LETRS Units 1 - 4 Summary

Classroom reading scores are likely to be higher when phonics instruction is a central organizing component of the regular classroom (Tier 1) program in kindergarten and first grade. (a)  

• True
• False

If struggling readers haven't learned good decoding by second grade, there's little point in teaching them phonics. (a)  

• True
• False

Good readers may need less phonics instruction than poor readers or students at risk. (a)  

• True
• False

Using phonics will slow down students and impede their progress in fluent reading for comprehension. (a)  

• True
• False

A balanced program should have about the same amount of time devoted to phonics in first and second grade. (a)  

• True
• False

Supplemental work in phonics skills will generalize to fluent reading for comprehension in leveled texts, without explicit teaching. (a)  

• True
• False

Applying phonics in word reading requires both phonological and orthographic learning. (a)  

• True
• False

There is more to word recognition than phoneme-grapheme correspondence. (a)  

• True
• False

Reading is hard but we are in this together. (a)  

• True
• False