LETRS UNIT 2 SESSION 1-4
SESSION I
A student with general phonological awareness can learn to read fluently, even if the student has not yet
developed awareness of speech sounds at the phoneme level.
False
If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in
semantic memory.
True
Read the following list of classroom activities. Select the one that targets phonological awareness only,
without attempting to address other language skills.
b. Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables.
Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.)
a. phonological working memory (PWM)
c. rapid automatic naming (RAN)
The term coarticulation means the ability to:
d. say the phonemes within a syllable so that all of the segments are seamlessly joined.
SESSION II
b. It does not use paragraphs and tends to be disorganized.
Which is a characteristic of discourse in spoken language?
a. It generally uses complete, well-formed sentences.
b. It does not use paragraphs and tends to be disorganized.
c. It may use unusual or topic-specific vocabulary.
d. Its sounds are coarticulated in words.
a. As children get older, verbal comprehension becomes more important than oral reading fluency.
Which statement best describes the relative importance of oral reading fluency and verbal comprehension as
factors in reading comprehension?
a. As children get older, verbal comprehension becomes more important than oral reading fluency.
b. Oral reading fluency and verbal comprehension are equally important throughout childhood and adolescence.
c. As children get older, verbal comprehension matters less, and oral reading fluency becomes more important.
d. Although oral reading fluency and verbal comprehension are both important, a child with problems in one
domain can usually use the other domain to compensate.
, b. Social context and nonverbal gestures help the listener understand spoken language, so there is less
need for it to be highly structured.
How does the language system of <i>pragmatics</i> help us to understand why written language is more
structured than spoken language?
a. Written language is highly structured because we expect certain types of writing, such as stories, to follow
established organizational conventions.
b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for
it to be highly structured.
c. We must process written language in a highly structured way—reading letters that represent specific sounds
and decoding them by reading from left to right.
d. Spoken language is less structured because we tend to use sentences that are incomplete, run-ons, or
otherwise ungrammatical.
d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one."
Which of these is an example of morphology?
a. We use polite phrases like "excuse me" and "thank you" when addressing someone of higher social status.
b. We recognize that the nonsense word "hufflelumps" could be a real word in English, but "ngapkez" could not.
c. We tend to structure paragraphs with a main idea supported by details.
d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one."
a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial
expressions, etc., to support meaning.
b. Reading and writing require learning new forms of language, such as changes to sentence structure,
discourse, and presentation of vocabulary and semantics.
What adds to the challenge of becoming literate? Select all that apply.
a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial
expressions, etc., to support meaning.
b. Reading and writing require learning new forms of language, such as changes to sentence structure,
discourse, and presentation of vocabulary and semantics.
c. Written sentences are often less grammatical than spoken ones.
d. Nothing; children already have been exposed to literature from an early age.
academic language
What is written or spoken language that is more stylistically formal than spoken conversational language -
language that is most often used in academic discourse and text?
a separate neural system for each language
What does the brain establish if a student is learning two languages simultaneously, as in bilingual households?
SESSION I
A student with general phonological awareness can learn to read fluently, even if the student has not yet
developed awareness of speech sounds at the phoneme level.
False
If a student analyzes the sounds and syllables in a word, it is easier for the student to store the word in
semantic memory.
True
Read the following list of classroom activities. Select the one that targets phonological awareness only,
without attempting to address other language skills.
b. Ms. Chang says a word and has students repeat it, clap for each syllable, and count the syllables.
Which of these skills should not be a direct focus of classroom instruction? (Select all that apply.)
a. phonological working memory (PWM)
c. rapid automatic naming (RAN)
The term coarticulation means the ability to:
d. say the phonemes within a syllable so that all of the segments are seamlessly joined.
SESSION II
b. It does not use paragraphs and tends to be disorganized.
Which is a characteristic of discourse in spoken language?
a. It generally uses complete, well-formed sentences.
b. It does not use paragraphs and tends to be disorganized.
c. It may use unusual or topic-specific vocabulary.
d. Its sounds are coarticulated in words.
a. As children get older, verbal comprehension becomes more important than oral reading fluency.
Which statement best describes the relative importance of oral reading fluency and verbal comprehension as
factors in reading comprehension?
a. As children get older, verbal comprehension becomes more important than oral reading fluency.
b. Oral reading fluency and verbal comprehension are equally important throughout childhood and adolescence.
c. As children get older, verbal comprehension matters less, and oral reading fluency becomes more important.
d. Although oral reading fluency and verbal comprehension are both important, a child with problems in one
domain can usually use the other domain to compensate.
, b. Social context and nonverbal gestures help the listener understand spoken language, so there is less
need for it to be highly structured.
How does the language system of <i>pragmatics</i> help us to understand why written language is more
structured than spoken language?
a. Written language is highly structured because we expect certain types of writing, such as stories, to follow
established organizational conventions.
b. Social context and nonverbal gestures help the listener understand spoken language, so there is less need for
it to be highly structured.
c. We must process written language in a highly structured way—reading letters that represent specific sounds
and decoding them by reading from left to right.
d. Spoken language is less structured because we tend to use sentences that are incomplete, run-ons, or
otherwise ungrammatical.
d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one."
Which of these is an example of morphology?
a. We use polite phrases like "excuse me" and "thank you" when addressing someone of higher social status.
b. We recognize that the nonsense word "hufflelumps" could be a real word in English, but "ngapkez" could not.
c. We tend to structure paragraphs with a main idea supported by details.
d. We know the words unique, uniform, united, and universe all contain the root uni, meaning "one."
a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial
expressions, etc., to support meaning.
b. Reading and writing require learning new forms of language, such as changes to sentence structure,
discourse, and presentation of vocabulary and semantics.
What adds to the challenge of becoming literate? Select all that apply.
a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial
expressions, etc., to support meaning.
b. Reading and writing require learning new forms of language, such as changes to sentence structure,
discourse, and presentation of vocabulary and semantics.
c. Written sentences are often less grammatical than spoken ones.
d. Nothing; children already have been exposed to literature from an early age.
academic language
What is written or spoken language that is more stylistically formal than spoken conversational language -
language that is most often used in academic discourse and text?
a separate neural system for each language
What does the brain establish if a student is learning two languages simultaneously, as in bilingual households?
