LETRS UNIT 2 ASSESSMENT EXAM 2026
QUESTIONS WITH VERIFIED ANSWERS
◉ d. both foundational reading skills and oral language development
Answer: Many students at risk for reading problems enter school
without exposure to the academic language used in books or
preschool experience. These students are most likely to make
progress closing the reading and language gap if their classroom
instruction emphasizes which of the following?
a. oral language comprehension and reading aloud
b. attending to context, including semantic and syntactic cues
c. matching students with interesting reading material
d. both foundational reading skills and oral language development
◉ a. early alphabetic Answer: A beginning first-grade student is able
to segment and pronounce the first sound in a spoken word. He tries
to guess at words by looking at the first letter only. When he writes
words, he spells a few sounds phonetically, but not all the sounds.
According to Ehri, this student is most likely in which phase of word-
reading development?
a. early alphabetic
b. later alphabetic
c. prealphabetic
d. consolidated alphabetic
,◉ b. phonology Answer: A kindergarten teacher is having students
listen to three spoken words and identify the two words that end
with the same sound. The teacher is focusing on which language
system?
a. morphology
b. phonology
c. orthography
d. semantics
◉ d. Determine if the students need remediation in word
recognition, language comprehension, or both. Answer: Considering
the Simple View of Reading, what would be the BEST course of
action for a third-grade teacher with concerns about several
students who have not achieved fluency?
a. Observe whether students are able to work on several subskills at
once.
b. Verify that students have been engaged in independent reading at
home for 20 minutes every day.
c. Increase demand on students to improve their passage reading
rate.
d. Determine if the students need remediation in word recognition,
language comprehension, or both.
, ◉ a. primary difficulties with phonology, decoding, and word
recognition Answer: In any first-grade classroom in a typical school
in the United States, approximately one-third of students are likely
to score in the "basic" or "below basic" range. The largest proportion
of those students is likely to show which characteristics?
a. primary difficulties with phonology, decoding, and word
recognition
b. primary difficulties with phonology only
c. primary difficulties with automatic word recognition only
d. primary difficulties with language comprehension only
◉ b. Reading problems can be treated as easily in third grade as in
first grade. Answer: Which of the following statements is FALSE with
regard to an effective implementation of a multi-tiered system of
supports (MTSS)?
a. It is possible for 95 percent of kindergarten students to meet
benchmark by the end of the year.
b. Reading problems can be treated as easily in third grade as in first
grade.
c. Progress-monitoring assessments should be brief, curriculum
based, and economical.
d. Students can learn to read even if there is little help available at
home.
QUESTIONS WITH VERIFIED ANSWERS
◉ d. both foundational reading skills and oral language development
Answer: Many students at risk for reading problems enter school
without exposure to the academic language used in books or
preschool experience. These students are most likely to make
progress closing the reading and language gap if their classroom
instruction emphasizes which of the following?
a. oral language comprehension and reading aloud
b. attending to context, including semantic and syntactic cues
c. matching students with interesting reading material
d. both foundational reading skills and oral language development
◉ a. early alphabetic Answer: A beginning first-grade student is able
to segment and pronounce the first sound in a spoken word. He tries
to guess at words by looking at the first letter only. When he writes
words, he spells a few sounds phonetically, but not all the sounds.
According to Ehri, this student is most likely in which phase of word-
reading development?
a. early alphabetic
b. later alphabetic
c. prealphabetic
d. consolidated alphabetic
,◉ b. phonology Answer: A kindergarten teacher is having students
listen to three spoken words and identify the two words that end
with the same sound. The teacher is focusing on which language
system?
a. morphology
b. phonology
c. orthography
d. semantics
◉ d. Determine if the students need remediation in word
recognition, language comprehension, or both. Answer: Considering
the Simple View of Reading, what would be the BEST course of
action for a third-grade teacher with concerns about several
students who have not achieved fluency?
a. Observe whether students are able to work on several subskills at
once.
b. Verify that students have been engaged in independent reading at
home for 20 minutes every day.
c. Increase demand on students to improve their passage reading
rate.
d. Determine if the students need remediation in word recognition,
language comprehension, or both.
, ◉ a. primary difficulties with phonology, decoding, and word
recognition Answer: In any first-grade classroom in a typical school
in the United States, approximately one-third of students are likely
to score in the "basic" or "below basic" range. The largest proportion
of those students is likely to show which characteristics?
a. primary difficulties with phonology, decoding, and word
recognition
b. primary difficulties with phonology only
c. primary difficulties with automatic word recognition only
d. primary difficulties with language comprehension only
◉ b. Reading problems can be treated as easily in third grade as in
first grade. Answer: Which of the following statements is FALSE with
regard to an effective implementation of a multi-tiered system of
supports (MTSS)?
a. It is possible for 95 percent of kindergarten students to meet
benchmark by the end of the year.
b. Reading problems can be treated as easily in third grade as in first
grade.
c. Progress-monitoring assessments should be brief, curriculum
based, and economical.
d. Students can learn to read even if there is little help available at
home.
