LETRS Unit 1 Assessment
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.
6. 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
7. 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.
8. One important goal of beginning reading instruction is the development of a sight vocabulary
that enables the student to recognize a word instantly, without having to decode it. What types of
words should make up a student's sight word vocabulary?
a. phonetically irregular words
b. both regular and irregular words
c. phonetically regular words
d. high-frequency words
9. What is the value of data provided by screening measures?
a. They can demonstrate the reliability of test results on repeated administrations.
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.
6. 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
7. 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.
8. One important goal of beginning reading instruction is the development of a sight vocabulary
that enables the student to recognize a word instantly, without having to decode it. What types of
words should make up a student's sight word vocabulary?
a. phonetically irregular words
b. both regular and irregular words
c. phonetically regular words
d. high-frequency words
9. What is the value of data provided by screening measures?
a. They can demonstrate the reliability of test results on repeated administrations.
