LETRS UNIT 1 ADVANCED DECODING
STRATEGIES MORPHOLOGY ANALYSIS
FLUENCY COMPREHENSION PRACTICE
●● If a student needs work on phonics and decoding, what kind of
informal diagnostic assessment would provide the most useful
information on how to help this student with these skills?
Answer: A word-reading survey to show which sound-symbol
correspondences the student knows and which ones still need practice.
●● Which of the following is not an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder?
Answer: social interactions
●● Which of the following is an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder?
Answer: spelling, handwriting, and single-word decoding
●● Which of these literacy skills have students typically mastered by the
end of third grade?
Answer: advanced phonemic awareness, inflectional morphology, fluent
recognition of word families (rime patterns)
,●● Cody is in first grade. He almost never raises his hand to participate
in class discussions. When called on, he replies very briefly. He tends to
use vague words like stuff and rarely uses full sentences. During
decoding exercises, he reads words accurately and easily recognizes
common patterns; he is a good speller. When he reads stories aloud, he
reads fairly accurately but in an expressionless monotone. Which
assessment would be most likely to yield valuable information about
Cody?
Answer: reading a story to him and having him orally retell it
●● In what grade(s) is basic phonological awareness mainly practiced?
Answer: K-1
●● In what grade(s) is phoneme-grapheme correspondences mainly
practiced?
Answer: K-2
●● In what grade(s) do most students have 300-500 sight words?
Answer: 1-2
●● In what grade(s) is inflectional morphology mainly practiced?
Answer: 1-3
●● In what grade(s) is advanced phonemic awareness mainly practiced?
, Answer: 2-3
●● In what grade(s) is common syllables and syllabification mainly
practiced?
Answer: 2-4
●● In what grade(s) is morphology derived from Anglo-Saxon and Latin
mainly practiced?
Answer: 3-6
●● In what grade(s) is Greek-derived morphemes mainly practiced?
Answer: 5-7+
●● Large-scale studies have shown that about half of first-graders who
struggle with reading will catch up by third grade without any special
interventions.
Answer: False
●● What is the primary purpose of progress-monitoring assessments?
Answer: They help teachers determine if a particular instructional
approach is working to bring a student closer to a target level of reading
skill.
●● Which characteristics describe typical outcome assessments?
STRATEGIES MORPHOLOGY ANALYSIS
FLUENCY COMPREHENSION PRACTICE
●● If a student needs work on phonics and decoding, what kind of
informal diagnostic assessment would provide the most useful
information on how to help this student with these skills?
Answer: A word-reading survey to show which sound-symbol
correspondences the student knows and which ones still need practice.
●● Which of the following is not an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder?
Answer: social interactions
●● Which of the following is an area of inquiry to include in a
comprehensive diagnostic assessment of a potential reading disorder?
Answer: spelling, handwriting, and single-word decoding
●● Which of these literacy skills have students typically mastered by the
end of third grade?
Answer: advanced phonemic awareness, inflectional morphology, fluent
recognition of word families (rime patterns)
,●● Cody is in first grade. He almost never raises his hand to participate
in class discussions. When called on, he replies very briefly. He tends to
use vague words like stuff and rarely uses full sentences. During
decoding exercises, he reads words accurately and easily recognizes
common patterns; he is a good speller. When he reads stories aloud, he
reads fairly accurately but in an expressionless monotone. Which
assessment would be most likely to yield valuable information about
Cody?
Answer: reading a story to him and having him orally retell it
●● In what grade(s) is basic phonological awareness mainly practiced?
Answer: K-1
●● In what grade(s) is phoneme-grapheme correspondences mainly
practiced?
Answer: K-2
●● In what grade(s) do most students have 300-500 sight words?
Answer: 1-2
●● In what grade(s) is inflectional morphology mainly practiced?
Answer: 1-3
●● In what grade(s) is advanced phonemic awareness mainly practiced?
, Answer: 2-3
●● In what grade(s) is common syllables and syllabification mainly
practiced?
Answer: 2-4
●● In what grade(s) is morphology derived from Anglo-Saxon and Latin
mainly practiced?
Answer: 3-6
●● In what grade(s) is Greek-derived morphemes mainly practiced?
Answer: 5-7+
●● Large-scale studies have shown that about half of first-graders who
struggle with reading will catch up by third grade without any special
interventions.
Answer: False
●● What is the primary purpose of progress-monitoring assessments?
Answer: They help teachers determine if a particular instructional
approach is working to bring a student closer to a target level of reading
skill.
●● Which characteristics describe typical outcome assessments?
