Unit 1 Session 1-8 Check For Understanding Answers

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Checks for Understanding (typically 4-5 questions) are presented at the end of every 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.

Unit 1 Session 1 Check For Understanding Answers

Reading, a fundamental cornerstone of education and personal growth, has complexities that are often underappreciated. The National Assessment of Educational Progress in 2015 shed light on the vast challenges faced by students, with 64% of fourth-grade students scoring at a “basic” or “below basic” level in reading.

A closer look reveals that this struggle is further amplified among minority groups, namely African-American and Hispanic students. As educators and researchers probe deeper, it becomes evident that reading comprehension is multifaceted. It doesn’t rest on a single pillar but draws from various domains.

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.

In the early stages of literacy, word recognition is paramount; however, as reading skills mature, elements like background knowledge and vocabulary gain prominence.

But reading isn’t just about comprehension. It’s intrinsically tied to the very evolution of our brain, which is naturally more adept at processing spoken language compared to the intricacies of alphabetic writing.

English, with its deep alphabetic orthography, offers its unique set of challenges, as its spelling intricately intertwines with meaning. Emphasizing the equal significance of both word recognition and language comprehension, the Simple View of Reading model underscores the dual foundation on which reading comprehension stands.

This unit offers insights into these intricate facets, paving the way for a deeper understanding of reading and the challenges encountered.

Unit 1 Session 2 Check For Understanding Answers

The journey of understanding reading comprehension takes another intriguing turn in Session 2 of Unit 1. The dynamics between oral reading fluency and verbal comprehension transition as children advance in their literacy journey.

As they mature, the weight shifts towards verbal comprehension, emphasizing its growing relevance in grasping the meaning of complex texts. But reading isn’t just about comprehending; it’s also about recognizing patterns and structures.

As children get older, verbal comprehension becomes more important than oral reading fluency.
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.

Take morphology, for example. Understanding the roots and patterns in words like ‘unique’, ‘uniform’, and ‘united’ deepens our grasp of language. Delving deeper, we observe the distinct differences between spoken and written discourse.

While spoken language has an organic flow, often lacking the structured nature of written texts, it relies heavily on pragmatics — the nuances of social context and non-verbal gestures which add layers of meaning, reducing the necessity for stringent structure.

This understanding paves the way to appreciate the unique challenges of literacy. In written language, the words bear the sole responsibility of conveying meaning, devoid of any supportive physical context.

Moreover, as we venture into the world of literacy, we are introduced to distinct forms of language, which demand a grasp over varying sentence structures, discourse, and semantic presentations. This session delves into these intricate facets, further enriching our understanding of the vast landscape of literacy.

Unit 1 Session 3 Check For Understanding Answers

The intriguing complexities of reading are not just limited to comprehension and language patterns; they extend deeply into the physiological and neurological realms.

Session 3 of Unit 1 unfolds the intricacies of how our eyes and brain work in tandem during the act of reading. Contrary to popular belief, our eyes don’t simply glide over words; they process each word meticulously, letter by letter. And, within a single glance, or fixation, our eyes can capture multiple letters, with a tendency to absorb more to the right than to the left. This visual processing is just the beginning of the reading journey.

The Four-Part Processing Model delves into the collaborative nature of our brain, highlighting how distinct regions must synchronize for efficient word recognition.

Central to this synchronization is the visual word form area, often dubbed as the “brain’s letterbox”. Nestled in the occipital lobe, this area plays a pivotal role in orthographic processing, making sense of the visual patterns of words. Yet, the path to seamless reading isn’t always clear for everyone.

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.
occipital; orthographic
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

Some children grapple with phonological processing, manifesting symptoms like slow sound blending, challenges in associating sounds with their corresponding letters, and difficulties in phonetic spelling.

Session 3 uncovers these layers, providing a deeper, more intricate perspective on the process of reading.

Unit 1 Session 4 Check For Understanding Answers

The tapestry of reading unfolds further in Session 4 of Unit 1, highlighting the nuanced differences between reading models and the evolutionary journey of a reader. As we compare the Three Cueing Systems model and the Four-Part Processing Model, a glaring divergence emerges: the diminished emphasis on phonological processing in the former.

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.
phonological processing
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.

Phonological processing, being a cornerstone of word recognition, is critical in shaping a reader’s ability to decode and understand text. As we transition to look at the reading brain’s activity, proficiency and experience play a pivotal role.

A proficient reader’s brain operates with a fluidity and automaticity that stands in stark contrast to the more deliberate and exploratory nature of a beginning reader’s brain.

Diving deeper into the components of reading, the Reading Rope, a valuable metaphorical tool, presents a dual-threaded view: one strand emphasizing the pivotal role of vocabulary development and understanding language structures, and the other focusing on the mechanics of word recognition.

This mechanical strand intricately weaves together decoding, phonological awareness, and sight recognition. Contrary to some assumptions, even proficient readers benefit from a rich reservoir of sight words in their memory, reinforcing the idea that highly developed phonographic skills alone aren’t a silver bullet for reading expertise.

Through this session, the multi-faceted nature of reading and its intricate components are magnified, deepening our appreciation for the skills and processes that culminate in reading proficiency.

Unit 1 Session 5 Check For Understanding Answers

The fascinating journey of reading is marked by various stages, each representing a unique step in a child’s progression towards becoming a proficient reader. Session 5 of Unit 1 delves into the intricacies of these stages, emphasizing the foundational skills pivotal at each juncture.

At the very onset of learning to read, the ability to decode accurately reigns supreme. This precision in breaking down and understanding words is the cornerstone of early reading development. But as we move through Ehri’s established phases, we see children’s reading skills manifest in different ways.

What skill is most important for a student just learning to read?
accurate decoding
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:
prealphabetic stage.
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.

For instance, a child who is confidently sounding out a word like ‘savanna’ is transitioning through the later alphabetic stage, becoming more adept at connecting letters to sounds. Yet, the earliest readers, often in the prealphabetic stage, rely on visual cues and associations, evident when a child links the sound “Bow-wow” to the word “dog.”

As their skills mature further, they reach the consolidated alphabetic stage, where they begin to recognize and use larger units of letters in words, evident in a child discerning the meaning of ‘inactive’ based on its components.

However, the journey is not without its hurdles. In the early alphabetic stage, children may still grapple with some words, making approximations like reading ‘house’ as ‘horse’. Through this session, the incremental and layered development of reading skills is brought to the fore, offering a comprehensive view of a child’s transformative reading journey.

Unit 1 Session 6 Check For Understanding Answers

Session 6 of Unit 1 delves into the diverse profiles of readers, with a particular emphasis on those who face unique challenges in their reading journey.

A common misconception is that dyslexia, a well-known reading disorder, might be linked to reduced intellectual abilities. However, it’s critical to understand that an individual with dyslexia can very well be intellectually gifted.

Dyslexia primarily stems from challenges in phonological processing, affecting accurate and fluent word recognition. Yet, not all struggling readers face the same challenges. Some might read slowly but can adeptly segment and blend sounds orally, which often results in more positive reading outcomes compared to those grappling with deeper phonological processing deficits.

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.
,a href=”https://quizzma.com/dyslexic-is-a-term-often-applied-to-a-large-subset-of-poor-readers-these-readers-difficulties-with-accurate-fluent-word-recognition/”>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?
phonological processing
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

Unit 1 Session 7 Check For Understanding Answers

Session 7 of Unit 1 delves deep into the realm of assessments in the context of reading. Recognizing that early identification of reading struggles is paramount, the session busts the myth that the majority of first-graders facing reading difficulties will naturally overcome them by third grade without any interventions.

Such misconceptions underline the urgency of implementing effective assessment methods that guide timely instructional modifications.

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

Unit 1 Session 8 Check For Understanding Answers

Session 8 of Unit 1 zeroes in on the nuanced realm of diagnostic assessments in literacy education. Navigating through the many tools and strategies available to educators, this session clarifies misconceptions. While many may believe that screening measures, by virtue of the data they provide, are inherently diagnostic, this is not always the case.

Diagnostic assessments are distinct in their depth and specificity, often giving educators a clear roadmap of a student’s strengths and areas of improvement.

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)

For example, when a student grapples with phonics and decoding, it isn’t enough to know the challenge exists. A word-reading survey, a type of informal diagnostic assessment, can shed light on specific sound-symbol correspondences the student has mastered and those they haven’t, enabling targeted interventions.

However, while diagnostic assessments are comprehensive, they are not limitless in scope. Certain areas, such as social interactions, might not necessarily play a role in diagnosing reading disorders. By the end of third grade, students are expected to master certain literacy skills, including advanced phonemic awareness, inflectional morphology, and fluent recognition of word families. These milestones provide educators with benchmarks to assess student progress.

The session also highlights the importance of holistic assessments. Take Cody, for example, a first grader with a unique profile. While his word decoding is commendable, his reticence in class and monotone reading indicate potential challenges. In such cases, an assessment that allows him to retell a story orally can provide invaluable insights into his comprehension and expression skills.


  1. LETRS Checks for Understanding

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