LETRS Unit 4 Sessions 5-8 Review

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.

• true

• false

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

• true

• false

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

• true

• false

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

• true

• false

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

• true

• false

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

• true

• false

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

• true

• false

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

• true

• false

Code-based instruction should be...

• explicit

• systematic

• sequential

What percent of ELA instruction in kindergarten should focus on the alphabet, phonological awareness, the alphabetic principle, and early phonics?

• 75%

• 50%

• 40%

• 20%