _____________ __________________ difficulties indicators include; inattention to teacher talk and/or low verbal output, low scores on PPVT, lack of improvement in comprehension for read aloud, inability to distinguish between main idea and details, confusion about meaning, use of pronouns and prepositions and literal interpretations of abstract language. - Language Comprehension Challenges for ______________ _______________ include; EL's overrepresented among poor readers, sound-symbol correspondences are possible, smaller lexicon, apply SVR model. - English Learners Specific Skills for ______________ include; letter naming, alphabet writing, initial sound isolation in spoken words, concepts of print and book handling and vocabulary/oral language. - Prealphabetic Skills Specific Skills for ____________ include; rapid automatic letter naming (RAN), blending/segmenting 2 - 3 phonemes in spoken words, sound-symbol associations with common consonants and short vowels, read simple nonsense syllables with short vowels, phonetic spelling of some of the sounds in words and vocabulary/listening comprehension. - Early Alphabetic Skills Specific Skills for _____________ include; timed reading for real and nonsense words, accurate readind of simple sentences and passagew with phonetically controlled text, correct or phonetic spelling of dictated simple words, sound-symbo matching or knowledge of phonic elements and vocabulary; retelling of passages. - Later Alphabetic Skills
Specific Skills for ____________ include; silent passage reading with comprehension, oral passage reading fluency, maze passage reading and spelling real words. - Consolidated Alphabetic Skills.
LETRS Unit 1 Session 7
Once children are ___________ - which happens very early - they do not catch up unless intervention is intensive, timely, and well informed. - 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. - Outcome __________ is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. - Screening _________ is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. - Progress Monitoring __________ is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student mastery and inform instruction and aspects of treatment. - Diagnostic Survey _________ - ____________ tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. - Norm - referenced _______ _________ are used to predict who is most likely to pass the high-stakes outcome tests given at the end of each grade. Examples are; letter-naming, phoneme segmentation, grapheme-phoneme correspondence, word reading lists, nonsense word reading, spelling and phonetic spelling accuracy, oral passage reading fluency (mid 1st) and Maze passage reading (3rd and beyond). - Screening Measures _______ _______ with questions is a good early indicator of language comprehension.
- Read Aloud Valid measure actually measures what was intended is called.... - construct validity
