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.
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 Overview
Session 6 of Unit 1 focuses on understanding the diverse profiles of readers, particularly those who encounter significant challenges, such as dyslexia. A key point highlighted is the common misconception that dyslexia is linked to lower intellectual ability, when in fact, many individuals with dyslexia are highly intelligent. Dyslexia is primarily associated with difficulties in phonological processing, which affects word recognition and reading fluency. However, not all struggling readers face the same issues, as some may demonstrate strong oral skills in segmenting and blending sounds, leading to better reading outcomes than those with more profound phonological deficits.