LETRS UNIT 1 STRUCTURED READING
INSTRUCTION ORTHOGRAPHIC
PRINCIPLES VOCABULARY
DEVELOPMENT EVALUATION
●● 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
Answer: d. both foundational reading skills and oral language
development
●● A beginning first-grade student is able to segment and pronounce the
first sound in a spoken word. He tries to guess at words by looking at the
first 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
Answer: a. early alphabetic
●● 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
Answer: b. phonology
●● 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 fluency?
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.
, Answer: d. Determine if the students need remediation in word
recognition, language comprehension, or both.
●● In any first-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 difficulties with phonology, decoding, and word recognition
b. primary difficulties with phonology only
c. primary difficulties with automatic word recognition only
d. primary difficulties with language comprehension only
Answer: a. primary difficulties with phonology, decoding, and word
recognition
●● Which of the following statements is FALSE with regard to an
effective 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 first
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.
INSTRUCTION ORTHOGRAPHIC
PRINCIPLES VOCABULARY
DEVELOPMENT EVALUATION
●● 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
Answer: d. both foundational reading skills and oral language
development
●● A beginning first-grade student is able to segment and pronounce the
first sound in a spoken word. He tries to guess at words by looking at the
first 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
Answer: a. early alphabetic
●● 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
Answer: b. phonology
●● 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 fluency?
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.
, Answer: d. Determine if the students need remediation in word
recognition, language comprehension, or both.
●● In any first-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 difficulties with phonology, decoding, and word recognition
b. primary difficulties with phonology only
c. primary difficulties with automatic word recognition only
d. primary difficulties with language comprehension only
Answer: a. primary difficulties with phonology, decoding, and word
recognition
●● Which of the following statements is FALSE with regard to an
effective 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 first
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.
