LETRS Unit 1 Study Questions and Answers 2023 Why did the National Institute of Health and Human Development classify reading difficulties as a major health concern? =====> The inability to read well is associated with social ills such as dropping out of school, delinquency, inadequate health care, unwanted pregnancy, and chronic underemployment. They cannot read prescription bottles, but can still open them, cant read road signs, and cant read the instruction on anything. Discuss the types of writing systems in the world. (Pictogram, logograph, syllabic symbols, and alphabetic symbols). How do they differ? How are they the same? =====> Pictograms -directly represent meaning, hieroglyphics. Logographs -abstractly represent meaning, not sound, Chinese radicals. Syllabic symbols -directly represent whole syllables, Cherokee. Alphabetic symbols -represent consonants and vowels, or individual phonemes, Greek or Russian. What i s morphophonemic language? Why is it more difficult to learn it? =====> Morphology is the study of meaningful units in a language and how the units are combined in word formation. Nat- is a root. Nature is a noun; natural is an adjective; naturalist is a noun; naturally is an adverb. This also means that it is a "deep" alphabetic writing system organized by both letter -
sound correspondences and morphology. How do oral language and written language differ? =====> Speaking is natural, reading and writing are not. Spoken language is "hard -wired" inside the human brain. Oral language is the foundational skill for later reading and writing. Discuss the terms phoneme, morpheme, and grapheme giving examples of each..? =====> Phoneme -units of sound in a spe cified language that distinguish one word from another (p,b,d, and t in English words pad, pat, bad, and bat.) Morpheme -unit of language that cannot be further divided (in, come, -ing, forming incoming.) Grapheme -a unit (as a letter or digraph) of a writing system. What is the three cueing system? =====> Model that proposed that word recognition depended on three systems of linguistic cues that reside in a text. (1) a graphophonic (visual) system; (2) a semantic (meaning) system; and (3) a syntact ic system that provides linguistic context to process words in sentences. This model overemphasizes the usefulness of context and meaning in word recognition. It fosters dependence on pictures, prereading rehearsal, and context to figure out words. What are Chall's reading stages? Why is it an important item to consider? =====> The reading stages of Chall are still useful in understanding how the challenges of learning and teaching reading change over time. Exposure to text and reading practice are crit ical in moving the growth process along. Stages are: Prereading, Initial Reading or Alphabetic Decoding, Confirmation and Fluency, Reading to Learn, Multiple Points of View, Construction and Reconstruction. What are Ehri's phases of reading and spelling development? Why is it important to understand these phases? =====> Widely referenced because their description rests on multiple experiments conducted over many years that have been replicated by other researchers. The ability to recognize many words "b y sight" during fluent reading rests on the ability to map phonemes to graphemes or to master the alphabetic principle. The phases are: Prealphabetic (incidental visual cues, symbols), Early Alphabetic (letter knowledge and partial phoneme awareness), Later Alphabetic (early sight -word learning, phoneme -grapheme correspondence, and complete phoneme awareness), and Consolidated Alphabetic (Complete, reading fluently by sound, syllable, morpheme, whole word, families, and analogies.) Because 3rd grade students are expected to read with a fluency rate of 120 words per minute, what should be done in grades K -3 to make that happen? =====>
sound correspondences and morphology. How do oral language and written language differ? =====> Speaking is natural, reading and writing are not. Spoken language is "hard -wired" inside the human brain. Oral language is the foundational skill for later reading and writing. Discuss the terms phoneme, morpheme, and grapheme giving examples of each..? =====> Phoneme -units of sound in a spe cified language that distinguish one word from another (p,b,d, and t in English words pad, pat, bad, and bat.) Morpheme -unit of language that cannot be further divided (in, come, -ing, forming incoming.) Grapheme -a unit (as a letter or digraph) of a writing system. What is the three cueing system? =====> Model that proposed that word recognition depended on three systems of linguistic cues that reside in a text. (1) a graphophonic (visual) system; (2) a semantic (meaning) system; and (3) a syntact ic system that provides linguistic context to process words in sentences. This model overemphasizes the usefulness of context and meaning in word recognition. It fosters dependence on pictures, prereading rehearsal, and context to figure out words. What are Chall's reading stages? Why is it an important item to consider? =====> The reading stages of Chall are still useful in understanding how the challenges of learning and teaching reading change over time. Exposure to text and reading practice are crit ical in moving the growth process along. Stages are: Prereading, Initial Reading or Alphabetic Decoding, Confirmation and Fluency, Reading to Learn, Multiple Points of View, Construction and Reconstruction. What are Ehri's phases of reading and spelling development? Why is it important to understand these phases? =====> Widely referenced because their description rests on multiple experiments conducted over many years that have been replicated by other researchers. The ability to recognize many words "b y sight" during fluent reading rests on the ability to map phonemes to graphemes or to master the alphabetic principle. The phases are: Prealphabetic (incidental visual cues, symbols), Early Alphabetic (letter knowledge and partial phoneme awareness), Later Alphabetic (early sight -word learning, phoneme -grapheme correspondence, and complete phoneme awareness), and Consolidated Alphabetic (Complete, reading fluently by sound, syllable, morpheme, whole word, families, and analogies.) Because 3rd grade students are expected to read with a fluency rate of 120 words per minute, what should be done in grades K -3 to make that happen? =====>
