What is intervention-oriented assessment? correct answers A way to determine why a child is struggling in the first place in order to design better intervention plans.
What is the issue with subtest reliability that kept coming up in this chapter? correct answers While subtests are reliable in g...
EDPY 458 Exam 2 || A Verified A+ Pass.
What is intervention-oriented assessment? correct answers A way to determine why a child is
struggling in the first place in order to design better intervention plans.
What is the issue with subtest reliability that kept coming up in this chapter? correct answers
While subtests are reliable in group comparisons because students generally do similarly from
one testing of a particular skill to another, occasional variations in this overall pattern decrease
confidence in making any important decisions based on a single subtest.
What is the issue with the traditional way normative performance has been labeled? correct
answers Traditional labels of "average" or "low average" have represented such a wide range and
have not acknowledged that the bottom third of the population struggles in reading
Why should phonological manipulation tasks be included in a reading-related evaluation rather
than simply phonological segmentation or blending? correct answers Manipulation tasks can best
assess advanced phonemic awareness.
How can students "cheat" on phonemic manipulation tasks? correct answers By using a mental
spelling strategy rather than phonemic awareness.
What is the problem with the phonemic awareness tests on the universal screeners? correct
answers All of the above.
What reason was given to justify assessing rapid automatized naming and working memory,
even though these cannot be directly remediated? * correct answers All of the above are reasons
to assess these skills.
Given that it is not normed, what benefits are there for giving the Phonological Awareness
Screening Test (PAST)? correct answers All of the above.
Why are the more dedicated phonological awareness tests or batteries (CTOPP-2, PAT-2, LAC-
3, PAST) recommended over the phonological awareness subtests found on achievement
batteries (e.g., WJ-IV, KTEA-3)? correct answers The achievement tests merge multiple tasks
into one score, which may mask important details about a student's performance.
All of the following are findings from the meta-analysis on WM and STM by Swanson et al.
(2009) except which one? correct answers Digits Forward is an STM task while Digits Reversed
is a WM task.
All of the following are true about phonic knowledge except: correct answers Phonic knowledge
is not essential for skilled readers, even if it is helpful for weak readers.
All of the following are true about orthographic knowledge/skills except: correct answers The
most recent research suggests orthographic knowledge/skills to be an independent reading
subskill largely unrelated to phonics and phonemic awareness.
, All of the following are features of orthographic knowledge except: correct answers Having a
good understanding of the meanings in words with familiar spelling patterns.
All of the following are true about using nonsense word subtests except: correct answers They
provide a direct assessment of which type of phonics instruction a child has received (i.e.,
synthetic, analytic, embedded).
Timed and untimed nonsense word reading tests pretty much assess the same thing, so both do
not need to be given. correct answers False
Though it is highly recommended, what is the one caveat when using the TOWRE-2 Phonetic
Decoding Efficiency subtest? correct answers Many children read nonsense words so fast,
evaluators should consider audio recording student responses to check later.
What does a nonsense word spelling subtest (e.g., WJ-IV Spelling of Sounds) evaluate? correct
answers Phoneme segmentation and letter-sound knowledge.
What level of performance on nonsense word reading tests would indicate there is no concern
with phonic decoding so no additional help in that area would be recommended? correct answers
Any score above the 34th percentile.
If children get stuck in their development of phonic skills correct answers They are not likely to
make much progress until any underlying phonological awareness deficits are addressed.
Commercially available tests that involve timed nonsense word reading include correct answers
TOWRE-2 and KTEA-3.
All of the traditional context-free word identification tests confound instant word recognition
with phonic decoding and/or guessing. correct answers True
What are ways that students can correctly identify unfamiliar words on word identification tests?
correct answers Phonic decoding, Set for variability, Guessing at a word with few "competitors"
(Any or all of the above)
Which of the following may help reduce the likelihood that students correctly guess unfamiliar
words on word identification tests? correct answers By using timed word identification tests
All of the following suggest that a student is sounding out a word "on the spot" rather than
identifying a familiar word except: correct answers The child identifies the word in a quick,
rushed manner.
Why do timed word-reading subtests provide a better estimate of the size of a student's sight
vocabulary than untimed tests? correct answers - Sight words are instantly accessible so the more
words instantly read on a timed test, the larger the sight vocabulary. - If they have to sound out
more words, they get fewer correct within the time limit.
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