Units 1-4
1. Which statement best describes the relationship between reading comprehension
and word decoding in a beginning reader’s development?
o Developing decoding skills is secondary to the development of text
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Units 1-4
1. Which statement best describes the relationship between reading comprehension
and word decoding in a beginning reader’s development?
o Developing decoding skills is secondary to the development of text
comprehension skills.
o Reading comprehension strategies directly facilitate the development of
decoding skills.
o Accurate, fast word recognition is necessary for development of reading
fluency and text comprehension.
o These skills develop independently of one another.
2. Near the close of the day, a kindergarten teacher guides the students in
conversation about the day’s activities. She writes down what is said on large
chart paper, then reads it to the class. This activity would aid their literacy
development primarily by promoting which skill?
o oral language comprehension
o basic understanding of orthographic patterns
o phonological awareness
o syntactic processing
3. What is the most important implication of the Four-Part Processing Model for
Word Recognition?
o Context is a primary driver of word recognition during reading.
o Reading is primarily a visually driven process, dependent on the “brain’s
letterbox.”
o Students can compensate for weak phonology if they know the meaning
of many words.
o Reading depends on constructing pathways between the phonological,
orthographic, and meaning processors.
4. After results of a winter screening, six second-graders scored in the “somewhat
at risk” range. What is the next step the teacher team should take?
o Coordinate what lesson students are receiving in the core instruction
program.
o Analyze the screening results and gather additional diagnostic
assessment data.
o Interview each student to determine his or her interests.
o Place the students in groups based on the leveled text they can read.
5. How is the word sn – ow divided?
o syllable
o onset-rime
o phoneme-grapheme
o phoneme
6. How many spoken syllables are there in frightening?
o 1
o 2
o 3
o 4
7. How many spoken syllables are there in cleaned?
o 1
o 2
o 3
o 4
8. What is the main reason that the ability to identify, segment, blend, and
manipulate individual phonemes in spoken words is important for reading an
alphabetic writing system?
o This skill ultimately supports the ability to read words “by sight.”
o Each letter in a word represents an individual phoneme.
o Semantic (meaning-making) processes are our primary concern.
o Wordplay and love of language are important characteristics of
independent readers.
9. Students with relative weaknesses in basic phonemic awareness are most likely
to make progress if the teacher provides which practice?
o shows a letter and asks the students to produce a corresponding
phoneme
o asks students to listen to words such as flap, rap, snap, and boat and
choose the one that doesn’t rhyme
o models how to repeat and clap the syllables in words
o asks students to look in a mirror while they describe the way that target
phonemes are formed in the mouth
10. Which student is demonstrating the most advanced level of phonemic
awareness?
o the student substituting a sound in a given word and saying the new
word
o the student saying each syllable in a three-syllable word
o the student breaking a word into its onset and rime
o the student identifying the first sound in a word
11. A student spells skin as “sgin.” What type of phonological error did she make?
o consonant substitution due to visual confusion of letters
o substitution of a voiced for an unvoiced consonant
o substitution of a voiceless consonant for an unvoiced consonant
o substitution of a nasal for a nonnasal consonant
12. Having students listen to a word, say it, and then mentally reverse the sounds in
the word is an instructional activity that would be most appropriate for which
students?
o those who have mastered matching uppercase and lowercase letters
o those not reaching mastery in letter recognition
o those with a relatively low level of phonological awareness
o those who have mastered basic phonemic awareness
13. How can phonics instruction be organized to be most effective?
o around a preplanned progression through a logical skill sequence
o around the vocabulary words from science and social studies
o to take advantage of teachable moments during authentic literature
study
o so that students can work independently in centers
14. Which word group might a teacher include in a lesson focused on identification of
consonant blends?
o wreck, doubt, gnat
o plan, squirm, train
o thick, short, much
o all of the above
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