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Checks for Understanding (typically 4-5 questions) are presented at the end of every LETRS session with Volume 1 having 32 assessments and Volume 2 having 24.
These assessments are not timed and users can take reference from notes or manual while seeing their score and incorrect answers upon completion. Users can attempt each Check for Understanding two times, with their best score recorded in the online learning platform.
LETRS Unit 1 Session 1 Check For Understanding Answers
1. According to the 2015 National Assessment of Educational Progress, what percentage of fourth-grade students have scored “basic” or”below basic” in reading?
64% nationally, with African-American and Hispanic students making up a disproportionate amount
Reading comprehension is not a single construct. Rather, the ability to understand what you read relies on multiple components. Once readers become more skilled in word recognition, which of the following components increase in their importance?
background knowledge and vocabulary
Which statement most accurately describes how the human brain has evolved to process spoken and written language?
Our brains have evolved to process spoken language much more easily than alphabetic writing.
What characteristic makes English a “deep” alphabetic orthography?
Its spelling system represents meaningful parts (morphemes)
According to the Simple View of Reading model, which is more important to reading comprehension- word recognition or language comprehension?
Both are equally important.
LETRS Unit 1 Session 2 Check For Understanding Answers
Which statement best describes the relative importance of oral reading fluency and verbal comprehension as factors in reading comprehension?
I got it wrong both times but it is *not* “They are both equally important” or “Oral language is more important”‘ The answer is D. I don’t remember what it says but it is the one where they substitute one for the other
Which of these is an example of morphology?
We know the words unique, uniform, united, and universe all contain the root uni, meaning “one.”
Which is a characteristic of discourse in spoken language?
It does not use paragraphs and tends to be disorganized.
How does the language system of pragmatics help us to understand why written language is more structured than spoken language?
Social context and nonverbal gestures help the listener understand spoken language, so there is less need for it to be highly structured.
What adds to the challenge of becoming literate? Select all that apply.
a. All meaning resides in the written words alone; there is no additional physical context or gestures, facial expressions, etc., to support meaning. b. Reading and writing require learning new forms of language, such as changes to sentence structure, discourse, and presentation of vocabulary and semantics.
LETRS Unit 1 Session 3 Check For Understanding Answers
During reading, our eyes process each word letter by letter.
How many letters does the eye normally take in at each fixation point before moving on to the next fixation point?
7-9 to the right and 3-4 to the left
The Four-Part Processing Model helps us understand _________________.
how multiple parts of the brain must work together in order for word recognition to occur.
The area known as the visual word form area or “brain’s letterbox” is located in the _____________ lobe and is essential to the _____________ processor.
What are some symptoms of children who have trouble with phonological processing? Select all that apply.
a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words
LETRS Unit 1 Session 4 Check For Understanding Answers
A significant shortcoming of the Three Cueing Systems model, compared to the Four-Part Processing Model, is that it obscures the role of ________________ in word recognition.
Which best describes the activity of the reading brain in proficient readers, compared to beginning readers?
It is more automatic.
Which of these does the language-comprehension component of the Reading Rope emphasize?
the importance of vocabulary development and of understanding language structures
The word-recognition component of the Reading Rope includes which subskills? Select all that apply.
Decoding, phonological awareness, sight recognition.
Good readers do not require a large storehouse of sight words in their memory if they have highly developed phonographic skills.
LETRS Unit 1 Session 5 Check For Understanding Answers
What skill is most important for a student just learning to read?
A child sees the word savanna and sounds it out accurately. Which of Ehri’s phases is she in?
later alphabetic stage
A child who responds, “Bow-wow!” when asked, “What is the first sound in dog?” is in the:
A child who sees the word inactive, and figures out that it means “not active,” is in the:
consolidated alphabetic stage.
A child who comes across the new word house, but reads it as horse, is in the:
early alphabetic stage.
LETRS Unit 1 Session 6 Check For Understanding Answers
A student with dyslexia may also be intellectually gifted.
Students who are slow at word reading and text reading, but can segment and blend sounds orally, typically have better outcomes than students with phonological processing deficits.
Dyslexic is a term often applied to a large subset of poor readers. These readers’ difficulties with accurate, fluent word recognition originate primarily with deficits in which of the following?
Which of the following can pose challenges for readers who are English Learners (ELs)? Select all that apply.
Compared to native English speakers, ELs they have fewer English words in their phonological lexicons. ELs may encounter passages that do not align well with their culture and background knowledge. When they read, ELs must perform two tasks at once: deciphering words and translating content between English and their first language.
About 10-15 percent of poor readers can decode and read individual words quickly and well and can spell accurately—yet struggle to comprehend the meanings of passages. This profile is typical of students with which coexisting disorder?
autism and autism spectrum disorders
LETRS Unit 1 Session 7 Check For Understanding Answers
T/F: Large-scale studies have shown that about half of first-graders who struggle with reading will catch up by third grade without any special interventions.
What is the primary purpose of progress-monitoring assessments?
They help teachers determine if a particular instructional approach is working to bring a student closer to a target level of reading skill.
Which characteristics describe typical outcome assessments? Select all that apply.
a. designed to measure passage comprehension b. frequently, repeatedly administered (three or more times per year) c. useful for comparing individuals to norms for a given age or grade level d. useful for identifying students who need early, intensive intervention
Which is a common limitation of screening measures?
a. They are expensive and time-consuming to administer. b. The imprecision of the measures results in false positives—children identified as lacking sufficient reading skills even though they will later develop adequate reading skills. c. There are few effective means by which to measure children’s word-recognition skills. d. Test designers have difficulty determining benchmarks that accurately predict which students will pass outcome assessments later on.
For an assessment to be useful in a school setting, which three psychometric criteria are the most important?
reliable, valid, efficient
LETRS Unit 1 Session 8 Check For Understanding Answers
Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains.
If a student needs work on phonics and decoding, what kind of informal diagnostic assessment would provide the most useful information on how to help this student with these skills?
b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice
Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder?
d. social interactions
Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply.
a. advanced phonemic awareness c. inflectional morphology d. fluent recognition of word families (rime patterns)
Cody is in first grade. He almost never raises his hand to participate in class discussions. When called on, he replies very briefly. He tends to use vague words like stuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone. Which assessment would be most likely to yield valuable information about Cody?
b. reading a story to him and having him orally retell it
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