INSTANT PDF DOWNLOAD
LETRS UNITS 1 - 8 POST
TEST
Questions & Answers
THIS TESTS CONTAINS:
100% Guarantee Pass.
Multiple-Choice (A-D), For Each Question.
Each Question Includes the Correct Answer
Expert-Verified Explanation
,1. Which statement best describes the relationship between reading
comprehension and word decoding in a beginning reader's
development?
A) Developing decoding skills is secondary to the development of text
comprehension skills.
B) Reading comprehension strategies directly facilitate the development
of decoding skills.
C) Accurate, fast word recognition is necessary for development
of reading fluency and text comprehension.
D) These skills develop independently of one another.
Rationale: The Simple View of Reading (Gough & Tunmer, 1986) posits
that reading comprehension is the product of decoding and language
comprehension. A beginning reader cannot understand a text if they
cannot accurately and effortlessly (fluently) recognize the words on the
page. Decoding is the foundational skill that allows cognitive resources to
be freed up for the task of comprehension.
2. Near the close of the day, a kindergarten teacher guides the
students in conversation about the day's activities. She writes down
what is said on large chart paper, then reads it to the class. This
activity would aid their literacy development primarily by promoting
which skill?
A) oral language comprehension
B) basic understanding of orthographic patterns
C) phonological awareness
D) syntactic processing
Rationale: This activity, known as Language Experience Approach,
directly connects students' oral language to print. The teacher is
modeling how spoken words can be written down and read back, which
primarily builds vocabulary, narrative skills, and overall oral language
comprehension, a critical component of the reading rope.
3. What is the most important implication of the Four-Part Processing
Model for Word Recognition?
A) Context is a primary driver of word recognition during reading.
B) Reading is primarily a visually driven process, dependent on the
"brain's letterbox."
C) Students can compensate for weak phonology if they know the
meaning of many words.
D) Reading depends on constructing pathways between the
phonological, orthographic, and meaning processors.
Rationale: The model emphasizes that skilled reading is not a visual
memory process but requires the brain to build efficient neural pathways
connecting the orthographic processor (seeing the letters), the
, phonological processor (connecting letters to sounds), and the meaning
processor (accessing the word's definition). Weakness in any processor,
especially the connection between orthography and phonology, impairs
reading.
4. After results of a winter screening, six second-graders scored in
the "somewhat at risk" range. What is the next step the teacher team
should take?
A) Coordinate what lesson students are receiving in the core instruction
program.
B) Analyze the screening results and gather additional diagnostic
assessment data.
C) Interview each student to determine his or her interests.
D) Place the students in groups based on the leveled text they can read.
Rationale: Screening assessments are designed to flag students who
may be at risk. The logical next step is to use diagnostic assessments to
pinpoint the specific area of weakness (e.g., phonemic awareness,
phonics, fluency) for each student so that instruction can be targeted
effectively.
5. How is the word sn - ow divided?
A) syllable
B) onset-rime
C) phoneme-grapheme
D) phoneme
Rationale: The onset is the initial consonant(s) sound (/sn/), and the
rime is the vowel and any following consonants (/ow/). Dividing words
into onset and rime is a phonological awareness skill less complex than
full phoneme segmentation.
6. How many spoken syllables are there in frightening?
A) 1
B) 2
C) 3
D) 4
Rationale: The word is pronounced /fright-en-ing/, which has three
distinct vowel sounds and therefore three spoken syllables.
7. How many spoken syllables are there in cleaned?
A) 1
B) 2
C) 3
D) 4
LETRS UNITS 1 - 8 POST
TEST
Questions & Answers
THIS TESTS CONTAINS:
100% Guarantee Pass.
Multiple-Choice (A-D), For Each Question.
Each Question Includes the Correct Answer
Expert-Verified Explanation
,1. Which statement best describes the relationship between reading
comprehension and word decoding in a beginning reader's
development?
A) Developing decoding skills is secondary to the development of text
comprehension skills.
B) Reading comprehension strategies directly facilitate the development
of decoding skills.
C) Accurate, fast word recognition is necessary for development
of reading fluency and text comprehension.
D) These skills develop independently of one another.
Rationale: The Simple View of Reading (Gough & Tunmer, 1986) posits
that reading comprehension is the product of decoding and language
comprehension. A beginning reader cannot understand a text if they
cannot accurately and effortlessly (fluently) recognize the words on the
page. Decoding is the foundational skill that allows cognitive resources to
be freed up for the task of comprehension.
2. Near the close of the day, a kindergarten teacher guides the
students in conversation about the day's activities. She writes down
what is said on large chart paper, then reads it to the class. This
activity would aid their literacy development primarily by promoting
which skill?
A) oral language comprehension
B) basic understanding of orthographic patterns
C) phonological awareness
D) syntactic processing
Rationale: This activity, known as Language Experience Approach,
directly connects students' oral language to print. The teacher is
modeling how spoken words can be written down and read back, which
primarily builds vocabulary, narrative skills, and overall oral language
comprehension, a critical component of the reading rope.
3. What is the most important implication of the Four-Part Processing
Model for Word Recognition?
A) Context is a primary driver of word recognition during reading.
B) Reading is primarily a visually driven process, dependent on the
"brain's letterbox."
C) Students can compensate for weak phonology if they know the
meaning of many words.
D) Reading depends on constructing pathways between the
phonological, orthographic, and meaning processors.
Rationale: The model emphasizes that skilled reading is not a visual
memory process but requires the brain to build efficient neural pathways
connecting the orthographic processor (seeing the letters), the
, phonological processor (connecting letters to sounds), and the meaning
processor (accessing the word's definition). Weakness in any processor,
especially the connection between orthography and phonology, impairs
reading.
4. After results of a winter screening, six second-graders scored in
the "somewhat at risk" range. What is the next step the teacher team
should take?
A) Coordinate what lesson students are receiving in the core instruction
program.
B) Analyze the screening results and gather additional diagnostic
assessment data.
C) Interview each student to determine his or her interests.
D) Place the students in groups based on the leveled text they can read.
Rationale: Screening assessments are designed to flag students who
may be at risk. The logical next step is to use diagnostic assessments to
pinpoint the specific area of weakness (e.g., phonemic awareness,
phonics, fluency) for each student so that instruction can be targeted
effectively.
5. How is the word sn - ow divided?
A) syllable
B) onset-rime
C) phoneme-grapheme
D) phoneme
Rationale: The onset is the initial consonant(s) sound (/sn/), and the
rime is the vowel and any following consonants (/ow/). Dividing words
into onset and rime is a phonological awareness skill less complex than
full phoneme segmentation.
6. How many spoken syllables are there in frightening?
A) 1
B) 2
C) 3
D) 4
Rationale: The word is pronounced /fright-en-ing/, which has three
distinct vowel sounds and therefore three spoken syllables.
7. How many spoken syllables are there in cleaned?
A) 1
B) 2
C) 3
D) 4
