Foundations of Reading Test Prep

Front

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

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a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

Front

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to: say the word cat, then say the first sound the child hears in the word.

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say the first sound the child hears in the word.

Front

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students:

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use knowledge of letter-sound correspondence to decode words.

Front

Which of the following first-grade students has attained the highest level of phonemic awareness? a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit, a student who can orally segment the word wonderful into won-der-ful, a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/, a student who can orally segment the word train into its onset and rime

Back

a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit

Front

Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who:

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have a relatively high level of phonemic awareness.

Front

A beginning-level English Language Learner can consistently blend individual phonemes to make simple English words composed of two or three phonemes but is having difficulty blending the sounds of familiar single-syllable words composed of four phonemes (e.g., clip, trap, spin). Which of the following questions would be most important for the first-grade teacher to consider when addressing the needs of this student? Are the target words in the student's oral vocabulary in English? Does the student's primary language have consonant blends? Can the student distinguish between short and long vowel sounds in English? Do the target words have cognates in the student's primary language?

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Does the student's primary language have consonant blends?

Front

A teacher can most effectively support first graders' development of rapid automatic word recognition by first teaching students how to: apply consistent phonics generalizations in common words, context clues to determine the meanings of words, identify the constituent parts of multisyllable words, look up unfamiliar words in the dictionary.

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apply consistent phonics generalizations in common words.

Front

A second-grade teacher pairs students who are reading at approximately the same independent reading level for a partner-reading activity. During the activity, the two partners sit side by side and take turns reading aloud from a shared text. Over a period of several days, the partners read a large number of independent-level texts together. This activity is best designed to promote students':

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development of reading rate and automaticity

Front

According to basic principles of research-based, systematic phonics instruction, which common English letter combinations would be most appropriate for a first-grade teacher to introduce first? Options: ir, kn, th, oi

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th

Front

Which of the following provides the best rationale for incorporating spelling instruction into a first-grade reading program? Spelling promotes phonemic awareness by teaching students to break words into onsets and rimes. Spelling facilitates vocabulary development by introducing students to new words. Spelling simplifies the reading process by focusing students on a limited set of decoding rules. Spelling supports word recognition by helping students learn and retain common phonics patterns.

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Spelling supports word recognition by helping students learn and retain common phonics patterns.