LETRS Unit 1 - 4 Post-Test (Updated 2024 ) Latest Questions With Complete Answers
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LETRS Units 1-4 Post-Test
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LETRS Units 1-4 Post-Test
LETRS Unit 1 - 4 Post-Test (Updated 2024 )
Latest Questions With Complete Answers
1. Which statement best describes the relationship between reading comprehension and word
decoding in a beginning reader's development?
Developing decoding skills is secondary to the development of text comprehe...
LETRS Unit 1 - 4 Post-Test (Updated 2024 ) Latest Questions With Complete Answers 1. Which statement best describes the relationship between reading compre hension and word decoding in a beginning reader's development? Developing decoding skills is secondary to the development of text compre hension skills. Reading comprehension strategies directly facilitate the development of de- coding skills. Accurate, fast word recognition is necessary for development of reading fluency and text comprehension. These skills develop independently of one another. Answer : Accurate, fast word recog nition is necessary for development of reading fluency and text comprehension. 2. Near the close of the day, a kindergarten teacher guides 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 Answer : oral language comprehension 3. What is the most important implication of the Four -Part Processing Model for Word Recognition? Context is a primary driver of word recognition during reading. Reading is primarily a visually driven process, dependent on the "brain's letterbox." Students can compensate for weak phonology if they know the meaning of many words. Reading depends on constructing pathways between the phonological, ortho - graphic, and meaning processors. Answer : Reading depends on constructing pathways between the phonological, orthographic, and meaning processors. 4. After results of a winter screening, six second -graders scored in the "some - what at risk" range. What is the next step the teacher team should take? Coordinate what lesson students are receiving in the core instruction pro- gram. Analyze the screening results and gather additional diagnostic assessment data. Interview each student to determine his or her interests. Place the students in groups based on the leveled text they can read. Answer : Analyze the screening results and gather additional diagnostic assessment data. 5. How is the word snow divided? syllable onset -rime phoneme -grapheme phoneme Answer : onset -rime 6. How many spoken syllables are there in frightening? 1 2 3 4 Answer : 3 7. How many spoken syllables are there in cleaned? 1 2 3 4 Answer : 1 8. What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing 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. Wordplay and love of language are important characteristics of independent readers. Answer : This skill ultimately supports the ability to read words "by sight." 9. Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? shows a letter and asks the students to produce a corresponding phoneme asks students to listen to words such as flap, rap, snap, and boat and choose the one that doesn't rhyme models how to repeat and clap the syllables in words asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth Answer : asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth
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