LETRS UNITS 1-4 POST-TEST WITH ANSWERS
1. Accurate, fast
word recognition
is necessary for
development of
reading fluency
and text compre-
hension.
2. oral language
comprehension
3. Reading de-
pends on con-
structing path-
ways between
the phonologi-
cal, orthograph-
ic, and meanin...
LETRS UNITS 1-4 POST-TEST WITH ANSWERS
1. Accurate, fast Which statement best describes the relationship between
word recognition reading comprehension and word decoding in a beginning
is necessary for reader's development?
development of
reading fluency Developing decoding skills is secondary to the develop-
and text compre- ment of text comprehension skills.
hension. Reading comprehension strategies directly facilitate the
development of decoding skills.
Accurate, fast word recognition is necessary for develop-
ment of reading fluency and text comprehension.
These skills develop independently of one another.
2. oral language Near the close of the day, a kindergarten teacher guides
comprehension the students in conversation about the day's activities.
She writes down what is said on large chart paper, then
reads it to the class. This activity would aid their literacy
development primarily by promoting which skill?
oral language comprehension
basic understanding of orthographic patterns
phonological awareness
syntactic processing
3. Reading de- What is the most important implication of the Four-Part
pends on con- Processing Model for Word Recognition?
structing path-
ways between Context is a primary driver of word recognition during
the phonologi- reading.
cal, orthograph- Reading is primarily a visually driven process, dependent
ic, and meaning on the "brain's letterbox."
processors. Students can compensate for weak phonology if they
know the meaning of many words.
Reading depends on constructing pathways between the
phonological, orthographic, and meaning processors.
4. Analyze the After results of a winter screening, six second-graders
screening results scored in the "somewhat at risk" range. What is the next
and gather ad- step the teacher team should take?
ditional diagnos-
, LETRS UNITS 1-4 POST-TEST WITH ANSWERS
tic assessment Coordinate what lesson students are receiving in the core
data. instruction program.
Analyze the screening results and gather additional diag-
nostic assessment data.
Interview each student to determine his or her interests.
Place the students in groups based on the leveled text they
can read.
5. onset-rime How is the word sn - ow divided?
syllable
onset-rime
phoneme-grapheme
phoneme
6. 3 How many spoken syllables are there in frightening?
1
2
3
4
7. How many spoken syllables are there in cleaned?
1
2
3
4
8. This skill ulti- What is the main reason that the ability to identify, seg-
mately supports ment, blend, and manipulate individual phonemes in spo-
the ability to read ken words is important for reading an alphabetic writing
words "by sight." system?
This skill ultimately supports the ability to read words "by
sight."
Each letter in a word represents an individual phoneme.
Semantic (meaning-making) processes are our primary
concern.
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