LETRS Unit 1 Assessment Answers
1. What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three Cueing
Systems model?
a. The Four-Part Processing Model emphasizes visual processes.
b. The Three Cueing Systems model omits or obscures the role of phonology.
c. The Three Cueing Systems model emphasizes the role of phonology.
d. The Three Cueing Systems model omits semantic processing.
2. 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
3. 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
4. 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
5. 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.
1. What is one important distinction between the Four-Part Processing Model for Word Recognition and the Three Cueing
Systems model?
a. The Four-Part Processing Model emphasizes visual processes.
b. The Three Cueing Systems model omits or obscures the role of phonology.
c. The Three Cueing Systems model emphasizes the role of phonology.
d. The Three Cueing Systems model omits semantic processing.
2. 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
3. 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
4. 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
5. 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.
