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/.

Foundations of Reading Test Prep

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1.
FLASHCARD QUESTION
Front
Back
a student who, after hearing the word hat, can orally identify that it ends with the sound /t/.
2.
FLASHCARD QUESTION
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.
Back
say the first sound the child hears in the word 'cat'.
3.
FLASHCARD QUESTION
Front
As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students:
Back
use knowledge of letter-sound correspondence to decode words.
4.
FLASHCARD QUESTION
Front
Which of the following first-grade students has attained the highest level of phonemic awareness? Options: 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
5.
FLASHCARD QUESTION
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:
Back
have a relatively high level of phonemic awareness.
6.
FLASHCARD QUESTION
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?
Back
Does the student's primary language have consonant blends?
7.
FLASHCARD QUESTION
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.
Back
apply consistent phonics generalizations in common words.
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