LETRS Unit 1 Assessment Review

Front

What feature of the English writing system makes it more difficult for young students to read and spell compared to other alphabetic languages?

Back

It is morphophonemic

Front

What is one important distinction between the Four-Part-Processing Model for Word Recognition and the Three-Cueing Systems model?

Back

The Three-Cueing Systems model omits or obscures the role of phonology.

Front

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? oral language comprehension and reading aloud, attending to context, including semantic and syntactic cues, matching students with interesting reading material, both foundational reading skills and oral language development

Back

both foundational reading skills and oral language development

Front

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?

Back

phonology

Front

A second-grade teacher asks students to brainstorm all meanings for the word "comb." Which language system is the teacher focusing on?

Back

semantics

Front

What important discovery has been made about what the eye "sees" when a proficient reader scans and comprehends a text?

Back

Skilled readers perceive all letters when they read.

Front

Characteristics of students scoring "basic" or "below basic" in first grade U.S. classrooms?

Back

primary difficulties with phonology, decoding, and word recognition.

Front

Which statement is FALSE regarding effective implementation of MTSS?

• Reading problems can be treated as easily in third grade as in first grade.
• Students can learn to read even if there is little help available at home.
• It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year.
• Progress-monitoring assessments should be brief, curriculum-based, and economical.

Back

Reading problems can be treated as easily in third grade as in first grade.

Front

What is the value of data provided by screening measures?

Back

They can predict which students are at long-term risk for reading failure.

Front

Considering the Simple View of Reading, what is the BEST course of action for a third-grade teacher with concerns about students not achieving fluency?

Back

Determine if the students need remediation in word recognition, language comprehension, or both.