LEA Quiz Item Analysis

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RDG 414 CRN 10752 (Monday)
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(No Transcript)
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LEA Quiz Item Analysis (10752)
Difficulty (Diff) R/T X 100 Discriminating
Power (Disc Pwr) (R(upper) R(lower))/.5 X T
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Item 1

• 1. Did Mrs. Wainwright teach an LEA lesson?
• a) Yes, although she didnt follow the LEA steps
  to the letter, she adhered to the spirit of the
  LEA by making use of repeated choral readings.
• b) Yes, by starting with a picture stimulus and
  then reading aloud, Mrs. Wainwright followed all
  of the most important principles of LEA.
• c) No, a central premise of the LEA is that the
  material generated for reading should be based on
  the interests and language of the learner.
• d) No, because Mrs. Wainwright did not address
  phonemic awareness or sight vocabulary this
  cannot be considered an LEA lesson.

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Item 2

• 2. Based on our readings and class discussions,
  it seems clear that the LEA
• Should always begin by assessing a students
  reading level so an appropriate text is selected
  for use in the lesson,
• Provides a broad framework that must be adapted
  to meet the needs of students and instructional
  objectives of the teacher
• Requires phonological and phonemic awareness
  skills
• Requires at least basic writing skills
• Both C D

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Item 3

• 3. The single most important aspect of using the
  LEA in early literacy instruction is to
• Make sure students are using correct standard
  English.
• Focus students attention on written rather than
  spoken language.
• Let students figure out how to do the LEA on
  their own.
• Correct a students oral language if she
  mispronounces words.
• Use the students background and language when
  recording the story.

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Item 4

• 4. The most frequently recommended sequence of
  steps for oral reading in the LEA are
• teacher reads aloud, student and teacher choral
  read, student reads independently
• student and teacher choral read, teacher reads
  aloud, student reads independently
• student reads silently, teacher reads aloud,
  student and teacher choral read
• teacher reads aloud, student reads silently,
  student and teacher choral read
• student reads aloud, student and teacher review
  miscues, student reads aloud

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Item 5

• 5. One of the relative weaknesses of the LEA is
  that
• The LEA text can be used to address a wide range
  of learning goals
• It is not generally useful with intermediate or
  advanced readers
• Non-readers routinely have severe language
  deficits that prevent use of LEA
• It requires writing skills many students do not
  have
• It is not adaptable to special populations of
  readers

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Item 6

• 6. An important difference between the LEA and
  other strategies commonly used with advanced
  readers is that advanced readers
• typically focus on reading to learn rather than
  learning to read
• usually dont benefit from comprehension-oriented
  strategies
• no longer benefit from reading aloud after early
  reading stages
• do not make use of prior knowledge when reading
• typically do not have the kind of language skills
  required by LEA

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Item 7

• 7. Which of the statements below best captures
  the philosophy of instruction characteristic of
  the LEA?
• Build on the strengths of the student in teaching
• Student learning should always be
  curriculum-driven
• Learning deficits should be directly addressed
• Teach students to avoid their areas of weakness
• Students need to set aside how they feel to
  focus on learning

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Item 8

• 8. Barrons recommendations for modification and
  simplification of the LEA consist primarily in
• Providing additional structure to avoid
  instructional miscues
• Removing unnecessary structure so that students
  have more freedom
• Putting greater emphasis on student
  responsibility for learning
• More emphasis on writing and less emphasis on
  oral interaction with the student
• Greater emphasis on pre-instructional assessment
  of reading skills

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Item 9

• 9. In broadest possible terms, the main goal of
  the LEA is to
• enhance a students oral reading fluency
• teach a student new sight vocabulary words
• help students connect oral and written language
• help student acquire written language conventions
• identify a reading level for subsequent literacy
  instruction

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If You have a Concern

• You may review your quiz paper after class.
• If you believe there has been an error in scoring
  your quiz or your other LEA WQ work you may meet
  with me privately to discuss this by making an
  appointment.
• Please review your WQ worksheet. If I have
  requested that you meet with me about your work
  please make an appointment.