Science of Teaching Reading
Constructed Response Questions and
Answers
Foundational Reading Skills - -phonemic awareness skills, phonics skills,
recognition of high-frequency words, syllabication skills, morphemic analysis
skills, automaticity, reading fluency (accuracy, rate, and prosody)
- Reading Comprehension Skills - -vocabulary knowledge; knowledge of
sentence and grammatical structures; application of literal, inferential, or
evaluative comprehension skills; use of comprehension strategies;
application of text analysis skills to a literary or informational text
- Exhibit - -Data from fictitious scenario
- Letter-Naming Fluency (LNF) - -A student is given assorted uppercase and
lowercase letters on a paper in random order. Given one minute, the student
is told to identify as many letters on the paper as possible.
- Phonemic-Segmentation Fluency (PSF) - -The teacher says a 3 or 4-
phoneme word and the student is to segment the word into its individual
phonemes. In one minute, the student must segment as many words as
possible. The student receives one point for each correctly segmented
phoneme (e.g., cop segmented as /c/ /ŏ/ /p/ would score 3 points, whereas
cop segmented as /c/ [ŏp] would score only 1 point).
- Nonsense Word Fluency (NWF) - -A list of fake words is given to the
student. Each word contains particular phonics elements that are decodable
by the typical student in the given grade-level. Given one minute, the
student decodes as many words as possible.
- Types of Exhibits - -Introduction, passage reading assessment, fluency
data, and comprehension assessment
- Introduction - -Provides the student's name, age, first language, and what
time of the school year these exhibits come from
- Word-Reading Assessment - -The teacher asked the student to read aloud
from a list of words given to them. You will be given a list of words with
either checks when read accurately and automatically or the phonetic
transcription for errors.
- Passage-Reading Assessment - -The teacher met with the student and
asked them to read the title and text of a passage. You will be given a video
, of the student reading. You can pause, stop, and replay the video as
necessary. You will also be given the text form of the passage. You should
follow along with the text as you watch the video to identify the student's
miscues.
- Comprehension Assessment - -The teacher read a passage aloud to the
student and discussed it with him. You will be given the passage read and a
transcript of the conversation.
- Strategy - -Study, sketch, review, outline, write, check
- Step One: Study - -look over the assignment and decide the foundational
and reading comprehension areas of weakness (ex: morphemic analysis and
identifying the main idea) Remember to go pretty quickly here. You are just
familiarizing yourself with what is being provided and identifying the
weaknesses.
- Step Two: Sketch - -create a three-column list for these two weaknesses:
Evidence: list the specific issues (found in the exhibits) the student had
under this skill. Instructional strategies: list the instructional strategies to
address each need in the scenario. Effectiveness: list why each instructional
strategy supports the issue.
- Step Three: Review - -look over the provided exhibits and enhance your
list.
Confirm that you have evidence from every exhibit
- Step Four: Outline - -use the bulleted list of tasks and your list to generate
your outline (see next section). We suggest you type your outline into the
response box so that you can use it as a skeleton to elaborate upon without
losing time re-typing information.
- Step Five: Write - -take your typed outline and flesh it out into a clear
response
- Step Six: Check - -read over your essay carefully. Make sure you
addressed every task in the assignment provided. Make sure you have cited
all 4 exhibits as evidence in your response. Make any edits necessary for
clarity and readability.
- Outline - -Describe weakness based on evidence, then Identify how to
address the student's foundational reading weakness, then Identify a reading
comprehension weakness, then Identify how to address the student's reading
comprehension weakness, then Explain why these are effective for these
issues
Constructed Response Questions and
Answers
Foundational Reading Skills - -phonemic awareness skills, phonics skills,
recognition of high-frequency words, syllabication skills, morphemic analysis
skills, automaticity, reading fluency (accuracy, rate, and prosody)
- Reading Comprehension Skills - -vocabulary knowledge; knowledge of
sentence and grammatical structures; application of literal, inferential, or
evaluative comprehension skills; use of comprehension strategies;
application of text analysis skills to a literary or informational text
- Exhibit - -Data from fictitious scenario
- Letter-Naming Fluency (LNF) - -A student is given assorted uppercase and
lowercase letters on a paper in random order. Given one minute, the student
is told to identify as many letters on the paper as possible.
- Phonemic-Segmentation Fluency (PSF) - -The teacher says a 3 or 4-
phoneme word and the student is to segment the word into its individual
phonemes. In one minute, the student must segment as many words as
possible. The student receives one point for each correctly segmented
phoneme (e.g., cop segmented as /c/ /ŏ/ /p/ would score 3 points, whereas
cop segmented as /c/ [ŏp] would score only 1 point).
- Nonsense Word Fluency (NWF) - -A list of fake words is given to the
student. Each word contains particular phonics elements that are decodable
by the typical student in the given grade-level. Given one minute, the
student decodes as many words as possible.
- Types of Exhibits - -Introduction, passage reading assessment, fluency
data, and comprehension assessment
- Introduction - -Provides the student's name, age, first language, and what
time of the school year these exhibits come from
- Word-Reading Assessment - -The teacher asked the student to read aloud
from a list of words given to them. You will be given a list of words with
either checks when read accurately and automatically or the phonetic
transcription for errors.
- Passage-Reading Assessment - -The teacher met with the student and
asked them to read the title and text of a passage. You will be given a video
, of the student reading. You can pause, stop, and replay the video as
necessary. You will also be given the text form of the passage. You should
follow along with the text as you watch the video to identify the student's
miscues.
- Comprehension Assessment - -The teacher read a passage aloud to the
student and discussed it with him. You will be given the passage read and a
transcript of the conversation.
- Strategy - -Study, sketch, review, outline, write, check
- Step One: Study - -look over the assignment and decide the foundational
and reading comprehension areas of weakness (ex: morphemic analysis and
identifying the main idea) Remember to go pretty quickly here. You are just
familiarizing yourself with what is being provided and identifying the
weaknesses.
- Step Two: Sketch - -create a three-column list for these two weaknesses:
Evidence: list the specific issues (found in the exhibits) the student had
under this skill. Instructional strategies: list the instructional strategies to
address each need in the scenario. Effectiveness: list why each instructional
strategy supports the issue.
- Step Three: Review - -look over the provided exhibits and enhance your
list.
Confirm that you have evidence from every exhibit
- Step Four: Outline - -use the bulleted list of tasks and your list to generate
your outline (see next section). We suggest you type your outline into the
response box so that you can use it as a skeleton to elaborate upon without
losing time re-typing information.
- Step Five: Write - -take your typed outline and flesh it out into a clear
response
- Step Six: Check - -read over your essay carefully. Make sure you
addressed every task in the assignment provided. Make sure you have cited
all 4 exhibits as evidence in your response. Make any edits necessary for
clarity and readability.
- Outline - -Describe weakness based on evidence, then Identify how to
address the student's foundational reading weakness, then Identify a reading
comprehension weakness, then Identify how to address the student's reading
comprehension weakness, then Explain why these are effective for these
issues
