Phonological Awareness

Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

• a student who, after being shown a letter of alphabet, can orally identify its corresponding sound(s).

• a student who listens to the words sing, ring, fling, and hang and can identify that hang is different.

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

• a student who listens to the word magazine and can determine that it contains three syllables.

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to

• count the number of words that the child hears in a sentence as the teacher says the sentence.

• say the word cat, then say the first sound the child hears in the word.

• point to the correct letter on an alphabet chart as the teacher names specific letters.

• listen to the teacher say boat and coat, then identify whether the two words rhyme.

A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who:

• needs help developing phonemic segmentation skills.

• is performing below grade-level benchmarks in reading fluency.

• lacks automaticity in word recognition.

• has difficulty sounding out phonetically regular one-syllable words.

Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them:

• recognize different ways in which one sound can be represented in print.

• count the number of syllables in a written word.

• identify in spoken language separate sounds that can be mapped to letters.

• understand the concept of a silent letter.

Phonemic awareness is the recognition of the phonemes in spoken words.

• True

• False

The ability to segment and blend phonemes are critical to learning to apply knowledge of letter patterns and letter-sound correspondences to __________________ printed words.

• determine the number of syllables in a word.

• blend words

• decode and encode

• pronounce words accurately

Which of the following first-grade student has attained the highest level of phonemic awareness?

• a student who, after hearing the word hot and the short "i" sound, can substitute short "i" for short "o" 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.

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"

• have relatively low level of phonological awareness.

• are beginning to develop systematic phonics skills.

• have a relatively high level of phonemic awareness.

• are beginning to master the alphabetic principle.

Which of the following most effective?

• teaching all the major consonants and then short vowels.

• teaching 5 or so consonants and then some short vowels.

• teaching short vowels and then about 10 consonants.

• teaching the 12 most frequently appearing constants and then some easy long vowels.

Which of the following consonants elements would you most likely teach first?

• z=/z/ (zebra)

• s= /s/ (sun)

• v= /v/ (van)

• g= /j/ (gym)