LETRS Units 1-5 review

Text reading with decodable texts should take place _____ minutes per day. p. 219

The best assurance against reading failure is... p. 5

We can help fill the vocabulary gap by teaching explicit instruction of vocabulary. (unit 5)

We can help fill the vocabulary gap by teaching word learning strategies EXCEPT.... (unit 5)

How many morphemes in the word FLEXIBLE.? p. 14

We can help fill the vocabulary gap by using high quality language. (unit 5)

Students likely remain poor readers unless they can read by the end of 3rd grade. p.4

The Three Great Rules

The ability to translate speech to print (spelling).

Which two sounds are easily confused because of how they are articulated? p111

Early reading programs should emphasize.... p. 21

Which instruction works best for most students? p. 165

Which represents the Simple View of Reading (SVR)? p. 16

Explicit instruction of vocabulary should only takes place in reading classrooms. (unit 5)

What percent of words are truly irregular (does not follow patterns at all)? p. 169

The ability to translate a word from print to speech (reading)

Which word most likely is from the Anglo-Saxon layer of English?

Regular and irregular words that students recognize instantly. p. 48

Words such as give, glove, and move demonstrate which principle of English spelling? (unit 5)

Each lesson should practice reading 15-30 words with the same sound-symbol correspondences. p. 201

Which of these components support the Language Comprehension part of the Reading Rope? p. 215

Most children learn to read naturally, the way they learn to talk. p. 9

How many phonemes are in English? p. 104

Which is the best key word for teaching short /e/? p. 194

How many graphemes in the word FLEXIBLE. p. 31

After learning the alphabetic code, ___________is the most important single factor in reading comprehension! (unit 5)

Students should progress to blending words silently in which grade? p. 199

The system of correspondence between phonemes and graphemes... p. 103

70 - 80 percent of poor readers have trouble with word recognition. p. 54