LETRS Unit 1 Sessions 1-8 Test 100% Correct Answers 2023-2024.Assured success., Exams of Humanities

Download LETRS Unit 1 Sessions 1-8 Test 100% Correct Answers 2023-2024.Assured success. and more Exams Humanities in PDF only on Docsity! LETRS Unit 1 Sessions 1-8 Test 100% Correct Answers 2023-2024.Assured success. 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. Egyptians invented the first alphabet in Correct Answer: 2,000 BCE 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 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 Phonology Correct Answer: phonemes or speech sounds of language Orthography Correct Answer: writing system that represents language Morphology Correct Answer: study of meaningful units in words Semantics Correct Answer: the study of word and phrase meaning Syntax Correct Answer: rules governing words in sentence Discourse Correct Answer: conventions used to organize spoken/written language Pragmatics Correct Answer: rules using language, gestures, social context Unit 1 - Session 3 We do not over print when we read. Correct Answer: skip The eyes rest for about seconds on a content word. Correct Answer: .25 The eyes take in a span of letters to the right of fixation and 3-4 letters to the left before jumping to the next point. Correct Answer: 7-9 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 Orthographic Processing of the Visual Word "Letterbox" occurs in the portion of the brain. Correct Answer: Occipital 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 What is the first sound in "switch"? /sh/ /s/ /swǐh/ /sw/ Correct Answer: /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ Correct Answer: /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/ Correct Answer: /ĭ/ During reading, our eyes process each word letter by letter. true false Correct Answer: true How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? 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 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% 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 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 Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a to several . Correct Answer: thousand to several thousand Passage reading comprehension tests, at this level, almost entirely measure the ability to read words accurately. Correct Answer: single By fourth grade the picture has changed. Learning to read becomes reading to . Correct Answer: learn As students progress, comprehension of text is increasingly accounted for by , background knowledge, and the upper strands of the Reading Rope. Correct Answer: Language Comprehension Foundational skills of word recognition ( , , and ) should be priorities for reading assessment and instruction early in the development. Correct Answer: phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic are phases of Word-Reading Development. Correct Answer: Ehri's Incidental visual cue; general concepts of print are part of which of Ehri's phases? Correct Answer: Prealphabetic 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 , 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 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 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 The majority of students with poor comprehension have underdeveloped skills in phonemic awareness (sound substitution, reversal and deletion). Correct Answer: advanced Expert teaching focuses on . . . Correct Answer: the relevant subskills that enable a child to pass through each phase of reading development successfully and are tailored to the student's strengths and weaknesses across the major components of reading. Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on . . . Correct Answer: decoding. The major subcomponents of reading in the SVR change in relative importance . . . Correct Answer: between grades 1 and 8. The ability to recognize many words by "sight" during fluent reading depends on . . . Correct Answer: phonemic awareness and the ability to map phonemes to graphemes. Alphabetic learning requires progressive differentiation of both . . . Correct Answer: the sounds in words and the letter sequences in print. Phoneme-Grapheme Mapping Correct Answer: The matching of phonemes (sounds) in words with the graphemes (letters) that represent them. 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 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 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 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, distractibility, problems with comprehension of spoken language, confusion with math signs and computation. About percent of all studetns with dyslexia also have ADHD. Correct Answer: 30 Dyslexia signs for students include; late talking, slow to learn new words, mixes up pronunciation of words, trouble with difficult speech sounds, does not enjoy looking at print. Correct Answer: Preschool Dyslexia signs for students include; trouble remembering names and recalling, struggles to recall sound , struggles to break simple words into sounds, trouble recognizing common words and does not spell in a predictable way. ' Correct Answer: K/1 Dyslexia signs for students include; the need to sound out common words, struggles decoding, poor speller of common words, reads slowly and lack expression, loses meaning of passage, uses pictures to guess at words and trouble with writing. Correct Answer: 2/3 Dyslexia signs for students who are to reading to learn include; easily overwhelmed, misreads directions, struggles to keep up and poor speller. Correct Answer: transition Dyslexia signs for students in grades include; extra time for oral reading, struggles with out of context common words, poor spelling, appears to have comprehension issues and may avoid reading at all costs. Correct Answer: 4/6 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 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 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 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 A student with a prominent and specific weakness in either phonological or orthographic (naming-speed) processing, is said to have a deficit in word . Correct Answer: single, recognition A student with a combination of phonological and naming-speed deficits, is said to have a deficit. These students are more common that those with a deficit and are also the most to remediate. Correct Answer: double, single, difficult Possible indicators of specific language comprehension difficulties Correct Answer: inattention to teacher talk, low verbal output, low scores on tests of vocabulary that do not require reading, lack of improvement in comprehension if a reading selection is read to the individual, inability to tell the difference between main ideas and supporting details during listening or reading; confusion about the meanings and uses of pronouns, prepositions, and space/time concepts and human relationships; literal interpretations of abstract language EL's word recognition will be slowed and limited simply because they have fewer English words in their . Correct Answer: phonological lexicons EL's is often slow because they are doing double the work -- they are deciphering English and mentally translating back and forth between English and their in order to make sense of the passage. Correct Answer: oral reading, first language 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 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 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 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 Curriculum-Based Measurements are standardized measurements that assess content that students should master by the end of the grade level. Correct Answer: CBM Word study in Kindergarten and First should focus on... Correct Answer: Basic Phonological Awareness Word study in Second and Third grade should focus on... Correct Answer: Advanced Phonemic Awareness Phoneme-Grapheme Correspondences should be focused in the following grades... Correct Answer: Kinder, First and Second Students who should have 300 - 500 sight words at minimum. Correct Answer: First and Second Word Study focus for grades First, Second and Third... Correct Answer: Fluent Recognition of Word Families (Rime Patterns) and Inflectional Morphology Word Study focus for grades Second, Third and Fourth... Correct Answer: Common syllables, Syllabification 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