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LETRS Units 1 - 8 Post-Test (2025 / 2026) Most Comprehensive Qs & Ans - to Pass the Exam, 100% Verified LETRS 2024 test prep, LETRS 2025 post-test, LETRS 2026 exam guide, LETRS Units 1-8 practice questions, LETRS Units 1-8 answers 2024, Tips to pass LETRS exam 2025, Comprehensive LETRS post-test review, LETRS Unit 1-8 study guide 2026, Latest LETRS exam updates, How to ace LETRS Units 1-8, LETRS post-test questions & answers, Best strategies for LETRS 2024, Passing LETRS test in 2025, In-depth LETRS Units 1-8 review, LETRS teacher certification prep
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Q1. Which statement best describes the relationship between reading comprehension and word decoding in a beginning reader’s development?
A. Developing decoding skills is secondary to the development of text comprehension skills. B. Reading comprehension strategies directly facilitate the development of decoding skills. C. Accurate, fast word recognition is necessary for development of reading fluency and text comprehension. D. These skills develop independently of one another.
Answer: C Rationale: (LETRS 2025): Automatic and accurate word recognition is a crucial building block for reading fluency, which then allows cognitive resources to be allocated to comprehension.
Q2. 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? A. Oral language comprehension B. Basic understanding of orthographic patterns C. Phonological awareness D. Syntactic processing
Answer: A (Oral language comprehension) Rationale: (LETRS 2025): Discussing daily experiences and reading them back helps build oral vocabulary, narrative skills, and listening comprehension.
Q3. What is the most important implication of the Four-Part Processing Model for Word Recognition? A. Context is a primary driver of word recognition during reading.
Answer: B (Onset-rime) Rationale: (LETRS 2025): “Sn” is the onset, “ow” is the rime, reflecting a common way to segment single-syllable words to support phonics instruction.
Q6. How many spoken syllables are there in “frightening”? A. 1 B. 2 C. 3 D. 4
Answer: C (3) Rationale: (LETRS 2025): “Fright-en-ing” shows how to count syllables accurately, an essential skill for phonological awareness.
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Q7. How many spoken syllables are there in “cleaned”? A. 1 B. 2 C. 3 D. 4
Answer: A (1) Rationale: (LETRS 2025): Although “cleaned” has multiple letters, it is pronounced as one syllable (/klēnd/), exemplifying the difference between spelling and phonology.
Q8. 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? A. This skill ultimately supports the ability to read words “by sight.” B. Each letter in a word represents an individual phoneme. C. Semantic (meaning-making) processes are our primary concern. D. Wordplay and love of language are important traits of independent readers.
Answer: A Rationale: (LETRS 2025): Phonemic awareness underpins accurate decoding and leads to storing words for instant (sight) recognition.
Q9. Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? A. Shows a letter and asks the students to produce a corresponding phoneme B. Asks students to listen to words such as flap, rap, snap, and boat and choose the one that doesn’t rhyme C. Models how to repeat and clap the syllables in words D. Asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth
Answer: D Rationale: (LETRS 2025): Visual and kinesthetic feedback helps students refine their articulation and develop stronger phonemic awareness.
C. Those with a relatively low level of phonological awareness D. Those who have mastered basic phonemic awareness
Answer: D Rationale: (LETRS 2025): Phoneme substitution is an advanced skill, best taught once basic phonemic awareness (segmenting/blending) is secure.
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Q13. How can phonics instruction be organized to be most effective? A. Around a preplanned progression through a logical skill sequence B. Around the vocabulary words from science and social studies C. To take advantage of teachable moments during authentic literature study D. So that students can work independently in centers
Answer: A Rationale: (LETRS 2025): A systematic, sequential approach ensures that students build and reinforce phonics skills step by step.
Q14. Which word group might a teacher include in a lesson focused on identification of consonant blends? A. wreck, doubt, gnat B. plan, squirm, train C. thick, short, much D. All of the above
Answer: B (plan, squirm, train)
Rationale: (LETRS 2025): Each of these words contains initial consonant blends (pl-, sq-, tr-), reinforcing practice with more complex onset clusters.
Q15. Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? A. sure, sugar, sweet B. phone, throne, shown C. verge, dodge, bulge D. All of the above
Answer: B (phone, throne, shown) Rationale: (LETRS 2025): Each contains a consonant digraph (ph-, thr-, sh-), clarifying how two letters can represent a single sound.
Q16. Which characteristic likely describes a student at the prealphabetic phase? A. Spells most words phonetically B. May be unsure of terms such as word, sentence, letter, initial, final, left, right C. Begins to read simple sentences with known words D. Shows knowledge of letter patterns and orthographic patterns
Answer: B Rationale: (LETRS 2025): Prealphabetic learners often have limited print concepts and do not consistently link letters to sounds.
B. elbow C. echo D. engine
Answer: C (echo) Rationale: (LETRS 2025): “Echo” unambiguously highlights the /ĕ/ sound at the start of the word, helping students isolate the target vowel.
Q20. Which of the following is the best example of a well-designed word list for a word chain activity? A. rat, chat, chap, chip, rip, rap B. them, their, those, the, there C. bar, rib, bit, barb, rabbit D. see, saw, seen, sees, seeing
Answer: A Rationale: (LETRS 2025): Word chains change one phoneme/spelling at a time, systematically reinforcing blending and segmenting.
Q21. A teacher has posted a word wall in first grade, using alphabetical order to list the words (e.g., under T: to, too, them, the, this, then). How could the teacher best ensure that students will recognize and spell these words? A. By teaching all of the words using the Trace and Say technique B. By removing regularly spelled “th” words and teaching them through sound blending C. By making individual copies of the word wall list for every student
D. By pointing to the word wall when the words are encountered in text reading
Answer: B Rationale: (LETRS 2025): Regularly spelled “th” words can be decoded via phonemic blending, ensuring that high-frequency but decodable words do not remain “memorized only.”
Q22. A good phonics lesson should include opportunities for students to apply the phoneme- grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? A. Grade-level text B. Leveled reader C. Decodable text D. Predictable text
Answer: C Rationale: (LETRS 2025): Decodable texts align closely with taught phonics patterns, ensuring practice applying newly learned skills.
Q23. In which word does the grapheme representing /k/ indicate that the word is probably from Greek? A. machine B. quartile C. picnicking D. character
Q26. In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. How many boxes (phonemes) would be needed for the word “wife”? A. 1 B. 2 C. 3 D. 4
Answer: C (3) Rationale: (LETRS 2025): /w/ /ī/ /f/. The final “e” is silent, marking the long vowel.
Q27. In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. How many boxes (phonemes) would be needed for the word “dodged”? A. 2 B. 3 C. 4 D. 5
Answer: C (4) Rationale: (LETRS 2025): /d/ /ɒ/ /j/ /d/. The “dg” is a single sound /j/, followed by the final /d/ sound from “-ed.”
Q28. In phoneme-grapheme mapping, students first segment and mark boxes for the
phonemes. Then, they map the graphemes. How many boxes (phonemes) would be needed for the word “void”? A. 1 B. 2 C. 3 D. 4
Answer: C (3) Rationale: (LETRS 2025): /v/ /ɔɪ/ /d/. The vowel team “oi” is a single phoneme.
Q29. In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. How many boxes (phonemes) would be needed for the word “stream”? A. 3 B. 4 C. 5 D. 6
Answer: C (5) Rationale: (LETRS 2025): /s/ /t/ /r/ /ē/ /m/. The consonant cluster “str” has three separate phonemes, plus the vowel /ē/ and final /m/.
Q30. In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. How many boxes (phonemes) would be needed for the word “blaming”?
D. o, u, a
Answer: C (i, e, y) Rationale: (LETRS 2025): In words like “city,” “cell,” and “cyst,” “c” before i, e, or y is typically /s/.
Q33. The /k/ sound in “lake” and “lack” is spelled differently. Why do we use the “ck” spelling in “lack”? A. It is a one-syllable word with one vowel sound. B. It is a verb with no inflectional ending. C. It follows a single short vowel at the end of a stressed syllable. D. The word’s origin is Greek.
Answer: C Rationale: (LETRS 2025): After a single short vowel in a stressed syllable, “ck” is used to represent /k/ (e.g., “back,” “sick,” “lock”).
Q34. Which one of the following two-syllable words contains an open syllable and a closed syllable? A. robin B. rely C. bible D. robot
Answer: D (robot)
Rationale: (LETRS 2025): “ro” is an open syllable (/rō/), “bot” is a closed syllable.
Q35. Which one of the following two-syllable words contains a vowel team syllable and a syllable with a vowel-r pattern? A. barren B. approach C. owner D. arrive
Answer: C (owner) Rationale: (LETRS 2025): The first syllable “own” includes the vowel team “ow,” and the second syllable “er” has the vowel-r pattern.
Q36. A second-grade student writes “I have finely finished my math project.” Her misspelling of the word “finally” most likely indicates which of the following? A. She is not attentive to the sounds in the word. B. She does not know basic letter-sound correspondences. C. She needs to know how the meaningful parts (morphemes) distinguish a word. D. She needs to pay closer attention to the syllable types.
Answer: C Rationale: (LETRS 2025): Recognizing morphemes (final + -ly) and their meanings supports more accurate spelling and vocabulary growth.
B. “playd” for “played” C. “brid” for “bird” D. “form” for “from”
Answer: B (“playd”) Rationale: (LETRS 2025): “Played” contains a morpheme (-ed). Misspelling it as “playd” ignores the base + suffix structure.
Q40. Which of the following is a phonologically based spelling error? A. “tuf” for “tough” B. “paz” for “praise” C. “hows” for “house” D. “road” for “rode”
Answer: B (“paz” for “praise”) Rationale: (LETRS 2025): Substituting /z/ for /s/ (and omitting the complex /r/ cluster) shows a phonological representation error.
Q41. The best definition for “reading fluency” is which of the following? A. Oral reading at a rate above benchmark for the number of words read in a minute B. Oral reading with accuracy, expression, and sufficient speed to support comprehension C. Oral reading with at least 90% comprehension and 95% accuracy, regardless of the rate D. Oral reading supported by the ability to scan for key phrases while extracting main ideas
Answer: B
Rationale: (LETRS 2025): Fluency integrates accuracy, pacing, and prosody so that comprehension can occur unimpeded.
Q42. To support students’ automatic word recognition, a first-grade teacher should first teach students which strategy? A. How to copy words from their word wall B. How to apply their knowledge of consistent phonics patterns in controlled text C. How to use context clues to figure out the word D. How to take turns using a stopwatch to time each other
Answer: B Rationale: (LETRS 2025): Consistent phonics patterns offer the core strategy for decoding; once these patterns are mastered, recognition can become automatic.
Q43. If a second-grader lacks fluency when reading aloud, what is the language skill that the teacher should assess first? A. Listening comprehension B. Executive functioning C. Phonology and decoding D. Breadth of vocabulary
Answer: C Rationale: (LETRS 2025): Students who struggle with reading fluency often have underlying decoding or phonological weaknesses.
