Dyslexia ODE Final Prep Day 1

Ms. Calypso, a 2nd grade teacher, is referencing the evidence-based instructional recommendations found in the IES practice guide, Foundational Skills to Support Reading for Understanding in K-3rd Grade, as she prepares to teach her students to describe connections between a series of historical events. Ms. Calypso wants to ensure her students understand the language used in reference to the events and to the learning tasks she'll ask them to do, such as "compare and contrast these two events." Which recommendation from the practice guide will support her planning for her specific instructional target?

• Directly teach non-decodable words essential to text meaning

• Directly teach phonological awareness

• Directly teach academic vocabulary

• Provide students with opportunities to read the same text multiple times with supervision

The science of reading" is a broad term. Which statement best reflects what this term means?

• It refers to an intervention program that is used to teach students who are not progressing as expected with reading development

• It refers to the thousands of studies conducted from an array of disciplinary fields which have produced substantial evidence to guide educational practices for early identification of at-risk readers, reading instruction, and reading intervention.

• It refers to recent neurological studies of the brain which showed how learning to read changes brain functions.

• It refers to educational studies which concluded that reading instruction in kindergarten and first grade should focus only on phonics concepts.

Which of the following statements is true about the reading brain?

• Science has not provided us with a clear understanding of how reading works in the brain 

• Through exposure to direct instruction in foundational reading skills, areas that are pre-wired for vision develop the capacity to recognize letters and letter units.

• We are born with an innate capacity in our brains to process written language

•  All we have learned about reading in the brain comes from studies of the English language 

 What are the four components of the Four-Part Processing Model for Word Recognition?

•  Comprehension processor; syntactic processor; orthographic processor; phonological processor

• Phonological processor; morphological processor; meaning processor; context processor

• Comprehension processor; syntactic processor; vocabulary processor; phonics processor

• Context processor; phonological processor; meaning processor; orthographic processor

MODULE 2: In the context of reading instruction, the purpose of MTSS is to:

Provide intervention to students who receive special education

Refer students to special education

Replace classroom instruction with more targeted intervention

Prevent at-risk students from developing later reading problems

• Provide intervention to students who receive special education

• Refer students to special education

• Replace classroom instruction with more targeted intervention

• Prevent at-risk students from developing later reading problems

Module 2:

When a large number of students have been identified as needing intensive intervention, this indicates that:  

• The materials and/or instructional approach within the core setting should be examined and strengthened

• The school is in an area that predominantly serves low socioeconomic status (SES) communities

• The materials and/or instructional approach within the intervention settings should be examined and strengthened

• Not enough students have been identified to receive special education services

Module 2: A school that implements a strong core curriculum, along with universal screening and progress monitoring, within a multi-tiered system of supports should expect what approximate percentage of students to meet grade-level expectations in the Tier 1 setting?   

• 60%

• 40%

• 100%

• 80%

MODULE 3

Explicit instruction is characterized by all of the following except:

• Teachers expose students to text so students can intuit word patterns for reading

• Teachers model new skills for students in a I do, we do, you do format

• Reading concepts are clearly introduced and explained by a teacher

• Teachers provide immediate corrective feedback when a student makes an error

Elijah is a 1st-grade grade student whose universal screening indicates he is at risk for not meeting the end-of-year grade level expectations for reading, even though he is receiving appropriate evidence-based core instruction. Elijah is provided intensive support in the Tier 2 setting to develop his word reading skills. Because he is struggling to sound out single-syllable words, his intervention teacher decides to help him memorize high-frequency words by giving lots of repetition and practice using flashcards. And because decoding is so hard for Elijah, his teacher gives him other strategies for word reading, such as using pictures and context clues to figure out the word. In what way is Elijah's intervention misaligned with structured literacy instruction?

• Elijah needs the same evidence-based instruction used in the core setting, delivered with more intensive explicit instruction, more practice opportunities with phonemic decoding, and more affirmative and corrective feedback.

• Elijah is being taught ineffective 3-cueing strategies to attempt word reading

• Based on this approach, Elijah will have difficulty with orthographic mapping of words in memory as well as difficulty transferring word reading skills across texts.

• All of the above

Module 3:

Within the English orthography, ____ speech sounds are represented by ____ graphemes using ____ letters.

• 44; 250; 26

• 44; 44; 26

• 100; 1000; 26

• 26; 250; 26