LETRS Unit 1 Session 8 Check for Understanding
1. False: Many screening measures can be considered diagnostic since
they pro- vide extremely detailed data about a students skills in
particular literacy domains.
2. b. a word-reading survey to show which sound-symbol correspondences
the student knows and which ones still need practice: If a student needs
work on phonics and decoding, what kind of informal diagnostic
assessment would provide the most useful information on how to help
this student with these skills?
3. d. social interactions: Which of the following is not an area of inquiry to
include in a comprehensive diagnostic assessment of a potential
reading disorder?
4. a. advanced phonemic awareness
c. inflectional morphology
d. fluent recognition of word families (rime patterns): Which of these
literacy skills have students typically mastered by the end of third
grade? Select all that apply.
5. b. reading a story to him and having him orally retell it: Cody is in first
grade. He almost never raises his hand to participate in class
discussions. When called on, he replies very briefly. He tends to use
vague words like stuff and rarely uses full sentences. During decoding
exercises, he reads words accurately and easily recognizes common
patterns; he is a good speller. When he reads stories aloud, he reads
fairly accurately but in an expressionless monotone. Which assessment
would be most likely to yield valuable information about Cody?
1. False: Many screening measures can be considered diagnostic since
they pro- vide extremely detailed data about a students skills in
particular literacy domains.
2. b. a word-reading survey to show which sound-symbol correspondences
the student knows and which ones still need practice: If a student needs
work on phonics and decoding, what kind of informal diagnostic
assessment would provide the most useful information on how to help
this student with these skills?
3. d. social interactions: Which of the following is not an area of inquiry to
include in a comprehensive diagnostic assessment of a potential
reading disorder?
4. a. advanced phonemic awareness
c. inflectional morphology
d. fluent recognition of word families (rime patterns): Which of these
literacy skills have students typically mastered by the end of third
grade? Select all that apply.
5. b. reading a story to him and having him orally retell it: Cody is in first
grade. He almost never raises his hand to participate in class
discussions. When called on, he replies very briefly. He tends to use
vague words like stuff and rarely uses full sentences. During decoding
exercises, he reads words accurately and easily recognizes common
patterns; he is a good speller. When he reads stories aloud, he reads
fairly accurately but in an expressionless monotone. Which assessment
would be most likely to yield valuable information about Cody?
