LETRS Unit 2 Session 1

1. Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. o true o false 2. 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? o a. a spelling inventory to show which features of English spelling the student has mastered o b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice o c. a vocabulary test to show student understanding of word meanings in context o d. a test of reading comprehension to show how well the student can answer questions about a grade-level text 3. Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder? o a. spelling o b. handwriting o c. single-word decoding o d. social interactions 4. Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply. o a. advanced phonemic awareness o b. Greek-derived morphemes o c. inflectional morphology o d. fluent recognition of word families (rime patterns) 5. 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 stuf 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? o a. administering a phonics survey o b. reading a story to him and having him orally retell it o c. examining samples of his writing o d. administering a timed oral reading fluency assessment