LETRS Unit 1 Assessment Actual Exam
Study Questions with Verified Answers
Already Graded A+
1. Many screening measures can be considered diagnostic since they provide
extremely detailed data about a student’s skills in particular literacy
domains. - ANSWER False
2. 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? - ANSWER A word-reading survey to
show which sound-symbol correspondences the student knows and which
ones still need practice.
3. Which of the following is not an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder? -
ANSWER social interactions
4. Efficiency - ANSWER characteristic of assessments that can be given
quickly at fairly low cost while yielding valuable information
5. Validity - ANSWER Characteristic of assessments that measure what is
intended, correspond well to other known measures, and predict fairly
accurately how students will perform on accountability measures
6. Reliability - ANSWER Characteristic of assessments that are likely to yield
the same result if given several times on the same day in the same context
,7. Normed - ANSWER Characteristic of assessments that tell where a student
stands in relation to others at his or her grade or age level.
8. Diagnostic - ANSWER A test given by a speech-language pathologist to
determine whether a student meets criteria for a specific disorder.
9. Monitoring - ANSWER A test given every two weeks to determine whether
a new reading program is helping at-risk students learn decoding skills
10.Outcome - ANSWER A high-stakes state reading comprehension test
administered to all students at the end of third grade
11.Screening - ANSWER A test of foundational skills given three times during
first grade to identify at-risk students
12.In what grade(s) is common syllables and syllabification mainly practiced? -
ANSWER 2-4
13.All but 2-5% of children can learn to read. - ANSWER True
14.Dyslexia affects far more boys than girls. - ANSWER False
15.A research-based curriculum alone can turn schools around. - ANSWER
False
16.School improvement requires long-term commitment. - ANSWER True
17.Some very smart people have dyslexia. - ANSWER True
, 18.Dyslexia may be inherited. - ANSWER True
19.Children who can't read by age 9 never will. - ANSWER False
20.Which of the following is an area of inquiry to include in a comprehensive
diagnostic assessment of a potential reading disorder? - ANSWER spelling,
handwriting, and single-word decoding
21.Which of these literacy skills have students typically mastered by the end of
third grade? - ANSWER advanced phonemic awareness, inflectional
morphology, fluent recognition of word families (rime patterns)
22.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? - ANSWER reading a story to him and
having him orally retell it
23.In what grade(s) is basic phonological awareness mainly practiced? -
ANSWER K-1
24.In what grade(s) is phoneme-grapheme correspondences mainly practiced? -
ANSWER K-2
25.In what grade(s) do most students have 300-500 sight words? - ANSWER
1-2
Study Questions with Verified Answers
Already Graded A+
1. Many screening measures can be considered diagnostic since they provide
extremely detailed data about a student’s skills in particular literacy
domains. - ANSWER False
2. 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? - ANSWER A word-reading survey to
show which sound-symbol correspondences the student knows and which
ones still need practice.
3. Which of the following is not an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder? -
ANSWER social interactions
4. Efficiency - ANSWER characteristic of assessments that can be given
quickly at fairly low cost while yielding valuable information
5. Validity - ANSWER Characteristic of assessments that measure what is
intended, correspond well to other known measures, and predict fairly
accurately how students will perform on accountability measures
6. Reliability - ANSWER Characteristic of assessments that are likely to yield
the same result if given several times on the same day in the same context
,7. Normed - ANSWER Characteristic of assessments that tell where a student
stands in relation to others at his or her grade or age level.
8. Diagnostic - ANSWER A test given by a speech-language pathologist to
determine whether a student meets criteria for a specific disorder.
9. Monitoring - ANSWER A test given every two weeks to determine whether
a new reading program is helping at-risk students learn decoding skills
10.Outcome - ANSWER A high-stakes state reading comprehension test
administered to all students at the end of third grade
11.Screening - ANSWER A test of foundational skills given three times during
first grade to identify at-risk students
12.In what grade(s) is common syllables and syllabification mainly practiced? -
ANSWER 2-4
13.All but 2-5% of children can learn to read. - ANSWER True
14.Dyslexia affects far more boys than girls. - ANSWER False
15.A research-based curriculum alone can turn schools around. - ANSWER
False
16.School improvement requires long-term commitment. - ANSWER True
17.Some very smart people have dyslexia. - ANSWER True
, 18.Dyslexia may be inherited. - ANSWER True
19.Children who can't read by age 9 never will. - ANSWER False
20.Which of the following is an area of inquiry to include in a comprehensive
diagnostic assessment of a potential reading disorder? - ANSWER spelling,
handwriting, and single-word decoding
21.Which of these literacy skills have students typically mastered by the end of
third grade? - ANSWER advanced phonemic awareness, inflectional
morphology, fluent recognition of word families (rime patterns)
22.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? - ANSWER reading a story to him and
having him orally retell it
23.In what grade(s) is basic phonological awareness mainly practiced? -
ANSWER K-1
24.In what grade(s) is phoneme-grapheme correspondences mainly practiced? -
ANSWER K-2
25.In what grade(s) do most students have 300-500 sight words? - ANSWER
1-2
