LETRS Unit 1 Session 4
Study online at https://quizlet.com/_bylmbg
1. A signi�cant shortcoming of the Three Cueing Systems model, compared to
the Four-Part Processing Model, is that it obscures the role of ________________
in word recognition.: orthographic processing
2. Which best describes the activity of the reading brain in pro�cient readers,
compared to beginning readers?: It is more automatic.
3. Which of these does the language-comprehension component of the Reading
Rope emphasize?: the importance of vocabulary development and of understanding language structures
4. The word-recognition component of the Reading Rope includes which sub-
skills? Select all that apply.: Decoding, phonological awareness, sight recognition.
5. Good readers do not require a large storehouse of sight words in their
memory if they have highly developed phonographic skills.: False
1/1
, LETRS Unit 1 Assessment
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1. b. The Three Cueing Systems model omits or obscures the role of phonolo-
gy.: What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three
Cueing Systems model?
a. The Four-Part Processing Model emphasizes visual processes.
b. The Three Cueing Systems model omits or obscures the role of phonology.
c. The Three Cueing Systems model emphasizes the role of phonology.
d. The Three Cueing Systems model omits semantic processing.
2. d. both foundational reading skills and oral language development: Many students
at risk for reading problems enter school without exposure to the academic language used in books or preschool
experience. These students are most likely to make progress closing the reading and language gap if their classroom
instruction emphasizes which of the following?
a. oral language comprehension and reading aloud
b. attending to context, including semantic and syntactic cues
c. matching students with interesting reading material
d. both foundational reading skills and oral language development
3. a. early alphabetic: A beginning �rst-grade student is able to segment and pronounce the �rst sound in
a spoken word. He tries to guess at words by looking at the �rst letter only. When he writes words, he spells a few
sounds phonetically, but not all the sounds. According to Ehri, this student is most likely in which phase of word-reading
development?
a. early alphabetic
b. later alphabetic
c. prealphabetic
d. consolidated alphabetic
4. b. phonology: A kindergarten teacher is having students listen to three spoken words and identify the two
words that end with the same sound. The teacher is focusing on which language system?
a. morphology
b. phonology
c. orthography
d. semantics
5. d. Determine if the students need remediation in word recognition, language
comprehension, or both.: Considering the Simple View of Reading, what would be the BEST course of
action for a third-grade teacher with concerns about several students who have not achieved uency?
1/8
, LETRS Unit 1 Assessment
Study online at https://quizlet.com/_c7osy5
a. Observe whether students are able to work on several subskills at once.
b. Verify that students have been engaged in independent reading at home for 20 minutes every day.
c. Increase demand on students to improve their passage reading rate.
d. Determine if the students need remediation in word recognition, language comprehension, or both.
6. a. primary di�culties with phonology, decoding, and word recognition: In any
�rst-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in
the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics?
a. primary di culties with phonology, decoding, and word recognition
b. primary di culties with phonology only
c. primary di culties with automatic word recognition only
d. primary di culties with language comprehension only
7. b. Reading problems can be treated as easily in third grade as in rst grade.-
: Which of the following statements is FALSE with regard to an e ective implementation of a multi-tiered system of
supports (MTSS)?
a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year.
b. Reading problems can be treated as easily in third grade as in �rst grade.
c. Progress-monitoring assessments should be brief, curriculum based, and economical.
d. Students can learn to read even if there is little help available at home.
8. b. both regular and irregular words: . One important goal of beginning reading instruction is the
development of a sight vocabulary that enables the student to recognize a word instantly, without having to decode it.
What types of words should make up a student's sight word vocabulary?
a. phonetically irregular words
b. both regular and irregular words
c. phonetically regular words
d. high-frequency words
9. b. They can predict which students are at long-term risk for reading failure.-
: What is the value of data provided by screening measures?
a. They can demonstrate the reliability of test results on repeated administrations.
b. They can predict which students are at long-term risk for reading failure.
c. They can determine which students need a referral to special education.
d. They can contribute to teacher evaluations.
2/8
, LETRS Unit 1 Assessment
Study online at https://quizlet.com/_c7osy5
10. b. It is morphophonemic.: In comparison to other alphabetic languages, what feature of the English
writing system makes English more di cult for young students to read and spell?
a. It is syllabic.
b. It is morphophonemic.
c. It is a shallow orthography.
d. It is phonetically transparent.
11. b. semantics: A second-grade teacher, in preparation for reading a new text about honeybees, asks the
students to brainstorm all the meanings they know for the word comb. The teacher is primarily focusing on which
language system?
a. phonology
b. semantics
c. orthography
d. morphology
12. c. Skilled readers perceive all letters when they read.: Experiments that use modern
eye-movement technology to investigate what the eye "sees" when a pro�cient reader scans and comprehends a text
have made what important discovery?
a. Good readers skim a text, perceiving just a few letters.
b. Good readers are dependent on context to identify words.
c. Skilled readers perceive all letters when they read.
d. The perceptual span of a good reader is triple that of a poor reader.
13. Which statement best describes the relationship between reading compre-
hension and word decoding in a beginning reader's development?: Accurate, fast
word recognition is necessary for development of reading uency and text comprehension.
14. 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?: phonological awareness
15. What is the most important implication of the Four-Part Processiong Model
for Word Recognition?: Reading depends on constructing pathways between the phonological, ortho-
graphic, and meaning processors.
3/8
Study online at https://quizlet.com/_bylmbg
1. A signi�cant shortcoming of the Three Cueing Systems model, compared to
the Four-Part Processing Model, is that it obscures the role of ________________
in word recognition.: orthographic processing
2. Which best describes the activity of the reading brain in pro�cient readers,
compared to beginning readers?: It is more automatic.
3. Which of these does the language-comprehension component of the Reading
Rope emphasize?: the importance of vocabulary development and of understanding language structures
4. The word-recognition component of the Reading Rope includes which sub-
skills? Select all that apply.: Decoding, phonological awareness, sight recognition.
5. Good readers do not require a large storehouse of sight words in their
memory if they have highly developed phonographic skills.: False
1/1
, LETRS Unit 1 Assessment
Study online at https://quizlet.com/_c7osy5
1. b. The Three Cueing Systems model omits or obscures the role of phonolo-
gy.: What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three
Cueing Systems model?
a. The Four-Part Processing Model emphasizes visual processes.
b. The Three Cueing Systems model omits or obscures the role of phonology.
c. The Three Cueing Systems model emphasizes the role of phonology.
d. The Three Cueing Systems model omits semantic processing.
2. d. both foundational reading skills and oral language development: Many students
at risk for reading problems enter school without exposure to the academic language used in books or preschool
experience. These students are most likely to make progress closing the reading and language gap if their classroom
instruction emphasizes which of the following?
a. oral language comprehension and reading aloud
b. attending to context, including semantic and syntactic cues
c. matching students with interesting reading material
d. both foundational reading skills and oral language development
3. a. early alphabetic: A beginning �rst-grade student is able to segment and pronounce the �rst sound in
a spoken word. He tries to guess at words by looking at the �rst letter only. When he writes words, he spells a few
sounds phonetically, but not all the sounds. According to Ehri, this student is most likely in which phase of word-reading
development?
a. early alphabetic
b. later alphabetic
c. prealphabetic
d. consolidated alphabetic
4. b. phonology: A kindergarten teacher is having students listen to three spoken words and identify the two
words that end with the same sound. The teacher is focusing on which language system?
a. morphology
b. phonology
c. orthography
d. semantics
5. d. Determine if the students need remediation in word recognition, language
comprehension, or both.: Considering the Simple View of Reading, what would be the BEST course of
action for a third-grade teacher with concerns about several students who have not achieved uency?
1/8
, LETRS Unit 1 Assessment
Study online at https://quizlet.com/_c7osy5
a. Observe whether students are able to work on several subskills at once.
b. Verify that students have been engaged in independent reading at home for 20 minutes every day.
c. Increase demand on students to improve their passage reading rate.
d. Determine if the students need remediation in word recognition, language comprehension, or both.
6. a. primary di�culties with phonology, decoding, and word recognition: In any
�rst-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in
the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics?
a. primary di culties with phonology, decoding, and word recognition
b. primary di culties with phonology only
c. primary di culties with automatic word recognition only
d. primary di culties with language comprehension only
7. b. Reading problems can be treated as easily in third grade as in rst grade.-
: Which of the following statements is FALSE with regard to an e ective implementation of a multi-tiered system of
supports (MTSS)?
a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year.
b. Reading problems can be treated as easily in third grade as in �rst grade.
c. Progress-monitoring assessments should be brief, curriculum based, and economical.
d. Students can learn to read even if there is little help available at home.
8. b. both regular and irregular words: . One important goal of beginning reading instruction is the
development of a sight vocabulary that enables the student to recognize a word instantly, without having to decode it.
What types of words should make up a student's sight word vocabulary?
a. phonetically irregular words
b. both regular and irregular words
c. phonetically regular words
d. high-frequency words
9. b. They can predict which students are at long-term risk for reading failure.-
: What is the value of data provided by screening measures?
a. They can demonstrate the reliability of test results on repeated administrations.
b. They can predict which students are at long-term risk for reading failure.
c. They can determine which students need a referral to special education.
d. They can contribute to teacher evaluations.
2/8
, LETRS Unit 1 Assessment
Study online at https://quizlet.com/_c7osy5
10. b. It is morphophonemic.: In comparison to other alphabetic languages, what feature of the English
writing system makes English more di cult for young students to read and spell?
a. It is syllabic.
b. It is morphophonemic.
c. It is a shallow orthography.
d. It is phonetically transparent.
11. b. semantics: A second-grade teacher, in preparation for reading a new text about honeybees, asks the
students to brainstorm all the meanings they know for the word comb. The teacher is primarily focusing on which
language system?
a. phonology
b. semantics
c. orthography
d. morphology
12. c. Skilled readers perceive all letters when they read.: Experiments that use modern
eye-movement technology to investigate what the eye "sees" when a pro�cient reader scans and comprehends a text
have made what important discovery?
a. Good readers skim a text, perceiving just a few letters.
b. Good readers are dependent on context to identify words.
c. Skilled readers perceive all letters when they read.
d. The perceptual span of a good reader is triple that of a poor reader.
13. Which statement best describes the relationship between reading compre-
hension and word decoding in a beginning reader's development?: Accurate, fast
word recognition is necessary for development of reading uency and text comprehension.
14. 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?: phonological awareness
15. What is the most important implication of the Four-Part Processiong Model
for Word Recognition?: Reading depends on constructing pathways between the phonological, ortho-
graphic, and meaning processors.
3/8
