Science of Reading & EBP Flashcardlet 1.Fall22.

Front

The National Reading Panel recommended 5 essential components that must be part of effective reading programs. Which one is NOT an essential component? Options: Reading fluency, Visual Memory, Reading vocabulary, Phonics

Back

Visual Memory

Front

Which one of the following is true about phonics instruction?

• Evidence-based (best) practices (EBP) in teaching Phonics are based on scientific reading research results.
• Phonics and phonemic awareness are pretty much the same thing.
• To score as proficient on the National Assessment of Education Progress (NAEP), a fourth grade student could score as low as 70% accurate in word reading.
• To be effective, phonics instruction must be inferred and incidental to the meaning of interesting narratives, especially for at-risk students.

Back

Evidence-based (best) practices (EBP) in teaching Phonics are based on scientific reading research results.

Front

Which one is NOT true about automaticity in reading?

Back

Will lead to poor fluency in reading.

Front

When creating lesson plans in reading skills, a teacher should make sure:

Back

The targeted skills relate to an appropriate instructional progression and reflect students' needs.

Front

Which of these statements about reading ability is NOT true?

• Struggles with reading ability may be inherited.
• Reading ability may be environmentally influenced.
• The ability to read is only about 6000 years old in evolutionary terms.
• There is one and only one brain circuit dedicated to the ability to read, in addition to the language circuits.

Back

There is one and only one brain circuit dedicated to the ability to read, in addition to the language circuits.

Front

Which one is true about decodable texts?

Back

Contain both sight or exception words and phonetic patterns of words students have already learned.

Front

When designing activities to teach letter-sound correspondences, what should a first-grade teacher do?

Back

Provide reading opportunities for students to practice sounds in words after studying the sounds in isolation.

Front

Which approach is most effective for helping first graders develop automatic word recognition for simple short-vowel phonics patterns? Options: Using teacher read-alouds followed by echo reading, and then choral rereading of the students' favorite texts that include some simple words; Exposing students to common environmental print to provide frequent exposures to everyday words and phrases; Providing modeling and guided practice sounding out simple, regular words from already-taught patterns subvocally and then reading them out loud; Scheduling frequent silent independent reading practice of word lists based on the students' oral language vocabulary.

Back

Providing modeling and guided practice sounding out simple, regular words from already-taught patterns subvocally and then reading them out loud.

Front

Which approach is most effective for first-grade students with decoding skills to learn words ending in -ing?

Back

Explicitly teaching the students to read the unit -ing in isolation before teaching them to decode familiar words that end in the inflection.

Front

General signs of dyslexia DO NOT include:

• Inability to sound out unfamiliar words
• Listening comprehension is worse than reading comprehension
• Limited sight-word vocabulary
• Listening comprehension is much better than reading comprehension

Back

Listening comprehension is worse than reading comprehension