Deck 9: Early Literacy, Reading and Writing for School-Age Children

Question 1

Spelling assessment and intervention include analyses of all of the following, except

A) Phonological awareness.
B) Word sort ability.
C) Visual storage/
D) Orthographic knowledge
E) Morphological knowledge.

Answer 1

B

Question 2

Level five of the interactive-to-independent model I-to-I) of literacy intervention focuses on

A) Balance and turn taking in literacy interactions.
B) Conventional literacy supported by social interactions.
C) Symbolic understanding of written forms.
D) Conventional literacy at the independent level.
E) Attention and responsiveness during literacy interactions.

Answer 2

D

Question 3

The explicit phonological awareness intervention EPAI) intervention is based on the theoretical approaches of

A) Behaviorism
B) Social interaction
C) Information processing
D) A and B only.
E) B and C only.

Answer 3

D

Question 4

Macrostructure is a feature of narratives that includes all of the following, except

A) Grammar
B) Organization
C) Episode structure
D) Literate language
E) Story consequence

Question 5

Level three of the interactive-to-independent model I-to-I) of literacy intervention focuses on

A) Balance and turn taking in literacy interactions.
B) Conventional literacy supported by social interactions.
C) Symbolic understanding of written forms.
D) Conventional literacy at the independent level.
E) Attention and responsiveness during literacy interactions.

Question 6

An important language skill interrelated to reading and writing development is

A) Fluency.
B) Prosody.
C) Oral narrative.
D) All of the above.
E) None of the above.

Question 7

Foundational reading skills for school-age students include

A) Phonological awareness.
B) Reading comprehension.
C) Reading fluency.
D) All of the above.
E) None of the above.

Question 8

The American Speech-Language-Hearing Association ASHA) strongly advocates that reading and writing interventions are the responsibility of the regular classroom teacher.

Question 9

The embedded-explicit model of early literacy intervention includes all of the following, except

A) Teachers embedding literacy targets.
B) Child-directed and engaging classroom activities.
C) Regular explicit, adult-directed literacy activities.
D) Self-directed workbook activities.
E) Individual or small-group sessions for children who need increased learning opportunities.

Question 10

The most important emergent literacy targets include phonological awareness, print and alphabetic concepts, oral language skills, and early writing skills.

Question 11

The ability to identify and manipulate the individual sound segments of words is known as

A) Phonological awareness.
B) Print and alphabetic concepts.
C) Oral language skills.
D) All of the above
E) None of the above

Question 12

The writing lab approach that uses the writing process to enhance oral and written communication skills of older school-age children includes all of the following, except

A) Authentic meaningful projects.
B) Storybook reading.
C) Use of the computer.
D) Small group, peer, and teach conferencing.
E) Oral presentations.

Question 13

Phonological awareness develops from

A) Individual phoneme awareness to syllable- and- word level awareness to blending and segmenting words.
B) Blending and segmenting words to word and syllable level to awareness of individual phonemes.
C) Word- and syllable-level awareness to awareness of individual phonemes to blending and segmenting words.
D) All of the above
E) None of the above

Question 14

Phonics develops from word- and syllable-level awareness to awareness of individual phonemes.

Question 15

Research indicates that professionals can improve students' reading comprehension through vocabulary building and by helping students learn comprehension metaskills such as

A) Semantic organizers.
B) Question answering.
C) Question generation.
D) Summarization.
E) All of the above.

Question 16

Understanding the use and function of print during reading and writing and knowing letter names is a part of

A) Phonological awareness.
B) Print and alphabetic concepts.
C) Oral language skills.
D) All of the above.
E) None of the above

Question 17

In the preventative model of intervention, the most important emergent literacy targets include

A) Phonological awareness.
B) Print and alphabetic concepts.
C) Oral language skills.
D) Early writing skills.
E) All of the above

Question 18

The embedded-explicit model of early literacy intervention encourages SLPs to assist teachers in embedding literacy targets within child-directed and engaging classroom activities.

Question 19

High-quality discourse with parents, teachers, family members and others develops a child's

A) Phonological awareness.
B) Print and alphabetic concepts.
C) Oral language skills.
D) All of the above.
E) None of the above.

Question 20

What are some target skills within the five levels in the interactive-to-independent model of literacy?

Question 21

Identify and describe three intervention strategies discussed in Chapter 9 for advanced-level phonological awareness skills, narratives, reading comprehension, and writing.

Question 22

The interactive-to-independent model moves from highly interactive, shared literacy experiences Levels I and II) to increasingly independent reading and writing with varying levels of adult support Levels III-V).

Question 23

Research indicates that professionals can improve students' reading comprehension through vocabulary building and by helping students learn comprehension metaskills.

Question 24

Foundational reading skills for school-age students include phonological awareness, reading comprehension, and reading fluency.

Question 25

The writing lab approach uses the writing process to enhance oral and written communication skills of older school-age children.

Question 26

Explicit Phonological Awareness Intervention provides explicit instruction in gamelike activities to enhance PA skills in young children.

Question 27

What are the primary emergent literacy targets of a preventative approach?

Question 28

What skills are foundational for school-age readers?

Question 29

Macrostructure includes literate language features providing decontextualization, cohesion, and descriptive story telling.