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WorksheetsModules 1-6 Review
Total questions: 12
Worksheet time: 6mins
Assessments that are given after a student is flagged as being at risk on a universal screening
Unit Test
Tier 1 Dyslexia Screeners
Diagnostic Assessments
Progress Monitoring
A group of 1st grade teachers discover that 50% of their student scored below benchmark with phonemic awareness skills on a universal screener. What are some key questions they might want to discuss during the problem analysis stage?
Do we need additional training to effectiveyl teach phonemic awarness?
Does our core instruction include explicit instruction and practice with building phonemic awareness?
Do these students have caregivers that read to them at home?
Both A and B
Sally is getting intensive instruction in Tier 2, and after several weeks she shows no improvement. What would be the best option when considering next steps for her?
Refer her for an IQ test
Make changes to intensify the intervention
Continue the intervention without any changes
Start remedial life skills work and conclude that she can't learn to read
The number 1 method to preventing reading failure within the school setting is to have
Strong tutoring
Supplemental computer programs to deliver reading instruction
Effective core instruction
High parent involvement
What is an example of a less complex content skill to help students learn how to read text-dependent questions
Teaching students to identify the text structure of a paragraph
Teaching students to compare and contrast characters from two different stories
Teaching students to connect an event from the text to their own lives
Teaching students to identify the main idea of a sentence
Which is true about diagnostic assessments
They must be administered by a school psychhologist
They are easy to administer to the whole class at the same time
They measure specific foundational skills
They are directly connected to grade-level standards
Which students must recieve grade level instruction with supports in the Tier 1 setting
General education students
Special education students
English learners
A, B, and C
Within the English Orthography
_____ speech sounds are represented by _____graphemes using _____letters
26;250;26
44;44;26
44;250;26
100;100;26
All of the following are characteristics of explicit instruction except for
Teachers model new skills for students in a I do, we do, you do format
Teachers expose students to text so students an intuit word patterns for reading
Reading concepts are clearly introduced and explained by the teachers
Teachers provide immediate corrective feedback when a student makes an error
In regards to reading instruction, what is the point of MTSS
Prevent at-risk students from developing later reading problems
Replace classroom instruction with more targeted intervention
Provide intervention to students who receive special education
Help teachers voice concerns
What makes up the four-part processing model for word recognition
phonological processor; morphological processor; meaning processor; context processor
comprehension processor; syntactic processor; vocabulary processor; phonics processor
comprehension processor; syntactic processor; vocabulary processor; phonological processor
context processor; phonological processor; meaning processor; orthographic processor
What is true about the reading brain
We are born with an innate capacity in our brains to process written language
Science have not provided us with a clear understanding of how the brain workds
Through exposure to direct instruction in reading skills, areas that are pre-wired for vision develop the capacity to recognize letters
All we have learned about reading in the brain has come from studies of the English language
