Exam (elaborations)
LETRS Unit 3 Session 3
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- LETRS Unit 3 Session 3
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- LETRS Unit 3 Session 3
LETRS Unit 3 Session 3
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LETRS Unit 3 Session 3Ehri's phases of word-reading development should be viewed as a continuum
and not discrete stages of development.
true
false - -true
-Students with solid phonics skills tend to recognize sight words more
quickly, regardless of how regular the words' spellings are.
true
false - -true
-Kasey is in the consolidated alphabetic phase. Which instructional approach
will be most helpful to support her future reading skills?
a. frequent reading of decodable texts
b. wide reading of texts from a variety of topics
c. frequent reading of predictable texts
d. It does not matter that she reads any longer, as she is in Ehri's final phase
of word-reading development. - -
-Which is the best way to assess students' ability to recognize real words in
print?
a. Have students do timed readings of regularly spelled words, followed by
timed readings of irregularly spelled words.
b. Have students do timed and untimed readings of regularly spelled
nonsense words and real words; check that they can recognize words within
two seconds.
c. Have students do timed and untimed readings of graded word lists; sight
words should be recognized within one second.
d. Have students do timed readings of word lists, followed by timed readings
of short decodable passages. - -
-Which of the following should be a major instructional focus for students at
the consolidated alphabetic phase? Select all that apply.
a. Have students practice writing the alphabet from memory.
b. Have students decode two- and three-syllable words.
c. Have students begin matching sounds on consonant and vowel charts to
key words and common spellings.
d. Have students learn to plan before writing, and compose according to the
plan. - -b. Have students decode two- and three-syllable words.
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