Elements of Literacy and Reading Remediation

Fluency, vocabulary, and comprehension are all interconnected. How does strong vocabulary positively impact reading comprehension?

• Students can easily guess unfamiliar words from context.

• Students can understand the meaning of a broader range of words in the text. 

• Students can read aloud faster without stumbling.

• Students can identify the main idea without understanding all the details.

When students read slowly and stumble over unfamiliar words, they likely struggle with?

• Vocabulary development

• Reading fluency 

• Text analysis

• Phonemic Awareness

Early identification of reading difficulties is crucial. Which of the following is a commonly used screening tool for students in grades K-3 to identify potential reading problems?

• Individualized Education Program (IEP)

• Informal Reading Inventory (IRI)

• Standardized Assessment

• 504 Plan

Screening tools are diagnostic assessments that provide a definitive answer about a student's reading ability.

• True

• False

Answer explanation

Screening tools are used to identify potential problems, but they do not offer a complete diagnosis.

Match the Reading Difficulties to their definition.

• Alexia

• This refers to the loss of previously proficient reading abilities, which can occur due to a brain injury or illness. An individual typically can spell, write, and speak but has difficulty reading.

• Phonological Processing Disorder

• This involves difficulty recognizing and manipulating sounds. This can lead to problems decoding words when reading.

• Dyslexia

• Involves difficulties translating printed text to speech and often has difficulty with accurate word recognition and decoding. This can lead to difficult reading at a slower rate. It may also reverse letters or numbers.

• Hyperlexia

• This involves highly proficient decoding skills, such as the ability to read at a very young age, along with below-average oral language skills. A child may have an increased preference and focus on letters and numbers, but they may have low language comprehension skills and delayed expressive language skills.

A student in 3^rd Grade consistently confuses similar-looking letters like "b" and "d" when reading or writing. They also struggle to sound out unfamiliar words. This might indicate difficulties with:

• Vocabulary Development

• Decoding Skills

• Text Analysis

• Phonemic Awareness

Compared to their classmates, students avoid reading aloud in class and have difficulty summarizing stories. They might be struggling with:

• Decoding Skills Only

• Reading Fluency Only

• Poor Reading Comprehension

• Both A and B

When working with a student who struggles with comprehension, which intervention strategy should the teacher implement?

• Focus solely on reading fluency drills

• Encourage the student to ask questions and summarize key points. 

• Limit exposure to challenging texts

• Discourage the student from rereading passages

When working with a student who struggles with decoding unfamiliar words, a teacher might provide the following:

• Highlighting key vocabulary terms in advance 

• Only assigning short, simple texts

• Disallowing the use of dictionaries or spellcheckers

• Encouraging the student to skip unfamiliar words entirely

Answer explanation

Pre-teaching vocabulary reduces decoding challenges.

Students suspected of reading difficulties should always be given extended time to complete reading assessments.

• True

• False

Answer explanation

While extended time can be helpful, assessing the underlying reading skill is essential, not just processing speed. Other accommodations might be more appropriate depending on the specific difficulty.