LETRS Unit 2 All Sessions 1-8 (different sets) supplementary
exam 2023
Unit 1
Even one-year-olds comprehend much of what is said by others. Most children
generate simple sentences by the time they are 16 to 24 months of age. The few
children known to scientists who did not learn to speak in early childhood, such as
SESSION 1
the French ―Wild Boy of Aveyron‖ and the closet child, Genie (Curtis, 1977),* were
almost totally isolated from other people during their critical early years. Neither
recovered normal language function later in life.
Table 1.1: Progression of Typical Oral Language Development
SESSION 2
0–3 4–6 7 Months– 1–2 2–3 3–4 4–5
Months Months 1 Year Years Years Years Years
Coos; Makes Imitates Uses more Has words Says Uses clear
cries; more different words each for almost sentences voice, detailed
smiles speech- speech sounds, month; puts everything; uses with four or sentences;
SESSION 3
like longer groups two words two to three more words; sticks to
babbles; of sounds; together into words together; talks about topic; uses
includes begins saying phrases; asks is more easily activities appropriate
many words such questions understood, and/or people, grammar; says
sounds as bye-bye, like “Where especially by is easily most sounds
SESSION 4
such as mama, dada kitty?” those who understood correctly
/p/, /b/, /m/ know child by all
(American Speech-Language-Hearing Association, n.d.; copyright ©1997–2014 ASHA. All rights reserved.)
The progression of typical reading development begins around age five and
SESSION 5
continues for about six years until full reading fluency is achieved. Sophisticated
reading comprehension is the goal of 8 to 16 more years of schooling. Most
students need instruction, practice, and incremental learning to read proficiently
at advanced levels.
SESSION 6
The Connection between Language and Literacy
Language proficiency and reading, spelling, and writing achievement are strongly
related to one another, especially after fourth grade. Much evidence converges on
the fact that students with delayed or poor language acquisition
Listening comprehension may will very likely be poor readers and writers (Catts, Adlof, &
SESSION 7
exceed reading comprehension, Weismer, 2006). Conversely, students with strong verbal skills
but the reverse is not true. One are more likely than others to compensate for any problems
cannot understand by reading learning to read printed words (Kilpatrick, 2015). Facility with
what one cannot understand language and verbal reasoning—or lack thereof—places an
by listening. upper limit on how well students will comprehend what they
SESSION 8
read (Torgesen et al., 2001). Listening comprehension may
20 LETRS • Unit 1
, exceed hension are related to one another and to general language competence. The
reading study also examined how teacher effectiveness and
comprehensio
*Also, the Francois Truffaut film, The Wild Child, depicts the case of Victor, an abandoned child discovered
n, but the in the woods and brought to an asylum in France in 1798. The film was written about in Roger Shattuck’s
1980 book The Forbidden Experiment: The Story of the Wild Boy of Aveyron.
reverse is not
true. One
cannot
understandby
reading what
one cannot
understand by
listening.
Therefore,
oral language
development,
vocabulary
enrichment,
and verbal-
reasoning
skills are
critical
components
of classroom
literacy
instruction
from the
outset.
One
study of
1,350
student
s in 127
urban
classroo
ms in
grades
1–4
(Mehta,
Foorma
n,
Branum-
Martin,
&
Taylor,
2005)
examine
d the
extent
to
which
word
reading,
spelling,
and
compre
exam 2023
Unit 1
Even one-year-olds comprehend much of what is said by others. Most children
generate simple sentences by the time they are 16 to 24 months of age. The few
children known to scientists who did not learn to speak in early childhood, such as
SESSION 1
the French ―Wild Boy of Aveyron‖ and the closet child, Genie (Curtis, 1977),* were
almost totally isolated from other people during their critical early years. Neither
recovered normal language function later in life.
Table 1.1: Progression of Typical Oral Language Development
SESSION 2
0–3 4–6 7 Months– 1–2 2–3 3–4 4–5
Months Months 1 Year Years Years Years Years
Coos; Makes Imitates Uses more Has words Says Uses clear
cries; more different words each for almost sentences voice, detailed
smiles speech- speech sounds, month; puts everything; uses with four or sentences;
SESSION 3
like longer groups two words two to three more words; sticks to
babbles; of sounds; together into words together; talks about topic; uses
includes begins saying phrases; asks is more easily activities appropriate
many words such questions understood, and/or people, grammar; says
sounds as bye-bye, like “Where especially by is easily most sounds
SESSION 4
such as mama, dada kitty?” those who understood correctly
/p/, /b/, /m/ know child by all
(American Speech-Language-Hearing Association, n.d.; copyright ©1997–2014 ASHA. All rights reserved.)
The progression of typical reading development begins around age five and
SESSION 5
continues for about six years until full reading fluency is achieved. Sophisticated
reading comprehension is the goal of 8 to 16 more years of schooling. Most
students need instruction, practice, and incremental learning to read proficiently
at advanced levels.
SESSION 6
The Connection between Language and Literacy
Language proficiency and reading, spelling, and writing achievement are strongly
related to one another, especially after fourth grade. Much evidence converges on
the fact that students with delayed or poor language acquisition
Listening comprehension may will very likely be poor readers and writers (Catts, Adlof, &
SESSION 7
exceed reading comprehension, Weismer, 2006). Conversely, students with strong verbal skills
but the reverse is not true. One are more likely than others to compensate for any problems
cannot understand by reading learning to read printed words (Kilpatrick, 2015). Facility with
what one cannot understand language and verbal reasoning—or lack thereof—places an
by listening. upper limit on how well students will comprehend what they
SESSION 8
read (Torgesen et al., 2001). Listening comprehension may
20 LETRS • Unit 1
, exceed hension are related to one another and to general language competence. The
reading study also examined how teacher effectiveness and
comprehensio
*Also, the Francois Truffaut film, The Wild Child, depicts the case of Victor, an abandoned child discovered
n, but the in the woods and brought to an asylum in France in 1798. The film was written about in Roger Shattuck’s
1980 book The Forbidden Experiment: The Story of the Wild Boy of Aveyron.
reverse is not
true. One
cannot
understandby
reading what
one cannot
understand by
listening.
Therefore,
oral language
development,
vocabulary
enrichment,
and verbal-
reasoning
skills are
critical
components
of classroom
literacy
instruction
from the
outset.
One
study of
1,350
student
s in 127
urban
classroo
ms in
grades
1–4
(Mehta,
Foorma
n,
Branum-
Martin,
&
Taylor,
2005)
examine
d the
extent
to
which
word
reading,
spelling,
and
compre
