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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, African-American, 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 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 Which statement most accurately describes how the human brain has evolved to process spoken and written language? a. Our brains have evolved to process spoken language much more easily than alphabetic wriling. b. Our brains have evolved to process spoken and wrillen language equally well. c. Our brains process spoken language and pictorial writing equally well, but have not evolved to process alphabetic writing. d. Our brains process spoken language extremely well, and we process alphabetic writing surprisingly well given that it is a relatively recent achievement. What characteristic makes English a "deep" alphabetic orthography? a. Its spelling system is entirely phonetic. b. Its spelling system shares many word roots with other languages. c. Its spelling system represents meaningful parts (morphemes) as well as sounds. d. Its spelling patterns have not been completely stable over time. According to the Simple View of Reading model, which is more important to reading comprehension— word recognition or language comprehension? a. Word recognition is much more important. b. Language comprehension is much more important. c. Word recognition is slightly more important. d. Both are equally important. LETRS Unit 1 Session 2 Which is a characteristic of discourse in spoken language? a. Il generally uses complete, well-{ormed sentences. b. It does not use paragraphs and tends to be disorganized. c. It may use unusual or topic-specific vocabulary. d. Its sounds are coarticulated in words. Which statement best describes the relative importance of oral reading fluency and verbal comprehension as factors in reading comprehension? a. As children get older, verbal comprehension becomes more important than oral reading fluency. b. Oral reading fluency and verbal comprehension are equally important throughout childhood and adolescence. c. As children get older, verbal comprehension matters less, and oral reading fluency becomes more important. d. Although oral reading fluency and verbal comprehension are both important, a child with problems in one domain can usually use the other domain to compensate. How does the language system of pragmatics help us to understand why written language is more structured than spoken language? a. Written language is highly structured because we expect certain types of writing, such as stories, to follow established organizational conventions. b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for it to be highly structured. c. We must process written language in a highly structured way—reading letters that represent specific sounds and decoding them by reading from lef to right. d. Spoken language is less structured because we tend to use sentences thal are incomplete, run-ons, or otherwise ungrammatical. Which of these is an example of morphology? a. We use polite phrases like "excuse me" and "thank you" when addressing someone of higher social status. b. We recognize thal the nonsense word "hufTlelumps" could be a real word in English, but "ngapkez" Which of the following groups of words are built around a similar morpheme? Select all that apply. a. civilian, civilization, civilized, civic b. uninterested, unit, uniform, unimportant c. above, abstract, abuse, about d. malware, malignant, malicious, malfeasance TF "Semantics helps us understand words' meanings based on the context in which they occur." Which sentence has the correct English syntax? a. Maria green peppers and red picked. b. Maria picked green and red peppers. Which of the following is an example of discourse? Select all that apply. a. essay structure b. paragraph structure c, sentence structure d. story structure Which of the following is an example of pragmatics? Select all that apply. a. You address a stranger as "ma'am," but not your best friend. b. When you tell a story, you try to build up excitement and suspense. c. You never use profanity at work but sometimes use it at home. d. If you accidentally jostle a stranger, you say "excuse me." LETRS Unit 1 Session 3 Accomplished readers skip over words when they read. In the Simple View of Reading, you need to engage both word recognition and language comprehension for reading comprehension. Our brains read to the lefi. Orthographic mapping When taking a spelling lest, we engage the The name for the mental dictionary in the phonological processing system. Used to match upper and lower case letters Identifies the sounds in words "She found 3 bats in the trees." This helps you determine if she found a bird or a picce of sporting equipment. The study of phonology and orthography LETRS Unit 1 Session 4 A significant shortcoming of the Three Cueing Systems model, compared to the Four-Part Processing Model, is that it obscures the role of in word recognition. TF: Dyslexic students may achieve higher scores on comprehension tests that do not involve reading. The term "dyslexia" should not be used in IEP documents. Dyslexic students who are said to have a "double deficit" have weaknesses in which two areas? T/F: A student with dyslexia may also be intellectually gilled. T/F: Students who are slow at word reading and text reading, but can segment and blend sounds orally, typically have better outcomes than students with phonological processing deficits. Dyslexic is a term often applied to a large subset of poor readers. These readers' difficulties with accurate, fluent word recognilion originale primarily with deficits in which of the following? Which of the following can pose challenges for readers who are English Learners (ELs)? Select all that apply. About 10-15 percent of poor readers can decode and read individual words quickly and well and can spell accurately—yet struggle to comprehend the meanings of passages. This profile is typical of students with which coexisting disorder? 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. 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. is a type of assessment that has the following characteristics; predict [luent 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. 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. 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. - tests refers to standardized tests that are designed to compare and rank test- takers in relation to each other. 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 Ist) and Maze passage reading (3rd and beyond). with questions is a good early indicator of language comprehension. Valid measure actually measures what was intended is called... Cody is in first grade. Ie almost never raises his hand to participate in class discussions. When called on, he replies very briefly. Ie tends to use vague words like stuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone.Which assessment would be most likely to yield valuable information about Cody? a. administering a phonics survey b. reading a story to him and having him orally retell it c, examining samples of his writing d. administering a timed oral reading fluency assessment These tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach. This 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. These measures, such as DIBELS® or AIMSweb®, focus on foundational skills and are administered several times a year in the carly grades. Because they are bricf, low-cost measures that provide extremely useful information, they are highly efficient. These surveys inform teacher teachers usc to assess students ' work with at-risk readers. This category includes informal diagnostics "academic knowledge or skills in a particular area (c.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (c.g., an assessment to determine whether and where a child falls on the aulism spectrum). These assessments assess the overall effectiveness of instruction given to a large student population—for example, all students within a stale. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are oflen normed, they can show how an individual is doing relative to norms and help in comparing groups. What does diagnosing mean? 
