Science of Teaching Reading Exam |!| |!| |!| |!| |!|
with precise detailed solutions
|!| |!| |!|
Developmental Stages of Spelling - correct answer✔✔Precommunicative
|!| |!| |!| |!| |!| |!| |!|
Stage
Semiphonetic Stage |!|
Phonetic Stage |!|
Transitional Stage |!|
Correct Stage |!|
Developmental Stages of Spelling: Precommunicative Stage - correct
|!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The child uses letters from the alphabet but shows no
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
knowledge of letter sound correspondences. the child may also lack
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
knowledge of the entire alphabet, the distinction between upper and lower
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
case letters, and the left to right direction of the English orthography.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Developmental Stages of Spelling: Semiphonetic Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The child begins to understand letter sound correspondence--
|!| |!| |!| |!| |!| |!| |!| |!|
that sounds are assigned to letters. At this stage, the child often employs
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rudimentary logic, using single letters, for example, to represent words,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sounds and syllables. (U for you)
|!| |!| |!| |!| |!|
Developmental Stages of Spelling: Phonetic Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Children use a letter or group of letters to represent every |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
speech sound that they hear in a word. Although some of their choices do
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
not conform to conventional English spelling, their attempts to spell words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
are systematic and easily understood (the letters tak for take and en for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
in)
,Developmental Stages of Spelling: Transitional Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The speller begins to assimilate the conventional alternative for |!| |!| |!| |!| |!| |!| |!| |!| |!|
representing sounds, moving from a dependence only or mainly on |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonology (sound) for representing words, to evidencing a greater
|!| |!| |!| |!| |!| |!| |!| |!| |!|
understanding of common letter patterns words and the structure of |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
words. Some examples of misspelling typical of this stage are egul for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
eagle, and higheked for hiked.
|!| |!| |!| |!|
Developmental Stages of Spelling: Correct Stage - correct answer✔✔At this |!| |!| |!| |!| |!| |!| |!| |!| |!|
stage, spellers know common letter sound relationships and
|!| |!| |!| |!| |!| |!| |!| |!| |!|
generalizations (rules) for spelling, as well as how to use morphemic |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
information in spelling. The student understands how to spell many
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
common prefixes and suffixes, silent consonants, alternative spellings, and
|!| |!| |!| |!| |!| |!| |!| |!| |!|
irregular spellings. A large number of learned words are accumulated, and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the speller recognizes incorrect forms.
|!| |!| |!| |!|
Brian writes "hom" for the word home. When considering the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
developmental stages of spelling, Brian uses--- - correct answer✔✔Phonetic |!| |!| |!| |!| |!| |!| |!| |!|
Spelling
|!|
In phonetic spelling, students use their knowledge of letters and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
graphemes and in this example, Brian has used a letter for every sound
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
heard in home. |!| |!|
Suzie writes "spcl" for the word special. When considering the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Developmental Stages of Spelling, Suzie uses-- - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Semiphonetic Spelling |!|
She uses some knowledge of letter sounds relationships but does not use
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
vowels in this example. |!| |!| |!|
Which of the following are examples of informal assessments that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
prekindergarten teachers can use? |!| |!| |!|
,-Progress monitoring measures |!| |!|
-diagnostic assessments |!|
-ongoing observations |!|
-systematic observations |!|
-portfolios - correct answer✔✔-ongoing observations
|!| |!| |!| |!|
-systematic observations |!|
-portfolios
-ongoing observations- teachers observe their students work and play in a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
variety of settings. |!| |!| |!|
-systematic observations- teachers choose specific children to observe for
|!| |!| |!| |!| |!| |!| |!| |!| |!|
specific purposes for a specific timeframe.
|!| |!| |!| |!| |!| |!|
-portfolios- teachers collect and date authentic work samples over time.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Portfolios provide a powerful overview of a child's development and serve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
to guide instructional decisions.
|!| |!| |!|
A recent study concludes which of the following regarding dyslexia and the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
size of the population it affects in the US? (looking for a %) - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Dyslexia affects 15-20% of the population in America. |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia (List) - correct answer✔✔-Multisensory
|!| |!| |!| |!| |!| |!| |!| |!|
-Structured, Systematic, Sequential, and Cumulative |!| |!| |!| |!|
-Flexible
-Personal and Direct |!| |!|
Best methods for teaching Dyslexia: Multisensory - correct
|!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Involve regular interaction between the teacher and the students |!| |!| |!| |!| |!| |!| |!| |!|
and the simultaneous use of simple senses including auditory, visual and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
kinesthetic. A dyslexic learner is taught to tee the letter A, say its name
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, and sound and write it in the air- all at the same time. The use of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
multisensory input is thought to enhance memory storage and retrieval. |!| |!| |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Structured, Systematic, Sequential and
|!| |!| |!| |!| |!| |!| |!| |!|
Cumulative - correct answer✔✔Language elements and rules are
|!| |!| |!| |!| |!| |!| |!| |!| |!|
introduced in a linguistically logical, understandable order. Students go
|!| |!| |!| |!| |!| |!| |!| |!| |!|
back to the very beginning of their language learning, to lay a proper
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
foundation. Beginning by reading and writing sounds in isolation |!| |!| |!| |!| |!| |!| |!| |!| |!|
(phonemes), then blending sounds into syllables and words. Elements of |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
language- consonants, vowels, digraph blends, and diphthongs are |!| |!| |!| |!| |!| |!| |!| |!|
introduced in an orderly fashion. Only later, learners proceed to advanced
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
structural elements such as syllable types, roots, prefixes and suffixes.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Flexible - correct answer✔✔Teachers
|!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure the learner is not simply recognizing a patterns and applying it
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
without understanding. When confusion of a previously taught rule is
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
discovered, it is re-taught from the beginning. |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Personal and Direct - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Building a close teacher student relationship with continuous |!| |!| |!| |!| |!| |!| |!| |!|
feedback and positive reinforcement leading to success and self
|!| |!| |!| |!| |!| |!| |!| |!| |!|
confidence.
Mrs. Swanson is attempting to help students select books that they can
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read on their own. As part of this process, she must determine each
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's independent reading level. |!| |!| |!| |!|
In order to accomplish this task effectively, Mrs. Swanson should select
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
books in which students- - correct answer✔✔Have 5 or less word
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
recognition errors per 100 words of text. |!| |!| |!| |!| |!| |!| |!|
A student is at the independent reading level when he or she can read
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
successfully 95% of the words. This is the level at which students can read |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
on their own. Since Mrs. Swanson is helping students select books they
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
can read on their own, she needs to determine they are at the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
with precise detailed solutions
|!| |!| |!|
Developmental Stages of Spelling - correct answer✔✔Precommunicative
|!| |!| |!| |!| |!| |!| |!|
Stage
Semiphonetic Stage |!|
Phonetic Stage |!|
Transitional Stage |!|
Correct Stage |!|
Developmental Stages of Spelling: Precommunicative Stage - correct
|!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The child uses letters from the alphabet but shows no
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
knowledge of letter sound correspondences. the child may also lack
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
knowledge of the entire alphabet, the distinction between upper and lower
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
case letters, and the left to right direction of the English orthography.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Developmental Stages of Spelling: Semiphonetic Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The child begins to understand letter sound correspondence--
|!| |!| |!| |!| |!| |!| |!| |!|
that sounds are assigned to letters. At this stage, the child often employs
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rudimentary logic, using single letters, for example, to represent words,
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sounds and syllables. (U for you)
|!| |!| |!| |!| |!|
Developmental Stages of Spelling: Phonetic Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Children use a letter or group of letters to represent every |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
speech sound that they hear in a word. Although some of their choices do
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
not conform to conventional English spelling, their attempts to spell words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
are systematic and easily understood (the letters tak for take and en for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
in)
,Developmental Stages of Spelling: Transitional Stage - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔The speller begins to assimilate the conventional alternative for |!| |!| |!| |!| |!| |!| |!| |!| |!|
representing sounds, moving from a dependence only or mainly on |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
phonology (sound) for representing words, to evidencing a greater
|!| |!| |!| |!| |!| |!| |!| |!| |!|
understanding of common letter patterns words and the structure of |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
words. Some examples of misspelling typical of this stage are egul for
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
eagle, and higheked for hiked.
|!| |!| |!| |!|
Developmental Stages of Spelling: Correct Stage - correct answer✔✔At this |!| |!| |!| |!| |!| |!| |!| |!| |!|
stage, spellers know common letter sound relationships and
|!| |!| |!| |!| |!| |!| |!| |!| |!|
generalizations (rules) for spelling, as well as how to use morphemic |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
information in spelling. The student understands how to spell many
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
common prefixes and suffixes, silent consonants, alternative spellings, and
|!| |!| |!| |!| |!| |!| |!| |!| |!|
irregular spellings. A large number of learned words are accumulated, and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the speller recognizes incorrect forms.
|!| |!| |!| |!|
Brian writes "hom" for the word home. When considering the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
developmental stages of spelling, Brian uses--- - correct answer✔✔Phonetic |!| |!| |!| |!| |!| |!| |!| |!|
Spelling
|!|
In phonetic spelling, students use their knowledge of letters and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
graphemes and in this example, Brian has used a letter for every sound
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
heard in home. |!| |!|
Suzie writes "spcl" for the word special. When considering the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Developmental Stages of Spelling, Suzie uses-- - correct |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Semiphonetic Spelling |!|
She uses some knowledge of letter sounds relationships but does not use
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
vowels in this example. |!| |!| |!|
Which of the following are examples of informal assessments that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
prekindergarten teachers can use? |!| |!| |!|
,-Progress monitoring measures |!| |!|
-diagnostic assessments |!|
-ongoing observations |!|
-systematic observations |!|
-portfolios - correct answer✔✔-ongoing observations
|!| |!| |!| |!|
-systematic observations |!|
-portfolios
-ongoing observations- teachers observe their students work and play in a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
variety of settings. |!| |!| |!|
-systematic observations- teachers choose specific children to observe for
|!| |!| |!| |!| |!| |!| |!| |!| |!|
specific purposes for a specific timeframe.
|!| |!| |!| |!| |!| |!|
-portfolios- teachers collect and date authentic work samples over time.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Portfolios provide a powerful overview of a child's development and serve
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
to guide instructional decisions.
|!| |!| |!|
A recent study concludes which of the following regarding dyslexia and the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
size of the population it affects in the US? (looking for a %) - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Dyslexia affects 15-20% of the population in America. |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia (List) - correct answer✔✔-Multisensory
|!| |!| |!| |!| |!| |!| |!| |!|
-Structured, Systematic, Sequential, and Cumulative |!| |!| |!| |!|
-Flexible
-Personal and Direct |!| |!|
Best methods for teaching Dyslexia: Multisensory - correct
|!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Involve regular interaction between the teacher and the students |!| |!| |!| |!| |!| |!| |!| |!|
and the simultaneous use of simple senses including auditory, visual and
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
kinesthetic. A dyslexic learner is taught to tee the letter A, say its name
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, and sound and write it in the air- all at the same time. The use of
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
multisensory input is thought to enhance memory storage and retrieval. |!| |!| |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Structured, Systematic, Sequential and
|!| |!| |!| |!| |!| |!| |!| |!|
Cumulative - correct answer✔✔Language elements and rules are
|!| |!| |!| |!| |!| |!| |!| |!| |!|
introduced in a linguistically logical, understandable order. Students go
|!| |!| |!| |!| |!| |!| |!| |!| |!|
back to the very beginning of their language learning, to lay a proper
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
foundation. Beginning by reading and writing sounds in isolation |!| |!| |!| |!| |!| |!| |!| |!| |!|
(phonemes), then blending sounds into syllables and words. Elements of |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
language- consonants, vowels, digraph blends, and diphthongs are |!| |!| |!| |!| |!| |!| |!| |!|
introduced in an orderly fashion. Only later, learners proceed to advanced
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
structural elements such as syllable types, roots, prefixes and suffixes.
|!| |!| |!| |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Flexible - correct answer✔✔Teachers
|!| |!| |!| |!| |!| |!| |!| |!| |!|
ensure the learner is not simply recognizing a patterns and applying it
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
without understanding. When confusion of a previously taught rule is
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
discovered, it is re-taught from the beginning. |!| |!| |!| |!| |!| |!|
Best methods for teaching Dyslexia: Personal and Direct - correct
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
answer✔✔Building a close teacher student relationship with continuous |!| |!| |!| |!| |!| |!| |!| |!|
feedback and positive reinforcement leading to success and self
|!| |!| |!| |!| |!| |!| |!| |!| |!|
confidence.
Mrs. Swanson is attempting to help students select books that they can
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
read on their own. As part of this process, she must determine each
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
student's independent reading level. |!| |!| |!| |!|
In order to accomplish this task effectively, Mrs. Swanson should select
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
books in which students- - correct answer✔✔Have 5 or less word
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
recognition errors per 100 words of text. |!| |!| |!| |!| |!| |!| |!|
A student is at the independent reading level when he or she can read
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
successfully 95% of the words. This is the level at which students can read |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
on their own. Since Mrs. Swanson is helping students select books they
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
can read on their own, she needs to determine they are at the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
