Question 1

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

Accepted Answer

A) True 
 B)False  True

Question 2

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).

Accepted Answer

A) True 
 B)False  True

Question 3

What skills are foundational for school-age readers?

Accepted Answer

Foundational skills for school-age readers are essential for literacy development and academic success. These skills form the building blocks that enable children to progress from basic decoding of words to fluent and comprehensive reading. Here are some of the key foundational skills for school-age readers:

1. Phonemic Awareness: The ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. This skill helps children understand that words are made up of smaller sound units, which is crucial for decoding and spelling.

2. Phonics: Understanding the relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language). Phonics instruction helps children learn to read by teaching them to decode words by sounds, enabling them to read new and unfamiliar words.

3. Fluency: The ability to read text accurately, quickly, and with proper expression. Fluent readers recognize words automatically without having to sound them out. Fluency is important because it provides a bridge between word recognition and comprehension.

4. Vocabulary: A broad vocabulary is essential for understanding and making sense of what is read. School-age readers should be exposed to a wide range of words and be taught strategies for learning new vocabulary, such as using context clues, word parts (prefixes, suffixes, and roots), and dictionaries.

5. Reading Comprehension: The ability to understand and interpret what is being read. Comprehension skills include summarizing the main idea, making inferences, predicting outcomes, and making connections to prior knowledge. Good comprehension is the ultimate goal of reading.

6. Spelling and Writing: Writing skills are closely linked to reading skills. As children learn to spell and write, they become more aware of the structures and patterns in the words they read, which reinforces their reading skills.

7. Critical Thinking: The ability to think critically about what is read, including questioning the text, recognizing arguments and evidence, and evaluating the credibility of sources. This skill becomes increasingly important as children encounter a variety of texts in their schooling.

8. Motivation and Engagement: Encouraging a love for reading and an interest in a variety of texts helps children to become lifelong readers. Motivation can be fostered through access to a wide range of reading materials that are both interesting and appropriate for the child's reading level.

Developing these foundational skills requires systematic instruction, practice, and support from teachers, parents, and caregivers. By focusing on these areas, school-age readers can build a strong foundation for reading that will support their educational journey and beyond.

Question 4

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

Accepted Answer

A) True 
 B)False

Question 5

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

Accepted Answer

A) True 
 B)False

Question 6

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

Accepted Answer

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

Question 7

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

Accepted Answer

A) True 
 B)False

Question 8

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

Accepted Answer

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

Question 9

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

Accepted Answer

A) True 
 B)False

Question 10

Phonological awareness develops from

Accepted Answer

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 
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 11

Foundational reading skills for school-age students include

Accepted Answer

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

Question 12

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

Accepted Answer

A) True 
 B)False

Question 13

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

Accepted Answer

The interactive-to-independent model of

Question 14

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

Accepted Answer

A) True 
 B)False

Question 15

Match between columns
                        Premises: Critical Questions
Syllable Recognition
Code Switch
Print Referencing
Literal Questions
Phonemes
Orthographic Knowledge
Visual Storage
Morphological Knowledge
Graphemes
Sound Segmentation
Narrative Macrostructure
Inferential Questions
Story Dictation
Narrative Microstructure

Accepted Answer

The Answer of Answers recall a specific fact explicitly stated is...

Question 16

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

Accepted Answer

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

Question 17

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

Accepted Answer

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

Question 18

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

Accepted Answer

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

Question 19

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

Accepted Answer

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. 
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 20

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

Accepted Answer

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. 
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.

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

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).

What skills are foundational for school-age readers?

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

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

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

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

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

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

Phonological awareness develops from

Foundational reading skills for school-age students include

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

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

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

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

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

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

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

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

Language Theory and Language Development

Assessment of Language Disorders

Assessment of Language Disorders

Principles of Intervention

Children With Specific Language Impairment

Children With Hearing Loss

Children With Intellectual Disability

Children With Autism Spectrum Disorders

Augmentative and Alternative Communication Aac and Individuals With Complex Communication Needs

Multicultural Issues

Filters

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

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

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).

What skills are foundational for school-age readers?

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

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

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

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

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

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

Phonological awareness develops from

Foundational reading skills for school-age students include

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

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

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

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

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

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

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

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

Language Theory and Language Development

Assessment of Language Disorders

Assessment of Language Disorders

Principles of Intervention

Children With Specific Language Impairment

Children With Hearing Loss

Children With Intellectual Disability

Children With Autism Spectrum Disorders

Augmentative and Alternative Communication Aac and Individuals With Complex Communication Needs

Multicultural Issues

Filters