b. The Three Cueing Systems model omits or
obscures the role of phonology. 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.
d. both foundational reading skills and oral
language development 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
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
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, Considering the Simple View of
or both. 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 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. 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
obscures the role of phonology. 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.
d. both foundational reading skills and oral
language development 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
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
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, Considering the Simple View of
or both. 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 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. 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
