LETRS Unit 1 - Session 1- 8 | Verified | 100% Corr, Exams of Nursing

Download LETRS Unit 1 - Session 1- 8 | Verified | 100% Corr and more Exams Nursing in PDF only on Docsity! 1 LETRS Unit 1 - Session 1 Phonics Correct Answer: relationship between letters and sounds. Code based instruction. Phonemic Awareness Correct Answer: awareness of individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds. Alphabetic Writing is less than years old. Correct Answer: 5,000 90% of all spoken languages have no Correct Answer: written form, let alone an alphabet that represents the separate sounds of speech. Syllable Correct Answer: the unit of pronunciation that is organized around a vowel; it may or may not have a consonant after the vowel. LETRS Unit 1 - Session 1- 8 | Verified | 100% Correct Answers 2 Phoenician alphabet was developed in and was the granfather of our alphabet 19 of 26 letters can be traced. Correct Answer: 1,000 BCE Modern American English spelling was settled in 1828 with Correct Answer: Webster's Dictionary Orthograpy Correct Answer: a writing system for representing language Morphonphonemic Correct Answer: alphabetic writing principle organized by both sound-symbol correspondences and morphology. Morpheme Correct Answer: the smallest meaningful unit of language; it may be a word or a part of word; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must Correct Answer: mentally link the alphabetic symbols with the single speech sounds or phonemes that they represent. 5 Word Recognition Correct Answer: The accurate and fast retrieval of decoded word forms, is essential for the development of reading comprehension. Language comprehension Correct Answer: listening comprehension or the linguistic processes involved in the comprehension of oral language. 6 Decoding Correct Answer: the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. Unit 1 - Session 2 is the act of translating print into meaning. Correct Answer: Reading is the written or spoken communication "or the exchange of information and ideas, usually longer than a sentence, between individuals or between the writer and the reader. Correct Answer: Discourse Learning two languages simultaneously, the brain establishes a separate for each language. Correct Answer: neural system The of typical reading begins around age five and continues for about six years until full reading fluency is achieved. Correct Answer: progression 7 comprehension may exceed reading comprehension. The reverse is not true. Correct Answer: Listening Tests of phonemic awareness, phonics, word recognition, and spelling are more important for locating students at risk for reading problems in the . Correct Answer: primary grades 10 is the mental process used to store words for immediate and effortless retrieval. Correct Answer: Orthographic Mapping Orthographic Mapping requires awareness, - knowlege and sight word learning. Correct Answer: phonemic, letter-sound Printed word recognition depends on , orthographic mapping. Correct Answer: fast, accurate Four areas of the brain involved in reading are... Correct Answer: Frontal, Parietal, Temporal and Occipital Phonological Processing of pronunciation and articulation occur in the portion of the brain. Correct Answer: Frontal Phonological Processing of phoneme analysis and phoneme-grapheme association occur in the portion of the brain Correct Answer: Temporal 11 Orthographic Processing of the Visual Word "Letterbox" occurs in the portion of the brain. Correct Answer: Occipital 12 The is at the junction of the parietal, occipital, and temporal lobes. This area is critical for mapping phonemes to graphemes. Correct Answer: planum temporale The Temporal lobe is responsbile for Correct Answer: language comprehension The - Processing Model reminds us that instruction should aim to educate all of the processing systems and enable them to work together. Correct Answer: Four - Part The name of the mental dictionary in every person's phonological processing system. Correct Answer: Lexicon Phonological Processing System Correct Answer: Organizes and identifies phonemes, speech sounds, compare similar words, lexicon and taking apart sounds in a word. Orthographic Processing System Correct Answer: Stores information about print that increases the efficiency of word recognition and spelling. 15 Select the lobe of the brain that processes sensory information such as temperature, taste, and touch. Correct Answer: Parietal lobe Which of the following statements best explains why The Four-Part Processing Model is useful? 16 a. It demonstrates why instruction should target reading comprehension. b. It emphasizes the importance of instruction in language comprehension. c. It represents the complex mental activity involved in word recognition. d. It illustrates that phonics is more important than comprehension Correct Answer: c. It represents the complex mental activity involved in word recognition. The phonological processor allows us to do which of the following? Select all that apply. a. "take in" the visual input of a written word b. break down words into phonemes c. learn the sounds of a foreign language Correct Answer: b. break down words into phonemes c. learn the sounds of a foreign language The phonological processor is what allows us to recognize the rising intonation of a question. true false Correct Answer: True 17 What is the first sound in "switch"? /sh/ /s/ 20 a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left Correct Answer: c. 7-9 to the right and 3-4 to the left The Four-Part Processing Model helps us understand . a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension Correct Answer: b. how multiple parts of the brain must work together in order for word recognition to occur The area known as the visual word form area or "brain's letterbox" is located in the lobe and is essential to the processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic Correct Answer: b. occipital; orthographic 21 What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words Correct Answer: a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 4 Processing systems responsible for word recognition Correct Answer: Phonological and orthographic processing systems Processing systems responsible for language comprehension Correct Answer: Meaning and context processing systems Automaticity Correct Answer: The ability to read quickly and accurately without conscious effort 22 Three Cueing Systems Model Correct Answer: Model that overemphasizes the usefulness of context, pictures, and word meanings in word recognition (rather than deciding) Both the phonological processor and orthgraphic processor systems are primarily responsible for Correct Answer: word recognition 25 Three Cueing-System proposes Correct Answer: Graphophonic (Visual), Semantic (Meaning) and Syntatic (Sentence) The - Processing Model contrasts with the Three Cueing- System in several critical ways. Correct Answer: Four-Part The Four-Part Processing Model is support by modern science, the phonological processing system is distinct form the orthographic processing system. Correct Answer: brain The Three Cueing-System Model fosters dependence on pictures, pre-reading, memorization and context - these are strategies that readers rely on. Correct Answer: poor Later reading fluency on early mastery of associations between letters, letter patterns, and speech sounds. Correct Answer: depends The 5,000 most common words in English, comprise of all text. Correct Answer: 90% 26 The remaining 80,000 content-bearing words that children are expected to learn occur with very low frequency and must be accurately to be interpreted. Correct Answer: decoded 27 The phonological process is involved in Correct Answer: phonological awareness The orthographic processor stores knowledge of and patterns and helps us recognize these visual representations of spoken language. Correct Answer: letters and letter Sight recognition involves connecting a word to its , which involves the meaning processor and the context processor. Correct Answer: meaning When all four processors are working together smoothly, we develop... Correct Answer: word recognition Unit 1 - Session 5 The learning processe of beginning readers from the reading processes of proficient readers. Correct Answer: differ For a student just learning how to read, the ability to and words accurately is of paramount importance. Correct Answer: decode and read 30 Letter names and some letters sounds as well as syllable, onset-rime and initial phoneme matching are part of which of Ehri's phases? Correct Answer: Early Alphabetic 31 Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? Correct Answer: Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? Correct Answer: Consolidated Alphabetic Progress in an system occurs only if children learn how letters and sound are connected. Correct Answer: alphabetic - mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. Correct Answer: Phoneme-grapheme Rote learning of visual features of a word; no - awareness is a characteristic of the Prealphabetic Phase. Correct Answer: letter-sound A child reads unfamiliar words by or memory of text in the Prealphabetic Phase. Correct Answer: context 32 Prealphabetic readers are dependent on context... they read the text. Correct Answer: cannot 35 , unitized reading of whole familiar words is increasing in the Later Alphabetic Phase. Correct Answer: Rapid Later Alphabetic spellers are phonetically ; beginning to use conventional letter sequences and patterns; sight-word increasing. Correct Answer: accurate Reading by phonemes, units, morpheme units and whole words is a characteristic of the Consolidated Alphabetic Phase. Correct Answer: syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices parts first, reads by analogy to similar know words. Correct Answer: familiar Consolidated Alphabetic readers remembers words; analogizes easily and associates word structure with meaning. Correct Answer: multisyllabic 36 Consolidate Alphabetic spellers have word knowledge including, language of origin, morphemes, syntactic role, ending rules; , and forms. Correct Answer: prefix, suffix and root The concept that letters are used to represent individual phonemes in the spoken word. Correct Answer: Alphabetic Principle 37 Children in the prealphabetic phase need to learn that words are made of individual sounds. Alphabet letter names and forms should also be practiceed to the point of automatic retrieval. Correct Answer: speech. A child in the early alphabetic phase may words with similar letters (house and horse). Correct Answer: confuse Students at the later alphabetic phase will write fairly complete and phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. Correct Answer: reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map to sound with ease and acquire a large vocabulary by reading and hearing them. Correct Answer: symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular words. Correct Answer: nonsense 40 Most students require lots of additional practice in second and third grade before they can read . . . Correct Answer: grade level passages with fluency and comprehension and reading has become automatic. Name Ehri's Phases of Word-Reading Development Correct Answer: Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated Alphabetic 41 Prealphabetic Phase Correct Answer: No letter-sound awareness, guessing constrained by context or memory, cannot read text, and strings random letters together Early Alphabetic Phase Correct Answer: Initial sound and salient consonants, constrained by context (gets first sound and guesses), confuses similar- appearing words, represents a few salient sounds (such as beginning and ending consonants), fills in other letters randomly, knows some letter names for sounds Later Alphabetic Phase Correct Answer: Pronunciation of whole words on the bases of complete phoneme-grapheme mapping, full use of sound-letter correspondence, blends all sounds left to right, begins to use analogy to known patterns, rapid reading of whole familiar words is increasing, phonetically accurate spelling, spelling sight word knowledge increasing Consolidated Alphabetic Phase Correct Answer: Reads variously by phonemes, syllabic units, morpheme units, and whole words; sequential and hierarchical decoding, notices familiar parts first, reads by analogy to similar known words, remembers multi-syllabic words, associates word structure with meaning, word knowledge includes language of origin; morphemes; syntactic role; ending rules; prefix, suffix, and root forms 42 Alphabetic Principle Correct Answer: The concept that letters are used to represent individual phonemes in the spoken language; insight into this principle is critical for learning to read and spell 45 hemisphere, enabling them to move into reading and automatic or more whole words. Correct Answer: middle-left, later alphabetic, rcognition While many teachers may believe that poor comprehension is the primary issue for poor readers, the majority of those students have underdeveloped skills in (3 words) and automatic (2 words). Consequently, these students do not have the attentional resources available to (2 words). Correct Answer: advanced phonemic awareness, word recognition, comprehend text Unit 1 - Session 6 Genetic, biological, environmental and instructional factors all contribute to the growth of . Correct Answer: reading skill Students who come to school without exposure to books, book language, and vocabulary in their homes that would support literacy development are said to be . Correct Answer: experience deficient Poor readers are students who score below the percentile in basic reading skill. Correct Answer: 30th 46 Simple View of Reading suggests that students can be impaired in either word recognition or language comprehension or both...making it to instruct all students exactly the same way. Correct Answer: impossible 47 Among all English-speaking poor readers, at least 70-80 percent have trouble with accurate and fluent that often (not always) originates with weaknesses in phonological processing. Correct Answer: word recognition is a useful descriptive term for a specific developmental disorder that adversely affects the ability to read and write. It is neuro biological in origin and characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Correct Answer: Dyslexia Three types of reading difficulties and that often overlap but that can be separate and distinct; phonological deficit, orthographic processing deficit and comprehension deficit. Correct Answer: disabilities deficit refers to a prominent and specific weakness in either phonological or naming speed processing. Correct Answer: Single deficit refers to a combination of phonological and naming-speed deficits. Correct Answer: Double Students with neurobiological differences in language and reading processes may also dysgraphia, ADHD, Anxiety, Task Avoidance, Weak impluse control, 50 Specific difficulties indicators include; inattention to teacher talk and/or low verbal output, low scores on PPVT, lack of improvement in comprehension for read aloud, inability to distinguish between 51 main idea and details, confusion about meaning, use of pronouns and prepositions and literal interpretations of abstract language. Correct Answer: Language Comprehension Challenges for include; EL's overrepresented among poor readers, sound-symbol correspondences are possible, smaller lexicon, apply SVR model. Correct Answer: English Learners Specific Skills for include; letter naming, alphabet writing, initial sound isolation in spoken words, concepts of print and book handling and vocabulary/oral language. Correct Answer: Prealphabetic Skills Specific Skills for include; rapid automatic letter naming (RAN), blending/segmenting 2-3 phonemes in spoken words, sound-symbol associations with common consonants and short vowels, read simple nonsense syllables with short vowels, phonetic spelling of some of the sounds in words and vocabulary/listening comprehension. Correct Answer: Early Alphabetic Skills Specific Skills for include; timed reading for real and nonsense words, accurate readind of simple sentences and passagew with phonetically controlled text, correct or phonetic spelling of dictated simple words, sound- symbo matching or knowledge of phonic elements and vocabulary; retelling of passages. Correct Answer: Later Alphabetic Skills 52 Specific Skills for include; silent passage reading with comprehension, oral passage reading fluency, maze passage reading and spelling real words. Correct Answer: Consolidated Alphabetic Skills. 55 Secondary consequences may include problems in reading and reduced reading experience that can impede growth of and background knowledge. Correct Answer: comprehension, vocabulary Up to 25 percent who are poor at word recognition are slow at word reading and text reading but can and sounds . Correct Answer: segment, blend, orally These students will words even after seeing them several times. They tend so spell but not accurately. Correct Answer: sound out, phonetically 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. Correct Answer: processing, orthographic processing This processing speed/orthographic subgroup generally has better outcomes than students with measurable impairments of . Correct Answer: phonological processing 56 10-15 percent of all poor readers appear to decode and read individual words better than they can the meanings of passages. These poor readers are distinguished from dyslexic students because they can read words and 57 quickly and they can . Students on the spectrum also fit into this reading profile. Correct Answer: comprehend, accurately, spell, autism English Learners with reading problems often fit the profile of better word reading than . Correct Answer: reading comprehension Phonological deficit Correct Answer: implicating a core problem in the phonological system of oral language Processing speed/orthographic processing deficit Correct Answer: affects speed and accuracy of printed word recognition (also called naming speed problem or fluency problem) Comprehension deficit Correct Answer: often coincides with the first two types of problems, but specifically found in students with social-linguistic disabilities (e.g. autism), vocabulary weaknesses, generalized language learning disorders, and leaning difficulties that affect abstract reasoning and logical thinking; ELs may seem to fit the comprehension deficit profile because they have not mastered English and . Correct Answer: vocabulary, syntax 60 Studies have shown that student's brain activation patterns can be "normalized" if remediation for word-level reading impairments is , , and . Correct Answer: early, intensive, effectively designed LETRS Unit 1 Session 7 61 Once children are - which happens very early - they do not catch up unless intervention is intensive, timely, and well informed. Correct Answer: behind is a type of assessment that has the following characteristics; all students once per year, tests have time limits, silent and independent reading, passage comprehension, scores are reported as percentiles or NCE and states may develop their own or use National. Correct Answer: Outcome is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. Correct Answer: Screening is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. Correct Answer: Progress Monitoring is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about 62 student mastery and inform instruction and aspects of treatment. Correct Answer: Diagnostic Survey - tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. Correct Answer: Norm - referenced 65 is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. Correct Answer: Screening is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. Correct Answer: Progress Monitoring is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student mastery and inform instruction and aspects of treatment. Correct Answer: Diagnostic Survey - tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. Correct Answer: Norm - referenced 66 are used to predict who is most likely to pass the high- stakes outcome tests given at the end of each grade. Examples are; letter- naming, phoneme segmentation, grapheme-phoneme correspondence, word reading lists, nonsense word reading, spelling and phonetic spelling accuracy, oral passage reading fluency (mid 1st) and Maze passage reading (3rd and beyond). Correct Answer: Screening Measures 67 with questions is a good early indicator of language comprehension. Correct Answer: Read Aloud Valid measure actually measures what was intended is called ..... Correct Answer: construct validity Valid measures that corresponds well to other known measures is called... Correct Answer: concurrent validity Predicts with accuracy how students are likely to perform on an accountability measure is called... Correct Answer: predictive validity Unit 1 - Session 8 Key ideas to the selection and use of assessments; not all poor readers are alike, phase of development will determine focus, assessments should be used as intended and use assessments to make good instructional decisions. Correct Answer: guide The questions to answer with assessments are as follows; who needs help?, what kind of help do they need?, Is the help helping? and If not, what needs to change? Correct Answer: basic 70 Word Study focus for grades third, fourth, fifth and sixth... Correct Answer: Derivational Morphology; Anglo-Saxon and Latin Roots, Prefixes, Suffixes Word Study focus for grade fifth, sixth and seventh... Correct Answer: Greek- derived Morphemes Outcome assessments Correct Answer: Outcome assessments assess the overall effectiveness of instruction given to a large student population—for example, all 71 students within a state. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual is doing relative to norms and help in comparing groups. Screening measures Correct Answer: Screening measures help predict which students are at risk for reading failure and how they are likely to perform on outcome assessments by measuring their performance against established benchmarks. Screening measures, such as Acadience® Reading K-6 or AIMSweb®, focus on foundational skills and are administered several times a year in the early grades. Because they are brief, low-cost measures that provide extremely useful information, they are highly efficient. Diagnostic surveys Correct Answer: Diagnostic surveys inform teachers' work with at-risk readers. This category includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum). Progress-monitoring tests Correct Answer: Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach. 72 Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. Correct Answer: true or false 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? Correct Answer: a. a spelling inventory to show which features of English spelling the student has mastered b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice c. a vocabulary test to show student understanding of word meanings in context d. a test of reading comprehension to show how well the student can answer questions about a grade-level text Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder? Correct Answer: a. spelling b. handwriting c. single-word decoding d. social interactions Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply. Correct Answer: a. advanced phonemic awareness