LETRS Unit 1 Session 6 Check For Understanding
QUESTION:
Dyslexia is mainly a reversal issue that involves seeing letters and/or numbers backward.
ANSWER:
False
EXPLANATION:
This statement is false because dyslexia is not primarily about seeing letters or numbers in reverse. Dyslexia is a reading disorder that involves difficulty with phonological processing, or how the brain processes the sounds of language, rather than visual perception issues.
QUESTION:
One main characteristic of dyslexia is difficulty with word recognition.
ANSWER:
True.
EXPLANATION:
This statement is true. A key feature of dyslexia is difficulty recognizing words accurately and fluently. This struggle stems from challenges with decoding, which makes it hard for dyslexic individuals to read words efficiently.
QUESTION:
The term “dyslexia” should not be used in IEP documents.
ANSWER:
False.
EXPLANATION:
This statement is false. The term “dyslexia” can and should be used in Individualized Education Program (IEP) documents when it accurately describes a student’s learning challenges. Using the correct terminology helps tailor appropriate interventions.
QUESTION:
Dyslexic students who are said to have a “double deficit” have weaknesses in which two areas?
ANSWER:
phonological processing and naming-speed processing.
EXPLANATION:
Dyslexic students with a “double deficit” have difficulties in both phonological processing and naming-speed processing. This means they struggle with recognizing and manipulating sounds in language, as well as quickly naming letters, words, or numbers.
QUESTION:
A student with dyslexia may also be intellectually gifted.
ANSWER:
True.
EXPLANATION:
Dyslexia affects reading ability but does not limit a person’s intellectual potential. Many dyslexic individuals are intellectually gifted and may excel in areas like problem-solving, creativity, and critical thinking.
QUESTION:
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.
ANSWER:
True.
EXPLANATION:
This statement is true. Students who can segment and blend sounds orally may overcome their reading difficulties more easily than those with phonological processing deficits, as they have foundational skills necessary for improving reading fluency.
QUESTION:
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?
ANSWER:
Phonological processing.
EXPLANATION:
Dyslexia primarily stems from deficits in phonological processing, which involves difficulties with how the brain processes the sounds of language. This is the root cause of problems with word recognition and reading fluency in dyslexic readers.’
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| LETRS Unit 2 Session 4 |
| LETRS Unit 2 Session 5 |
QUESTION:
Which of the following can pose challenges for readers who are English Learners (ELs)? Select all that apply.
ANSWER:
a. Compared to native English speakers, ELs have fewer English words in their phonological lexicons.
b. ELs may encounter passages that do not align well with their culture and background knowledge
d. When they read, ELs must perform two tasks at once: deciphering words and translating content between English and their first language.
QUESTION:
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?
ANSWER:
Autism and autism spectrum disorders.
QUESTION:
A student with dyslexia may also be intellectually gifted.
ANSWER:
True.
LETRS Unit 1 Session 6: How Phonology Connects to Reading and Spelling
There’s a moment every teacher remembers — the one when a child stares at a simple word like “ship” and proudly says “sip.” You can see their brain working, hear their confidence, and still… something’s off. That moment, tiny as it is, captures why LETRS Unit 1 Session 6 matters so much. It’s not just about phonemes; it’s about understanding the invisible architecture of spoken language that reading and spelling are built upon.
The Heart of Session 6: Why Phonology Isn’t Optional
Session 6 dives deep into phonological awareness, the ability to recognize and manipulate sounds in spoken words. If Unit 1 has been about the “why” behind reading instruction, this session is the “how.” It bridges spoken language to print — the critical point where teaching moves from theory to transformation.
Many of us, as teachers, used to assume kids naturally “pick up” sounds. They don’t. For some, it’s like trying to tune a radio that’s just slightly off-station — they hear something, but not the right thing. Session 6 teaches us how to help them tune in properly.
My Classroom Moment of Clarity
Years ago, I had a student named Liam who mixed up cat, cap, and cab no matter how many flashcards we went through. I used to think it was just memory. It wasn’t. It was phonology. Once I slowed down and began explicitly teaching him how to hear and segment the sounds — /k/, /æ/, /t/ — everything changed. His confidence grew faster than his reading score.
LETRS reminded me that when a child struggles to decode, it’s often not their eyes failing them — it’s their ears not fully tuned to the language system.
From Sound to Symbol
The session explains how phonemes, graphemes, and phonological processing all interact. We’re not teaching isolated skills; we’re guiding the brain to connect sound to symbol with precision. When we skip this step, kids memorize words. When we teach it right, they build words.
Moats’ model reminds us that strong readers aren’t guessing from context — they’re decoding with accuracy, anchored in a well-developed phonological system.
What Teachers Take Away
Here’s what I walked away with from this session:
- Phonological awareness must precede phonics. You can’t teach letter-sound relationships if the child can’t hear the sounds.
- Instruction must be explicit and intentional. Kids don’t absorb it through exposure; they learn it through guided, structured practice.
- Phonemic awareness matters even after students start reading. It continues to support fluency, spelling, and comprehension.
When you internalize these ideas, reading instruction stops being a guessing game and becomes a science-backed art.
The Emotional Core: Listening Before Teaching
If I could summarize Session 6 in one sentence, it would be this: we must listen before we teach. Every sound a child mispronounces is a clue, not a failure. Every blending or segmentation mistake is the brain showing us what it hasn’t yet wired. When we treat those moments with patience instead of frustration, we give kids a foundation that lasts a lifetime.
Final Thought
Phonology is where literacy begins — in the unspoken sounds of our language. As teachers, it’s our job to make those sounds visible, to turn invisible patterns into understanding. Session 6 isn’t just another checkpoint in the LETRS journey; it’s a reminder that behind every misread word is a child who just needs us to listen differently.
