LETRS UNIT 1 ASSESSMENT EXAM 2026
QUESTIONS WITH ANSWERS GRADED A+
◉ 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.
◉ 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
◉ 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
◉ 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)
◉ 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
◉ In what grade(s) is basic phonological awareness mainly
practiced? Answer: K-1
◉ In what grade(s) is phoneme-grapheme correspondences mainly
practiced? Answer: K-2
◉ In what grade(s) do most students have 300-500 sight words?
Answer: 1-2
◉ In what grade(s) is inflectional morphology mainly practiced?
Answer: 1-3
◉ In what grade(s) is advanced phonemic awareness mainly
practiced? Answer: 2-3
◉ In what grade(s) is common syllables and syllabification mainly
practiced? Answer: 2-4
, ◉ In what grade(s) is morphology derived from Anglo-Saxon and
Latin mainly practiced? Answer: 3-6
◉ In what grade(s) is Greek-derived morphemes mainly practiced?
Answer: 5-7+
◉ Large-scale studies have shown that about half of first-graders
who struggle with reading will catch up by third grade without any
special interventions. Answer: False
◉ What is the primary purpose of progress-monitoring
assessments? Answer: They help teachers determine if a particular
instructional approach is working to bring a student closer to a
target level of reading skill.
◉ Which characteristics describe typical outcome assessments?
Answer: designed to measure passage comprehension, useful for
comparing individuals to norms for a given age or grade level
◉ Which is a common limitation of screening measures? Answer:
Their conservative benchmarks result in false positives-children
identified as poor readers even though they will later develop
adequate reading skills.
QUESTIONS WITH ANSWERS GRADED A+
◉ 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.
◉ 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
◉ 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
◉ 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)
◉ 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
◉ In what grade(s) is basic phonological awareness mainly
practiced? Answer: K-1
◉ In what grade(s) is phoneme-grapheme correspondences mainly
practiced? Answer: K-2
◉ In what grade(s) do most students have 300-500 sight words?
Answer: 1-2
◉ In what grade(s) is inflectional morphology mainly practiced?
Answer: 1-3
◉ In what grade(s) is advanced phonemic awareness mainly
practiced? Answer: 2-3
◉ In what grade(s) is common syllables and syllabification mainly
practiced? Answer: 2-4
, ◉ In what grade(s) is morphology derived from Anglo-Saxon and
Latin mainly practiced? Answer: 3-6
◉ In what grade(s) is Greek-derived morphemes mainly practiced?
Answer: 5-7+
◉ Large-scale studies have shown that about half of first-graders
who struggle with reading will catch up by third grade without any
special interventions. Answer: False
◉ What is the primary purpose of progress-monitoring
assessments? Answer: They help teachers determine if a particular
instructional approach is working to bring a student closer to a
target level of reading skill.
◉ Which characteristics describe typical outcome assessments?
Answer: designed to measure passage comprehension, useful for
comparing individuals to norms for a given age or grade level
◉ Which is a common limitation of screening measures? Answer:
Their conservative benchmarks result in false positives-children
identified as poor readers even though they will later develop
adequate reading skills.
