LETRS: Unit 1 Assessment Questions and Answers all correct 100%

Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. - ANSWER False If a student needs work on phonics and decoding, w ...

Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. - ANSWER False 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? - ANSWER designed to measure passage comprehension, useful for comparing individuals to norms for a given age or grade level Which is a common limitation of screening measures? - ANSWER Their conservative benchmarks result in false positives-children identified as poor readers even though they will later develop adequate reading skills. For an assessment to be useful in a school setting, which three psychometric criteria are the most important? - ANSWER reliable, valid, efficient Efficiency - ANSWER characteristic of assessments that can be given quickly at fairly low cost while yielding valuable information Validity - ANSWER Characteristic of assessments that measure what is intended, correspond well to other known measures, and predict fairly accurately how students will perform on accountability measures Reliability - ANSWER Characteristic of assessments that are likely to yield the same result if given several times on the same day in the same context Normed - ANSWER Characteristic of assessments that tell where a student stands in relation to others at his or her grade or age level. Diagnostic - ANSWER A test given by a speech-language pathologist to determine whether a student meets criteria for a specific disorder. Monitoring - ANSWER A test given every two weeks to determine whether a new reading program is helping at-risk students learn decoding skills Outcome - ANSWER A high-stakes state reading comprehension test administered to all students at the end of third grade Screening - ANSWER A test of foundational skills given three times during first grade to identify at-risk students In what grade(s) is common syllables and syllabification mainly practiced? - ANSWER 2-4 All but 2-5% of children can learn to read. - ANSWER True Dyslexia affects far more boys than girls. - ANSWER False A research-based curriculum alone can turn schools around. - ANSWER False School improvement requires long-term commitment. - ANSWER True Some very smart people have dyslexia. - ANSWER True Dyslexia may be inherited. - ANSWER True Children who can't read by age 9 never will. - ANSWER False Around 10-15% of the population have dyslexia. - ANSWER True Dyslexia is seeing things backwards. - ANSWER False You can't identify dyslexic children before they enter school. - ANSWER False Adopt - ANSWER Adopt a comprehensive core curriculum with strong phonological awareness, phonics, fluency, vocabulary, and language-comprehension components. Teach it with fidelity. Identify - ANSWER Identify resources and procedures for delivering effective small-group or individual instruction to high-risk children in grades K-2. Assess - ANSWER Assess early reading growth regularly to ensure all children's needs are met. Ensure - ANSWER Ensure that all elements of any preventive effort are properly coordinated and executed. Develop - ANSWER Develop a realistic time frame for implementing all elements of a given program. Which of the following can pose challenges for readers who are English Learners (ELs)? - ANSWER -Compared to native English speakers, ELs have fewer English words in their phonological lexicons, ELs may encounter passages that do not align well with their culture and background knowledge, When they read, ELs must perform two tasks at once: deciphering words and translating content between English and their first language. About 10-15% of poor readers can decode and read individual words quickly and well and can spell accurately-yet struggle to comprehend the meanings of passages. This profile is typical of students with which coexisting disorder? - ANSWER Autism and autism spectrum disorders A student with dyslexia may also be intellectually gifted. - ANSWER True Students who are slow at word reading and text reading, but can segment and blend sounds orally, typically have better outcomes than students with phonological processing deficits. - ANSWER True Dyslexic is a term often applied to a large subset of poor readers. These readers' difficulties with accurate, fluent word recognition originate primarily with deficits in which of the following? - ANSWER phonological processing Dyslexia is mainly a reversal issue that involves seeing letters and/or numbers backward. - ANSWER False One main characteristic of dyslexia is difficulty with word recognition. - ANSWER True Dyslexic students may achieve higher scores on comprehension test that do not involve reading. - ANSWER True The term "dyslexia" should not be used in IEP documents. - ANSWER False Dyslexic students who are said to have a "double deficit" have weaknesses in which two areas? - ANSWER Phonological processing and naming-speed processing Orthographic Processing Deficit - ANSWER Difficulty with speed and accuracy of printed word recognition; also sometimes called a naming-speed problem or fluency problem Comprehension Deficit - ANSWER Vocabulary weaknesses, generalized language learning disorders, and learning difficulties that affect abstract reasoning and logical thinking Phonological deficit - ANSWER A core problem in the processing system that works with the sounds of oral language. A child who responds "Bow-wow!" when asked, "What is the first sound in dog?" is in the: - ANSWER pre-alphabetic stage.