LETRS Unit 1 Session 6
1. Distinguishing the cause of a reading problem is not always .A
working about the causes can be made, but the most productive
course of action for any as risk student is to them.✔✔✔
possible, hypothesis, teach
2. Among all English-speaking poor readers, at least to percent
have trouble with accurate and fluent that often originates
in weaknesses with processing.✔✔✔ 70, 80, word recognition,
phonologi- cal
3. Word-recognition difficulties often co-occur with and
problems.✔✔✔ fluency, comprehension
4. Students who have primary difficulty with also have
obvious trouble learning sound-symbol correspondences, sounding out
words, and . The term . applies to this group.✔✔✔ word
recogni- tion, spelling, dyslexia
5. You can be and dyslexic.✔✔✔ gifted
,6. Dyslexia is a specific learning that is neurological in
origin.✔✔✔ dis- ability
7. Dyslexic difficulties typically result from a deficit in the com-
ponent of language that is often unexpected in relation to other cognitive
abilities and the provision of effective .✔✔✔
phonological, classroom instruction
8. Secondary consequences may include problems in reading and
reduced reading experience that can impede growth of and back-
ground knowledge.✔✔✔ comprehension, vocabulary
9.Up to 25 percent who are poor at word recognition are slow at word
reading and text reading but can and sounds .✔✔✔
segment, blend, orally
10.These students will words even after seeing
them several times. They tend so spell but not accurately.✔✔✔
sound out, phonetically
, 11.For this subgroup, the nature of their relative weakness is still debated
by reading scientists. Some argue that the problem is primarily one of
timings and speed. Others propose that there is a specific deficit within
the system that affects the storage and recall of exact
letter sequences.✔✔✔ processing, orthographic processing
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3
1. Distinguishing the cause of a reading problem is not always .A
working about the causes can be made, but the most productive
course of action for any as risk student is to them.✔✔✔
possible, hypothesis, teach
2. Among all English-speaking poor readers, at least to percent
have trouble with accurate and fluent that often originates
in weaknesses with processing.✔✔✔ 70, 80, word recognition,
phonologi- cal
3. Word-recognition difficulties often co-occur with and
problems.✔✔✔ fluency, comprehension
4. Students who have primary difficulty with also have
obvious trouble learning sound-symbol correspondences, sounding out
words, and . The term . applies to this group.✔✔✔ word
recogni- tion, spelling, dyslexia
5. You can be and dyslexic.✔✔✔ gifted
,6. Dyslexia is a specific learning that is neurological in
origin.✔✔✔ dis- ability
7. Dyslexic difficulties typically result from a deficit in the com-
ponent of language that is often unexpected in relation to other cognitive
abilities and the provision of effective .✔✔✔
phonological, classroom instruction
8. Secondary consequences may include problems in reading and
reduced reading experience that can impede growth of and back-
ground knowledge.✔✔✔ comprehension, vocabulary
9.Up to 25 percent who are poor at word recognition are slow at word
reading and text reading but can and sounds .✔✔✔
segment, blend, orally
10.These students will words even after seeing
them several times. They tend so spell but not accurately.✔✔✔
sound out, phonetically
, 11.For this subgroup, the nature of their relative weakness is still debated
by reading scientists. Some argue that the problem is primarily one of
timings and speed. Others propose that there is a specific deficit within
the system that affects the storage and recall of exact
letter sequences.✔✔✔ processing, orthographic processing
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3
