LETRS Units 1-4 Posttest Answers, Exams of Vocational education

Download LETRS Units 1-4 Posttest Answers and more Exams Vocational education in PDF only on Docsity! LETRS Units 1-4 Posttest Answers 1. Which statement best describes the relationship between reading compre- hension and word decoding in a beginning reader's development?: Accurate, fast word recognition is necessary for development of reading fluency and text comprehension. 2. Near the close of the day, a kindergarten teacher guides the students in conversation about the day's activities. She writes down what is said on large chart paper, then reads it to the class. This activity would aid their literacy development primarily by promoting which skill?: oral language comprehension 3. After results of a winter screening, six second-graders scored in the "somewhat at risk" range. What is the next step the teacher team should take?: Analyze the screening results and gather additional diagnosis assessment data. 4. How is the word sn-ow divided?: onset-rime 5. How many spoken syllables are there in frightening?: 3 6. How many spoken syllables are there in cleaned?: 1 7. What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system?: This skill ultimately supports the ability to read words, "by sight." 8. Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice?: asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth 9. Which student is demonstrating the most advanced level of phonemic awareness?: the student substituting a sound in a given word and saying the new word. 10. A student spells skin as "sgin." What type of phonological error did she make?: substitution of a voiced for an unvoiced consonant 11. Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students?: those who have mastered basic phonemic awareness 12. How can phonics instruction be organized to be most effective?: around a preplanned progression through a logical skill sequence 13. Which word group might a teacher include in a lesson focused on iden- tification of consonant blends?: plan, squirm, train 14. Which word group might a teacher include in a lesson focused on review- ing consonant digraphs?: phone, throne, shown 15. In the early alphabetic phase of word-reading development, students know some letter-sound correspondences and most letter names. A student at this level is most likely to progress with what type of instruction?: blending 2-3 phoneme-grapheme correspondences within simple, one-syllable words 16. Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?: vine 17. Which of the following tasks would best provide practice for automating syllable and a syllable with a vowel-pattern?: owner 35. A second-grade student writes, "I have finely finished my math project." Her misspelling of the word finally most likely indicates which of the follow- ing?: She needs to know how the meaningful parts distinguish a word. 36. Which word might be found in a lesson on adjective suffixes?: native 37. How can a teacher explain to students why there is a double n in begin- ning?: The base word ends in a single-consonant preceded by a single vowel, and the suffix begins with a vowel. 38. Which of the following misspelled words would be considered to be a morphological spelling error?: playd for played 39. Which of the following is a phonologically based spelling error?: paz for praise 40. The best definition of reading fluency is which of the following?: oral reading with accuracy, expression, and sufficient speed to support comprehension 41. To support students' automatic word recognition, a first-grade teacher should first teach students which strategy?: how to apply their knowledge of consistent phonics patterns in controlled text 42. If a second-grader lacks fluency when reading aloud, what is the lan- guage skill that the teacher should assess first?: phonology and decoding 43. If a midyear first-grader reaches benchmark on screening for correct letter sounds, but does not read any whole words accurately when asked to read simple nonsense syllables, what type of instruction should this student receive?: instruction in fluent phoneme blending 44. Which of these students has the greatest need for intervention focused on systematic, explicit phonics instruction?: a second-grader who relies on context clues to identify words but has trouble sounding out unfamiliar words, including nonsense words