Day Two ODE Dyslexia Course Prep

Module 6

A universal screening instrument is characterized by all the following except: 

• It is standardized – meaning that it is given the same way each time

• it is administered

  It is ideally administered 3 times a year and no less than twice

• It is an informal teacher-made assessment

• I

  It is administered to all students

A teacher vignette in this module explained that Ms. Parker and the rest of the kindergarten teachers discovered that over 50% of their students scored below benchmark with phonemic awareness skills based on universal screening data. They identified a problem. What are some key questions they may want to discuss at the problem analysis stage of the problem-solving model?

• Does our core instruction include explicit instruction and practice with building phonemic awareness skills?

• Do these students have caregivers that read to them at home?

• Do we need additional training to effectively teach phonemic awareness to our students?

• Both A and B

• Both A and C

Assessments that are given after a student is flagged as being at risk on the universal screening and are intended to pinpoint a student's specific skills deficits are called:

• Tier 1 Dyslexia Screeners

• Unit Tests

• Progress Monitoring

• Diagnostic Assessments

Tom is receiving intensive instruction within the tiered system of supports. After several weeks of intervention, he shows no improvement on the progress monitoring probe. What would be the best option when considering next steps for his instruction?

• Make changes to intensify the intervention

• Start remedial life skills work and conclude that Tom will not learn to read

• Continue the intervention without any modifications

• Refer him for an external evaluation to test his IQ

Aligning spelling instruction with systematic phonics instruction does which of the following?

• Reinforces common phonics patterns

•  

  Supports the rote memorization of words

• Limits the need for proficient phonological awareness skills in children

• All of the above

Synthetic phonics teaches students to:

• Use the shape of the word to determine its pronunciation

• Use meaning to determine the pronunciation of a word

  nciation of a word

• Attend to each letter and its corresponding sound to determine the pronunciation of a word

• Use larger units, such as whole words or parts of a word, to determine the pronunciation of a word

Which of the following word lists represents a sequence of instruction for early phonics that progresses from simple to more complex closed syllable concepts?

•  

  boy, fox, shift, sure, wrench, class, hugged

•  

  yes, ball, wash, flock, sticky, spill, singing

•  

  zip, dry, chase, shelf, will, stands, rang

•  

  bit, wax, shop, left, bricks, cliff, planted

A 1^st grade teacher is planning a phonemic awareness lesson for her small group which targets blending and segmenting spoken words with 4 phonemes. Which group of words will support her instructional target?

• line, chain, flew

• stop, flash, sweet

• ship, fire, torn

• black, peek, shop

Phonemic awareness practice can be routinely incorporated into:

• Reading comprehension strategies

• Sentence comprehension instruction

• Spelling instruction

• Inference generation

Dysgraphia is characterized as a student having which difficulties, despite having received explicit handwriting instruction in the core setting?

• Problems forming complete sentences when speaking

• Problems with reading words accurately

• Problems with impaired handwriting and/or impaired spelling due to orthographic coding

• Problems with understanding spoken language