Structured Literacy and Dyslexia Flashcards

The double deficit hypothesis proposes that the most severe reading difficulties result from deficits in:

Answer: Phonological awareness and rapid automatized naming

The double deficit hypothesis identifies two independent predictors of reading difficulty, phonological awareness and RAN, and proposes that deficits in both produce the most severe and intervention-resistant reading difficulties.

A student in third grade has age-appropriate phonemic awareness and phonics skills but reads very slowly and laboriously. This profile MOST suggests a deficit in:

Answer: Reading fluency and automaticity

When decoding accuracy is adequate but reading is slow and laborious, the deficit is in reading fluency, specifically the automaticity and rate of word recognition.

Which of the following accommodations is specifically listed in the Texas Dyslexia Handbook as appropriate for students with dyslexia?

Answer: Oral testing and extended time on assessments

The Texas Dyslexia Handbook specifies accommodations including oral testing, extended time, and use of assistive technology to provide access without modifying standards.

The term 'phonological core deficit' in the context of dyslexia refers to:

Answer: A specific impairment in processing the sound structure of language, impairing phonological awareness and phonological memory

The phonological core deficit theory proposes that dyslexia is fundamentally caused by a specific weakness in phonological processing, which is the ability to work with the sound structure of spoken language.

In the MTSS framework, what level of intervention is typically appropriate for a student identified as at-risk on dyslexia screening in kindergarten?

Answer: Tier 2 supplemental intervention with progress monitoring every 2 to 4 weeks

A student identified as at-risk on a dyslexia screener typically receives Tier 2 supplemental, small-group intervention with more frequent progress monitoring to determine responsiveness before escalating to Tier 3.

Which statement best describes how Structured Literacy differs from a balanced literacy approach for students with dyslexia?

Answer: Structured Literacy provides explicit, systematic phonics and phonological instruction; balanced literacy relies more on implicit learning and meaning-based cuing strategies

Structured Literacy is explicit and systematic in phonics instruction, whereas balanced literacy relies more on meaning-based cues, implicit phonics learning, and leveled text, which research shows are insufficient for students with dyslexia.