LETRS Unit 1 Session 7 Check For Understanding
LETRS Unit 1 Session 7 provides an in-depth exploration of assessments within the reading curriculum. It emphasizes the critical role of early identification in addressing reading difficulties, challenging the common misconception that most first-grade students struggling with reading will naturally catch up by third grade without intervention.
This session underscores the importance of implementing effective assessment practices to inform timely instructional adjustments, ensuring that students receive the support they need to succeed.
QUESTION:
Some very smart people have dyslexia.
true
false
ANSWER:
True
EXPLANATION:
Dyslexia affects reading skills but doesn’t impact intelligence. Many highly intelligent people, including successful professionals, have dyslexia.
QUESTION:
Dyslexia may be inherited.
true
false
ANSWER:
True
EXPLANATION:
Research shows that dyslexia often runs in families, indicating a genetic component to the condition.
QUESTION:
Children who can’t read by age 9 never will.
true
false
ANSWER:
False
EXPLANATION:
With appropriate interventions and support, children can still learn to read, even if they face challenges by age 9.
QUESTION:
Around 10-15 percent of the population have dyslexia.
true
false
ANSWER:
True
EXPLANATION:
Studies estimate that 10-15% of people have dyslexia, though the severity can vary.
QUESTION:
Dyslexia is seeing things backward.
true
false
ANSWER:
False
EXPLANATION:
Dyslexia is not just about reversing letters or words; it mainly involves difficulties with processing language and phonological awareness.
QUESTION:
You can’t identify dyslexic children before they enter school.
true
false
ANSWER:
False
EXPLANATION:
Signs of dyslexia can be observed in preschoolers, such as difficulty with rhyming, recognizing letters, or remembering letter sounds.
QUESTION:
School improvement requires long-term commitment.
true
false
ANSWER:
True
EXPLANATION:
Sustainable school improvement demands consistent, ongoing efforts from educators, administrators, and communities.
QUESTION:
A research-based curriculum alone can turn schools around.
true
false
ANSWER:
False
EXPLANATION:
While important, curriculum alone isn’t enough; effective teaching, leadership, and support systems are equally crucial.
QUESTION:
Dyslexia affects far more boys than girls.
true
false
ANSWER:
False
EXPLANATION:
Dyslexia affects both boys and girls, though boys may be diagnosed more frequently due to behavioral differences in how they respond to reading challenges.
QUESTION:
All but 2-5 percent of children can learn to read.
true
false
ANSWER:
True
EXPLANATION:
Most children, even those with reading challenges, can learn to read with appropriate instruction, though a small percentage may need more specialized interventions.
QUESTION:
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.
true
false
ANSWER:
False
EXPLANATION:
Research indicates that without targeted interventions, many children who struggle early with reading will continue to face difficulties later on.
QUESTION:
What is the primary purpose of progress-monitoring assessments?
a. They serve as a rough indicator of mild, moderate, or severe risk in basic reading skills.
b. They predict how well students will perform on outcome assessments.
c. They help teachers determine if a particular instructional approach is working to bring a student closer to a target level of reading skill.
d. They reveal detailed information about a student’s academic knowledge and ability.
ANSWER:
C
EXPLANATION:
Progress-monitoring assessments help teachers determine if a specific instructional approach is effective. They track students’ growth over time and ensure that interventions are working to move students closer to their reading goals.
QUESTION:
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
ANSWER:
a & c
EXPLANATION:
Outcome assessments are designed to measure comprehension (a) and compare students’ performance to age or grade-level norms (c). These tests typically evaluate overall reading proficiency rather than frequent tracking of progress.
QUESTION:
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.
ANSWER:
B
EXPLANATION:
Screening measures often produce false positives, identifying children as at risk for reading difficulties even though some will eventually develop adequate skills without intensive intervention. This imprecision can lead to unnecessary concern or interventions.
QUESTION:
For an assessment to be useful in a school setting, which three psychometric criteria are the most important?
a. normed, valid, detailed
b. valid, reliable, predictive
c. concurrent, valid, efficient
d. reliable, valid, efficient
ANSWER:
D
EXPLANATION:
For an assessment to be effective in education, it must be reliable (consistent results), valid (accurately measuring what it claims), and efficient (administered with minimal time and cost).
You may also visit: