LETRS Unit 3 Session 1-8 Answers
LETRS Unit 3 Session 1 Answers
Contents hide
1 LETRS Unit 3 Session 1 Answers
2 LETRS Unit 3 Session 2 Answers
3 LETRS Unit 3 Session 3 Answers
4 LETRS Unit 3 Session 4 Answers
5 LETRS Unit 3 Session 5 Answers
6 LETRS Unit 3 Session 6 Answers
7 LETRS Unit 3 Session 7 Answers
8 LETRS Unit 3 Session 8 Answers
____________ represents the two major components
SVR
of learning to read: word recognition and language
comprehension.
The Reading Rope identifies three major strands or
recognition
subskills that contribute to printed word
,____________; phonological awareness, decoding,
and sight word recognition.
_______________ awareness emphasizing the strong
Phonological
predictive relationship between phonemic awareness
and learning to read an alphabetic writing system.
__________ is the ability to translate a word from
Decoding
print to speech, usually by employing knowledge of
sound-symbol correspondences.
To know what the word actually says, the reader must
recode
look closely at all the letters and ______ them into
sound and sense.
_________ ___________ ____________ is the goal of
Sight Word Recognition
word study, or the point of learning to decode by
phonics and to recognize orthographic patterns, is to
develop automatic recognition of words.
The term __________ refers to three different aspects;
phonics
phoneme-grapheme correspondence, strategy for
decoding new words, essential component of reading
(one of the five pillars).
, Phonics instruction offers a critical _______________
advantage
for most students in the regular classroom and in
intervention programs.
Explicit, _____________, cumulative instruction that
systematic
teaches students to decode graphemes and blend the
corresponding phonemes and/or syllables received
stronger suppor in high-level research than other types
of instruction.
Phonics may not be ______________ with a given
effective
student if that student’s phonological awareness is
seriously underdeveloped because phonemic
awareness is the foundation for acquiring decoding
skill.
Scope and sequence of phonics and word-reading
Organization
skills determine lesson design and sequence, and type
of reading practice. Is what feature of the reading
program?
Decodable; contains high proportion of pattern words
Texts for Reading
that have been taught. Is what feature of the reading
program?
LETRS Unit 3 Session 1 Answers
Contents hide
1 LETRS Unit 3 Session 1 Answers
2 LETRS Unit 3 Session 2 Answers
3 LETRS Unit 3 Session 3 Answers
4 LETRS Unit 3 Session 4 Answers
5 LETRS Unit 3 Session 5 Answers
6 LETRS Unit 3 Session 6 Answers
7 LETRS Unit 3 Session 7 Answers
8 LETRS Unit 3 Session 8 Answers
____________ represents the two major components
SVR
of learning to read: word recognition and language
comprehension.
The Reading Rope identifies three major strands or
recognition
subskills that contribute to printed word
,____________; phonological awareness, decoding,
and sight word recognition.
_______________ awareness emphasizing the strong
Phonological
predictive relationship between phonemic awareness
and learning to read an alphabetic writing system.
__________ is the ability to translate a word from
Decoding
print to speech, usually by employing knowledge of
sound-symbol correspondences.
To know what the word actually says, the reader must
recode
look closely at all the letters and ______ them into
sound and sense.
_________ ___________ ____________ is the goal of
Sight Word Recognition
word study, or the point of learning to decode by
phonics and to recognize orthographic patterns, is to
develop automatic recognition of words.
The term __________ refers to three different aspects;
phonics
phoneme-grapheme correspondence, strategy for
decoding new words, essential component of reading
(one of the five pillars).
, Phonics instruction offers a critical _______________
advantage
for most students in the regular classroom and in
intervention programs.
Explicit, _____________, cumulative instruction that
systematic
teaches students to decode graphemes and blend the
corresponding phonemes and/or syllables received
stronger suppor in high-level research than other types
of instruction.
Phonics may not be ______________ with a given
effective
student if that student’s phonological awareness is
seriously underdeveloped because phonemic
awareness is the foundation for acquiring decoding
skill.
Scope and sequence of phonics and word-reading
Organization
skills determine lesson design and sequence, and type
of reading practice. Is what feature of the reading
program?
Decodable; contains high proportion of pattern words
Texts for Reading
that have been taught. Is what feature of the reading
program?
