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Science of Teaching Reading Exam with 100% correct answers
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Science of Teaching Reading Exam with 100% correct answersDevelopmental |Stages |of |Spelling |- |correct |answer |-Precommunicative |Stage
Semiphonetic |Stage
Phonetic |Stage
Transitional |Stage
Correct |Stage
Developmental |Stages |of |Spelling: |Precommunicative |Stage |- |correct |answer |-The |child |uses |letters |
from |the |alphabet |but |shows |no |knowledge |of |letter |sound |correspondences. |the |child |may |also |
lack |knowledge |of |the |entire |alphabet, |the |distinction |between |upper |and |lower |case |letters, |and |
the |left |to |right |direction |of |the |English |orthography.
Developmental |Stages |of |Spelling: |Semiphonetic |Stage |- |correct |answer |-The |child |begins |to |
understand |letter |sound |correspondence-- |that |sounds |are |assigned |to |letters. |At |this |stage, |the |
child |often |employs |rudimentary |logic, |using |single |letters, |for |example, |to |represent |words, |sounds
|and |syllables. |(U |for |you)
Developmental |Stages |of |Spelling: |Phonetic |Stage |- |correct |answer |-Children |use |a |letter |or |group |
of |letters |to |represent |every |speech |sound |that |they |hear |in |a |word. |Although |some |of |their |
choices |do |not |conform |to |conventional |English |spelling, |their |attempts |to |spell |words |are |
systematic |and |easily |understood |(the |letters |tak |for |take |and |en |for |in)
Developmental |Stages |of |Spelling: |Transitional |Stage |- |correct |answer |-The |speller |begins |to |
assimilate |the |conventional |alternative |for |representing |sounds, |moving |from |a |dependence |only |or
|mainly |on |phonology |(sound) |for |representing |words, |to |evidencing |a |greater |understanding |of |
common |letter |patterns |words |and |the |structure |of |words. |Some |examples |of |misspelling |typical |of
|this |stage |are |egul |for |eagle, |and |higheked |for |hiked.
Developmental |Stages |of |Spelling: |Correct |Stage |- |correct |answer |-At |this |stage, |spellers |know |
common |letter |sound |relationships |and |generalizations |(rules) |for |spelling, |as |well |as |how |to |use |
morphemic |information |in |spelling. |The |student |understands |how |to |spell |many |common |prefixes |
and |suffixes, |silent |consonants, |alternative |spellings, |and |irregular |spellings. |A |large |number |of |
learned |words |are |accumulated, |and |the |speller |recognizes |incorrect |forms.
,Brian |writes |"hom" |for |the |word |home. |When |considering |the |developmental |stages |of |spelling, |
Brian |uses--- |- |correct |answer |-Phonetic |Spelling
In |phonetic |spelling, |students |use |their |knowledge |of |letters |and |graphemes |and |in |this |example, |
Brian |has |used |a |letter |for |every |sound |heard |in |home.
Suzie |writes |"spcl" |for |the |word |special. |When |considering |the |Developmental |Stages |of |Spelling, |
Suzie |uses-- |- |correct |answer |-Semiphonetic |Spelling
She |uses |some |knowledge |of |letter |sounds |relationships |but |does |not |use |vowels |in |this |example.
Which |of |the |following |are |examples |of |informal |assessments |that |prekindergarten |teachers |can |
use?
-Progress |monitoring |measures
-diagnostic |assessments
-ongoing |observations
-systematic |observations
-portfolios |- |correct |answer |--ongoing |observations
-systematic |observations
-portfolios
-ongoing |observations- |teachers |observe |their |students |work |and |play |in |a |variety |of |settings. |
-systematic |observations- |teachers |choose |specific |children |to |observe |for |specific |purposes |for |a |
specific |timeframe. |
-portfolios- |teachers |collect |and |date |authentic |work |samples |over |time. |Portfolios |provide |a |
powerful |overview |of |a |child's |development |and |serve |to |guide |instructional |decisions.
A |recent |study |concludes |which |of |the |following |regarding |dyslexia |and |the |size |of |the |population |
it |affects |in |the |US? |(looking |for |a |%) |- |correct |answer |-Dyslexia |affects |15-20% |of |the |population |in
|America.
, Best |methods |for |teaching |Dyslexia |(List) |- |correct |answer |--Multisensory
-Structured, |Systematic, |Sequential, |and |Cumulative
-Flexible
-Personal |and |Direct
Best |methods |for |teaching |Dyslexia: |Multisensory |- |correct |answer |-Involve |regular |interaction |
between |the |teacher |and |the |students |and |the |simultaneous |use |of |simple |senses |including |
auditory, |visual |and |kinesthetic. |A |dyslexic |learner |is |taught |to |tee |the |letter |A, |say |its |name |and |
sound |and |write |it |in |the |air- |all |at |the |same |time. |The |use |of |multisensory |input |is |thought |to |
enhance |memory |storage |and |retrieval.
Best |methods |for |teaching |Dyslexia: |Structured, |Systematic, |Sequential |and |Cumulative |- |correct |
answer |-Language |elements |and |rules |are |introduced |in |a |linguistically |logical, |understandable |
order. |Students |go |back |to |the |very |beginning |of |their |language |learning, |to |lay |a |proper |
foundation. |Beginning |by |reading |and |writing |sounds |in |isolation |(phonemes), |then |blending |sounds
|into |syllables |and |words. |Elements |of |language- |consonants, |vowels, |digraph |blends, |and |
diphthongs |are |introduced |in |an |orderly |fashion. |Only |later, |learners |proceed |to |advanced |
structural |elements |such |as |syllable |types, |roots, |prefixes |and |suffixes.
Best |methods |for |teaching |Dyslexia: |Flexible |- |correct |answer |-Teachers |ensure |the |learner |is |not |
simply |recognizing |a |patterns |and |applying |it |without |understanding. |When |confusion |of |a |
previously |taught |rule |is |discovered, |it |is |re-taught |from |the |beginning.
Best |methods |for |teaching |Dyslexia: |Personal |and |Direct |- |correct |answer |-Building |a |close |teacher |
student |relationship |with |continuous |feedback |and |positive |reinforcement |leading |to |success |and |
self |confidence.
Mrs. |Swanson |is |attempting |to |help |students |select |books |that |they |can |read |on |their |own. |As |part
|of |this |process, |she |must |determine |each |student's |independent |reading |level. |
In |order |to |accomplish |this |task |effectively, |Mrs. |Swanson |should |select |books |in |which |students- |- |
correct |answer |-Have |5 |or |less |word |recognition |errors |per |100 |words |of |text. |
A |student |is |at |the |independent |reading |level |when |he |or |she |can |read |successfully |95% |of |the |
words. |This |is |the |level |at |which |students |can |read |on |their |own. |Since |Mrs. |Swanson |is |helping |
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