Structured Literacy & Multisensory Instruction Flashcards

A student consistently reads 'ship' as 'sip,' omitting the 'h.' Which structured literacy skill gap does this most directly indicate?

Answer: Incomplete mastery of the digraph 'sh'

Omitting the 'h' in 'sh' reveals the student has not yet automatized the digraph as a single phoneme unit representing /ʃ/.

In a structured literacy scope and sequence, 'morphology' instruction is typically introduced:

Answer: After students have solid phonics and decoding skills

Morphology instruction (prefixes, suffixes, roots) is introduced after students have automatized basic phonics so they can apply structural analysis to multisyllabic words.

Which of the following is an example of an explicit phonics instruction technique used in structured literacy?

Answer: Directly teaching that the letter 'a' in a CVC word says /æ/

Explicit instruction means the teacher directly states the rule or correspondence without expecting the student to infer it — saying 'a in a closed syllable says /æ/' is explicit.

A CDT is planning a lesson on the 'silent-e' (VCe) syllable pattern. According to structured literacy principles, the FIRST step should be:

Answer: Reviewing and confirming mastery of the closed syllable pattern as a prerequisite

Before teaching VCe, students must have solid mastery of closed syllable/short vowel patterns so contrast instruction can be effective and meaningful.

The term 'diagnostic teaching' in structured literacy refers to:

Answer: Continuously assessing student responses within lessons to adjust instruction

Diagnostic teaching means the teacher constantly observes and analyzes student errors during instruction and adjusts pacing, review, and approach in real time.

Which multisensory technique specifically reinforces the auditory pathway during phoneme blending activities?

Answer: Listening to the teacher model blending and repeating aloud

Listening to a model and repeating aloud primarily engages the auditory pathway by focusing attention on the sounds themselves.

A student can decode real words accurately but struggles with nonsense words like 'blim' or 'frag.' What does this pattern most likely indicate?

Answer: Possible over-reliance on sight-word memory rather than phonics decoding

Difficulty with nonsense words while succeeding on real words suggests the student is using memorized word forms rather than applying phoneme-grapheme decoding rules.