LETRS UNITS 5 - 8 PRE & POST TEST QUESTIONS WITH VERIFIED ANSWERS
2026-2027 LATEST UPDATES
1. Once students decode well, which statement describes the relationship be-
tween vocabulary and reading comprehension?: Vocabulary is the best single predictor of
reading comprehension.
2. In teaching the word invisible, the teacher broke it into the parts in - vis - ible
and talked about the meanings of the parts. Which aspect of language was
emphasized?: morphology
3. The Hart and Risley study (1995) identified a "30-million-word" gap. This gap
refers to:: the ditterence in the number of words heard by preschool children raised in high- and low-language
family environments.
4. Which of the following is least likely to narrow the vocabulary gap between
language-rich and language-poor students?: watching children's television programs
5. To introduce a Tier 2 vocabulary word explicitly and systematically before
reading, which of these strategies would be the least effective?: asking students to
write the word 10 times until they can spell it
6. Students must learn the meanings of several thousand new words every year
if they are going to meet grade-level expectations for vocabulary growth. About
how many of those word meanings should teachers aim to teach explicitly and
thoroughly per week?: 10-12
7. When a student is an accurate but slow reader, which of the following prac-
tices is most effective?: Focus instruction on foundational reading skills that address multiple aspects of
language.
8. In what way should the vocabulary instruction of English Learners (ELs) be
distinguished from the vocabulary instruction of native English speakers?: They
may need to learn the meanings of the Tier 1 words in a passage.
9. To select the best vocabulary words to teach before reading a text, the teacher
should prioritize which types of words?: words that are central to understanding key meanings in
the passage
10. A primary-grade teacher who wants to implement research-based vocab-
ulary instruction should try to emphasize:: word relationships, including antonyms, synonyms,
categories, and semantic families.
11. Good readers will stop and reread a portion of the text for clarification if they
don't understand it. This behavior demonstrates:: cognitive flexibility and metacognition.
1/5
,LETRS UNITS 5 - 8 PRE & POST TEST QUESTIONS WITH VERIFIED ANSWERS
2026-2027 LATEST UPDATES
12. When students read about a topic for which they already have well-devel-
oped background knowledge, they are more likely than uninformed students
to:: acquire new knowledge faster from the text.
13. A valuable first step before reading a text with a group of students is:: clearly
stating the purpose for reading the text.
14. Which of the following is the best description of the comprehension process
as it relates to reading?: linking the surface code with ideas in the text base
15. Which teaching strategy is most likely to help students construct a mental
model of a texts meanings?: anticipating the takeaways and building background knowledge
16. Standardized tests of reading comprehension have been shown by research
to:: give varied results depending on the content and format.
17. Which technique would be least relevant for teaching an informational pas-
sage about the difference between frogs and toads?: outlining the elements of story
grammar
18. Which of the following activities would help students identify cohesive ties
in a text?: having students draw arrows between pronouns and their referents
19. Which kind of text structure organization is suggested by the topic sentence,
"Here are some easy steps for making pancakes"?: process (time sequence)
20. Which of the following would be a good example to use while teaching
students to identify compound sentences?: The rain came but the team played on.
21. Which criterion best describes a high-quality text for use in read-alouds or
comprehension instruction?: It is worth rereading for new meanings.
22. When students are still learning foundational reading skills, the recommend-
ed division of instructional time between word work and language comprehen-
sion is:: about 30-40 minutes on word work during a 90-minute reading lesson.
23. The research consensus on the teaching of comprehension strategies during
reading instruction indicates that:: - after 1-2 lessons, strategies easily generalize to students'
independent reading.
- strategy instruction is more ettective in grades 4 and up than in grades 1-3.
(Not sure on this one, but it's between these two)
2/5
2026-2027 LATEST UPDATES
1. Once students decode well, which statement describes the relationship be-
tween vocabulary and reading comprehension?: Vocabulary is the best single predictor of
reading comprehension.
2. In teaching the word invisible, the teacher broke it into the parts in - vis - ible
and talked about the meanings of the parts. Which aspect of language was
emphasized?: morphology
3. The Hart and Risley study (1995) identified a "30-million-word" gap. This gap
refers to:: the ditterence in the number of words heard by preschool children raised in high- and low-language
family environments.
4. Which of the following is least likely to narrow the vocabulary gap between
language-rich and language-poor students?: watching children's television programs
5. To introduce a Tier 2 vocabulary word explicitly and systematically before
reading, which of these strategies would be the least effective?: asking students to
write the word 10 times until they can spell it
6. Students must learn the meanings of several thousand new words every year
if they are going to meet grade-level expectations for vocabulary growth. About
how many of those word meanings should teachers aim to teach explicitly and
thoroughly per week?: 10-12
7. When a student is an accurate but slow reader, which of the following prac-
tices is most effective?: Focus instruction on foundational reading skills that address multiple aspects of
language.
8. In what way should the vocabulary instruction of English Learners (ELs) be
distinguished from the vocabulary instruction of native English speakers?: They
may need to learn the meanings of the Tier 1 words in a passage.
9. To select the best vocabulary words to teach before reading a text, the teacher
should prioritize which types of words?: words that are central to understanding key meanings in
the passage
10. A primary-grade teacher who wants to implement research-based vocab-
ulary instruction should try to emphasize:: word relationships, including antonyms, synonyms,
categories, and semantic families.
11. Good readers will stop and reread a portion of the text for clarification if they
don't understand it. This behavior demonstrates:: cognitive flexibility and metacognition.
1/5
,LETRS UNITS 5 - 8 PRE & POST TEST QUESTIONS WITH VERIFIED ANSWERS
2026-2027 LATEST UPDATES
12. When students read about a topic for which they already have well-devel-
oped background knowledge, they are more likely than uninformed students
to:: acquire new knowledge faster from the text.
13. A valuable first step before reading a text with a group of students is:: clearly
stating the purpose for reading the text.
14. Which of the following is the best description of the comprehension process
as it relates to reading?: linking the surface code with ideas in the text base
15. Which teaching strategy is most likely to help students construct a mental
model of a texts meanings?: anticipating the takeaways and building background knowledge
16. Standardized tests of reading comprehension have been shown by research
to:: give varied results depending on the content and format.
17. Which technique would be least relevant for teaching an informational pas-
sage about the difference between frogs and toads?: outlining the elements of story
grammar
18. Which of the following activities would help students identify cohesive ties
in a text?: having students draw arrows between pronouns and their referents
19. Which kind of text structure organization is suggested by the topic sentence,
"Here are some easy steps for making pancakes"?: process (time sequence)
20. Which of the following would be a good example to use while teaching
students to identify compound sentences?: The rain came but the team played on.
21. Which criterion best describes a high-quality text for use in read-alouds or
comprehension instruction?: It is worth rereading for new meanings.
22. When students are still learning foundational reading skills, the recommend-
ed division of instructional time between word work and language comprehen-
sion is:: about 30-40 minutes on word work during a 90-minute reading lesson.
23. The research consensus on the teaching of comprehension strategies during
reading instruction indicates that:: - after 1-2 lessons, strategies easily generalize to students'
independent reading.
- strategy instruction is more ettective in grades 4 and up than in grades 1-3.
(Not sure on this one, but it's between these two)
2/5
