LETRS Units Unit 3 - Session 1- 8

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LETRS Unit 3 - Session 1- 8 Unit 3 - Session 1 ____________ represents the two major components of learning to read: word recognition and language comprehension. - ANS - SVR The Reading Rope identifies three maj ...

LETRS Unit 3 - Session 1- 8

Unit 3 - Session 1

____________ represents the two major components of learning to read: word recognition and language comprehension. - ANS - SVR

The Reading Rope identifies three major strands or subskills that contribute to printed word ____________; phonological awareness, decoding, and sight word recognition. - ANS - recognition

_______________ awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system. - ANS - Phonological

__________ is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. - ANS - Decoding

To know what the word actually says, the reader must look closely at all the letters and ______ them into sound and sense. - ANS - recode

_________ ___________ ____________ is the goal of word study, or the point of learning to decode by phonics and to recognize orthographic patterns, is to develop automatic recognition of words. - ANS - Sight Word Recognition

The term __________ refers to three different aspects; phoneme-grapheme correspondence, strategy for decoding new words, essential component of reading (one of the five pillars). - ANS - phonics

Phonics instruction offers a critical _______________ for most students in the regular classroom and in intervention programs. - ANS - advantage

Explicit, _____________, cumulative instruction that teaches students to decode graphemes and blend the corresponding phonemes and/or syllables received stronger suppor in high-level research than other types of instruction. - ANS - systematic

Phonics may not be ______________ with a given student if that student's phonological awareness is seriously underdeveloped because phonemic awareness is the foundation for acquiring decoding skill. - ANS - effective

Scope and sequence of phonics and word-reading skills determine lesson design and sequence, and type of reading practice. Is what feature of the reading program? - ANS - Organization

Decodable; contains high proportion of pattern words that have been taught. Is what feature of the reading program? - ANS - Texts for Reading

Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing; use of decodalbe text at K-1 level. Is what feature of the reading program? - ANS - Content

About half the time spent on word work (phonological awareness, phonics, fluency in word recognition), the rest on language and oral reading in K-1. Is what feature of the reading program? - ANS - Instructional Time

More teacher-led activities; teacher actively leads students through decoding activities and guided practice. Is what feature of the reading program? - ANS - Method/Teacher Role

Students asked to look carefully at the word, sound it out, check and see if it makes sense. Is what feature of the reading program? - ANS - Corrective Feedback

Skill building from sounds to words to sentences to text with high percentage of words that have been taught. Is what feature of the reading program? - ANS - Types of Practice

Components of a ____________ ______________ Plan include; state goal and purpose, practice phonological awareness, review previous lesson, introduce new concept, provide guided practic,

provide extended practic, practic dictation, connect to word meaning, read text. - ANS - Phonics Lesson

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