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LETRS Unit 1 study guide 2025 /26 Q&As
Why did the National Institute of Health and Human Development classify reading difficulties as a major health concern? - The inability to read well is associated with social ills such as dropping out of school, delinquency, inadequate health care, unwanted pregnancy, and chronic underemployment. They cannot read prescription bottles, but can still open them, cant read road signs, and cant read the instruction on anything. Discuss the types of writing systems in the world. (Pictogram, logograph, syllabic symbols, and alphabetic symbols). How do they differ? How are they the same? - Pictograms-directly represent meaning, hieroglyphics. Logographs-abstractly represent meaning, not sound, Chinese radicals. Syllabic symbols-directly represent whole syllables, Cherokee. Alphabetic symbols-represent consonants and vowels, or individual phonemes, Greek or Russian. What is morphophonemic language? Why is it more difficult to learn it? - Morphology is the study of meaningful units in a language and how the units are combined in word formation. Nat- is a root. Nature is a noun; natural is an adjective; naturalist is a noun; naturally is an adverb. This also means that it is a "deep" alphabetic writing system organized by both letter-sound correspondences and morphology.
How do oral language and written language differ? - Speaking is natural, reading and writing are not. Spoken language is "hard-wired" inside the human brain. Oral language is the foundational skill for later reading and writing. Discuss the terms phoneme, morpheme, and grapheme giving examples of each..? - Phoneme- units of sound in a specified language that distinguish one word from another (p,b,d, and t in English words pad, pat, bad, and bat.) Morpheme-unit of language that cannot be further divided (in, come, - ing, forming incoming.) Grapheme-a unit (as a letter or digraph) of a writing system. What is the three cueing system? - Model that proposed that word recognition depended on three systems of linguistic cues that reside in a text. (1) a graphophonic (visual) system; (2) a semantic (meaning) system; and (3) a syntactic system that provides linguistic context to process words in sentences. This model overemphasizes the usefulness of context and meaning in word recognition. It fosters dependence on pictures, prereading rehearsal, and context to figure out words. What are Chall's reading stages? Why is it an important item to consider? - The reading stages of Chall are still useful in understanding how the challenges of learning and teaching reading change over time. Exposure to text and reading practice are critical in moving the growth process along.
Conceptualizes skilled reading as a combination of strands, or subskills, that interact with one another and that are increasingly amalgamated as reading skill is acquired. What is a single deficit and a double deficit when discussing dyslexia? What is the most effective way to instruct a dyslexic child? - If a student has a prominent and specific weakness in either phonological or rapid print (naming-speed) processing, they are said to have a single deficit in word recognition. If they have a combination of phonological and naming-speed deficits, they are said to have a double deficit. Double deficit children are more common than single deficit and are also the most challenging to remediate. Describe balanced literacy. - Classrooms use this. Leans towards whole language, but wants to give equal practice time to phonics, word study, and comprehension. 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. - b. The Three Cueing Systems model omits or obscures the role of phonology. 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 - d. both foundational reading skills and oral language development 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 - a. early alphabetic 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
d. primary difficulties with language comprehension only - a. primary difficulties with phonology, decoding, and word recognition 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. Reading problems can be treated as easily in third grade as in first grade.
. 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. both regular and irregular words 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. They can predict which students are at long- term risk for reading failure. 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. - b. It is morphophonemic. A second-grade teacher, in preparation for reading a new text about honeybees, asks the students to brainstorm all the meanings they know for the word comb. The teacher is primarily focusing on which language system? a. phonology b. semantics c. orthography d. morphology - b. semantics
C. Pronounce individual sounds in words D. Differentiate between Homonyms and spell actually - C. Pronounce individual sounds in words A teacher is helping students understand rhyme in words. She uses words like sound, sound, hound, and round. She and the students are working on a lesson that focuses on: A. Phonemic awareness B. Phonics (spelling) C. Semantic analysis (meaning in words) D. Syntactic analysis (Structure- if it's spelled correctly or if the grammar is correct) Syntax has to with errors in spelling or grammar - A. Phonemic Awareness because the question has to do with rhyme and rhyme has to do with SOUND Phonics - The SPELLING of words. The study of the relationships between letters and sounds they represent; also used as a descriptor for code-based instruction. You have to be able to see the letters and know the RULES for those letters We know that when we see PH it equals to F Graph in front of a word - It means to write
Students are recognizing spelling and pronunciation rules for the suffix - tion. What are students engaging in? A. Phonics (RULES) B. Phonemic awareness (SOUNDS not seeing the word) C. Phonological awareness D. Semantic analysis (meaning) - A. Phonics Phonological awareness - Everything together! Sounds - phonemic awareness Spelling, syllables, and structure- phonics Squishing everything together to understand the word in its entirety Remember phonoLOGICAL that you actually have an understanding of the word which is putting phonemic awareness and phonics together to understand words. When a student has awareness of phonemes (sounds) in words, syllables (structure), onset-rime segments (also sounds), and spelling (phonics). He or she is demonstrating: A. Phonological awareness B. Phonics Mastery
Cognate - Words that I have a common origin. They may happen in any language or in a group of languages. A word in one language that shares a common ancestor and common meaning with the word in another language. Many Spanish words, such as Problema or diagramma, are cognates that are built around the same Latin and Greek prefixes, suffixes, or route the English word also employ. Metalinguistic awareness - The ability to focus attention on language and reflect upon its nature, structure, and functions. The ability to think about and reflect on the structure of language itself. The invention of the alphabet was an achievement and mentalinguistic awareness. Word recognition, or the accurate and fast retrieval of decoding words forms, - Is essential for the development of reading comprehension. Language comprehension, the other major domain and which reading depends - Refers to 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; also the act of deciphering a new word by sounding it out. Discourse - Written or spoken communication "or the exchange" of information and ideas, usually longer than a sentence, between individuals or between the writer and the reader. Listening comprehension may exceed reading comprehension, but the reverse is not true. - One cannot understand by reading what One cannot understand by listening.
Orthographic mapping - The mental process used to store words for immediate and effortless retrieval. It requires phonemic awareness, letter-sound knowledge, and the mechanism for sight word learning. The Four-Part processing model reminds us that - Instruction should aim to educate all of the processing systems and enable them to work together. Useful because it suggests the various ways in which reading problems may develop, and why reading instruction should deliberately target several kinds of skills. The Four-Part processing model - 1. Context
- Meaning
- Orthographic
- Phonological The phonological processing system, which encompasses several areas in our brain, enables us to
- Perceive, remember, interpret, and produce the speech-sound System of our own language and learn the sound of other languages. Lexicon - The name for the mental dictionary in every persons phonological processing system. Grapheme - A written representation of a sound using one or more letters. A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh).
Benchmark - A standard or a set of standards used as a threshold for predicting future risk for reading difficulty. Process monitoring assessments are used to - Determine whether a given instructional program or approach is working to bring the child closer to a target on French Park level of reading skills Diagnostic service should be used to - Inform instruction and related aspects of treatment for a handicapping condition or disorder as appropriate Reliable measure - A Measure that it's likely to yield the same results if they were to be given several times on the same day in the same context. Valid measure - A measure that is relevant or appropriate as a representation of that property. A measure that measures what was intended (construct validity); corresponds world to other known, valid measures (concurrent validity); and predicts with good accuracy how students are likely to perform on an accountability measure (predictive validity). Curriculum based measurements - frequent measurement comparing a student's actual progress with an expected rate of progress Standardize measurements that access content that students should master by the end of the grade level that the measurement represents; requires standard administration and scoring.
