LETRS UNIT 1 ASSESSMENT / QUESTIONS WITH
100% CORRECT VERIFIED ANSWERS / LATEST
2024
1. 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.
2. 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
3. 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
4. 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
1/9
, b. phonology
c. orthography
d. semantics
5. d. Determine if the students need remediation in word recognition,
language comprehension, or both.: 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. 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
7. 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 should be brief, curriculum based, and
eco-nomical.
d. Students can learn to read even if there is little help available at home.
8. b. both regular and irregular words: . 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?
2/9
100% CORRECT VERIFIED ANSWERS / LATEST
2024
1. 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.
2. 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
3. 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
4. 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
1/9
, b. phonology
c. orthography
d. semantics
5. d. Determine if the students need remediation in word recognition,
language comprehension, or both.: 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. 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
7. 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 should be brief, curriculum based, and
eco-nomical.
d. Students can learn to read even if there is little help available at home.
8. b. both regular and irregular words: . 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?
2/9
