LETRS Unit 1-4 Pre & Post Test Questions and Answers/ Correctly solved

1. Which statement best describes the relationship between reading compre- hension and word decoding in a beginning reader's development?: Accurate, fast word recognition 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 3. What is the most important implication of the Four-Part Processing Model for Word Recognition?: 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 "somewhat at risk" range. What is the next step the teacher team should take?: Analyze the screening results and gather additional diagnostic assessment data. 5. How is the word sn - ow divided?: onset-rime 6. How many spoken syllables are there in frightening?: 3 7. How many spoken syllables are there in cleaned?: 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." 9. Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice?: asks students to look in a mirror while they describe the way that target phonemes are formed in the mouth 10. Which student is demonstrating the most advanced level of phonemic awareness?: the student substituting a sound in a given word and saying the new word 11. A student spells skin as "sgin." What type of phonological error did she make?: substitution of a voiced for an unvoiced consonant 12. Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students?: those who have mastered basic phonemic awareness 13. How can phonics instruction be organized to be most effective?: around a preplanned progression through a logical skill sequence 14. Which word group might a teacher include in a lesson focused on iden- tification of consonant blends?: plan, squirm, train 15. Which word group might a teacher include in a lesson focused on review- ing consonant digraphs?: phone, throne, shown 16. Which characteristic likely describes a student at the prealphabetic phase?: may be unsure of terms such as word, sentence, letter, initial, final, left, right 17. Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?: vine 18. Which of the following tasks would best provide practice for automating letter recognition in kindergarteners?: naming uppercase and lowercase print- ed letters in random order 19. Choose the best key word for introduction of short e (/ :/)e. cho 20. Which of the following is the best example of a well-designed word list for a word chaining activity?: rat, chat, chap, chip, rip, rap 21. A teacher has posted a word wall in first grade, using alphabetic order to list the words the students must learn. For example, under T are the words to, too, them, the, this, then. How could the teacher best ensure that students will recognize and spell these words?: by removing regularly spelled th words, and teaching them through sound blending 22. A good phonics lesson should include opportunities for students to apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed?: decodable text 23. In which word does the grapheme representing /k/ indicate that the word is probably from Greek?: character 24. Which of the following words is most probably "Latin-based"?: transport 25. Which of the following is a feature of English spelling?: Words never end in the letters j or v.