LETRS Unit 2 Session’s 1 ,2, 3, 4, 5, 6, 7 & 8 Questions and
Answers (2024) (Verified Answers)
Which of these skills should not be a direct focus of classroom
instruction? (Select all that apply.) - ANSWER-a. phonological working
memory (PWM)
c. rapid automatic naming (RAN)
The term coarticulation means the ability to: - ANSWER-d. say the
phonemes within a syllable so that all of the segments are seamlessly
joined.
A student with general phonological awareness can learn to read fluently,
even if the student has not yet developed awareness of speech sounds at
the phoneme level. - ANSWER-False
If a student analyzes the sounds and syllables in a word, it is easier for
the student to store the word in semantic memory. - ANSWER-True
Read the following list of classroom activities. Select the one that targets
phonological awareness only, without attempting to address other
,language skills. - ANSWER-b. Ms. Chang says a word and has students
repeat it, clap for each syllable, and count the syllables.
Session 2
Which of these tasks could a student at the early phonological awareness
level perform? Select all that apply.
a. determining whether cat and kiss begin with the same sound
b. segmenting and tapping the phonemes in the word slap
c. clapping and counting the syllables in the word pencil
d. saying the word marker, then deleting the last syllable and saying it
again, mark - ANSWER-a & c determining whether cat and kiss begin with
the same sound clapping and counting the syllables in the word pencil
Which of these tasks could a student at the basic phonemic awareness
level perform? Select all that apply.
a. saying the word flame, then deleting the phoneme /l/ and saying the
word without it
b. saying the compound word rainbow, then deleting the first part and
saying the new word
c. determining which sound should be changed to make the word stream
into scream
, d. segmenting and tapping the phonemes in the word beak - ANSWER-b& d
saying the compound word rainbow, then deleting the first part and saying
the new word, segmenting and tapping the phonemes in the word beak
Which of these advanced phonemic awareness skills do children typically
develop last?
a. the ability to delete the final sound from a word
b. the ability to substitute sounds within words of 5-6 phonemes
c. the ability to reverse the first and final sounds in a word
d. the ability to delete the initial sound from a word that begins with a
blend - ANSWER-c. the ability to reverse the first and final sounds
T/F Even after first grade, skills such as phoneme segmentation and
blending of single-syllable words without consonant blends are good
predictors of reading ability. - ANSWER-False
Students' ability to acquire phonemic awareness is not dependent on
which of the following factors?
a. general language development and listening abilities
b. word comprehension
c. familiarity with vocabulary used in tasks
Answers (2024) (Verified Answers)
Which of these skills should not be a direct focus of classroom
instruction? (Select all that apply.) - ANSWER-a. phonological working
memory (PWM)
c. rapid automatic naming (RAN)
The term coarticulation means the ability to: - ANSWER-d. say the
phonemes within a syllable so that all of the segments are seamlessly
joined.
A student with general phonological awareness can learn to read fluently,
even if the student has not yet developed awareness of speech sounds at
the phoneme level. - ANSWER-False
If a student analyzes the sounds and syllables in a word, it is easier for
the student to store the word in semantic memory. - ANSWER-True
Read the following list of classroom activities. Select the one that targets
phonological awareness only, without attempting to address other
,language skills. - ANSWER-b. Ms. Chang says a word and has students
repeat it, clap for each syllable, and count the syllables.
Session 2
Which of these tasks could a student at the early phonological awareness
level perform? Select all that apply.
a. determining whether cat and kiss begin with the same sound
b. segmenting and tapping the phonemes in the word slap
c. clapping and counting the syllables in the word pencil
d. saying the word marker, then deleting the last syllable and saying it
again, mark - ANSWER-a & c determining whether cat and kiss begin with
the same sound clapping and counting the syllables in the word pencil
Which of these tasks could a student at the basic phonemic awareness
level perform? Select all that apply.
a. saying the word flame, then deleting the phoneme /l/ and saying the
word without it
b. saying the compound word rainbow, then deleting the first part and
saying the new word
c. determining which sound should be changed to make the word stream
into scream
, d. segmenting and tapping the phonemes in the word beak - ANSWER-b& d
saying the compound word rainbow, then deleting the first part and saying
the new word, segmenting and tapping the phonemes in the word beak
Which of these advanced phonemic awareness skills do children typically
develop last?
a. the ability to delete the final sound from a word
b. the ability to substitute sounds within words of 5-6 phonemes
c. the ability to reverse the first and final sounds in a word
d. the ability to delete the initial sound from a word that begins with a
blend - ANSWER-c. the ability to reverse the first and final sounds
T/F Even after first grade, skills such as phoneme segmentation and
blending of single-syllable words without consonant blends are good
predictors of reading ability. - ANSWER-False
Students' ability to acquire phonemic awareness is not dependent on
which of the following factors?
a. general language development and listening abilities
b. word comprehension
c. familiarity with vocabulary used in tasks
