
Key Concepts in the Science of Reading
Interactive Video
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Special Education
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University
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Practice Problem
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Easy
Jacquie Flood
Used 9+ times
FREE Resource
8 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What does "The Science of Reading" encompass?
Only phonics instruction.
Everything scientifically known about reading, including teaching methods.
Primarily reading comprehension strategies.
Historical approaches to literacy education.
2.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Besides phonics, which of the following is a key component of the Science of Reading that must be taught to children learning to read?
Memorization techniques
Morphology
Speed reading
Creative writing
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following is NOT one of the five pillars of literacy mentioned in the context of reading instruction?
Phonemic Awareness
Fluency
Grammar
Comprehension
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What was the primary purpose of the Orton-Gillingham (OG) approach when it was first developed?
To teach advanced literary analysis.
To help struggling readers, particularly those with dyslexia.
To standardize reading instruction across all grade levels.
To promote whole language learning.
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which of the following is a characteristic of the Orton-Gillingham (OG) approach?
Incidental
Unstructured
Systematic
Non-cumulative
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What does "Structured Literacy" primarily refer to?
Programs focused solely on reading aloud.
Evidence-based programs and approaches aligned with IDA standards.
Curricula that emphasize guessing words from pictures.
Methods that avoid explicit phonics instruction.
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
What is a key principle of Structured Synthetic Phonics (SSP) regarding word recognition?
It encourages guessing words from context.
It relies heavily on memorizing sight words.
It emphasizes blending sounds to decode words, with no guessing.
It prioritizes reading speed over accuracy.
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