STR PRACTICE EXAM 2 UPDATED
COMPREHENSIVE TEST BANK 2026
SOLVED QUESTIONS WITH FULL
SOLUTION 100% CORRECT
◉ A first-grade student has been identified as having dyslexia and has
begun intervention. Which of the following approaches to instruction
would be most effective to enhance the student's reading development?.
Answer: D. providing the student with systematic, explicit multimodal
instruction in all the essential, evidence-based components of reading
◉ A third-grade teacher frequently uses an online application at the end
of a lesson that allows the teacher to post a small task or question for
students on the classroom computer. For example, after a lesson on
prefixes, the teacher posts three base words and asks students to change
the meaning of each word by adding an appropriate prefix from the
lesson. Throughout the day, students post their individual responses for
the teacher to review. In this scenario, the teacher is using technology
for which of the following assessment purposes?.
Answer: A. formative assessment
◉ At the beginning of the school year, a first-grade teacher conducts a
brief screening assessment in which the teacher asks small groups of
students to spell four CVC words and one word with a consonant blend
(e.g., bag, hen, sit, mop, slug). In addition to providing the teacher with
information about students' knowledge of letter-sound correspondences,
this type of assessment would also provide information about students'
,development in which of the following other areas related to emergent
reading?.
Answer: C. phonemic awareness
◉ A prekindergarten teacher is preparing an introductory lesson focused
on isolating/identifying the initial sound in spoken words for a small
group of children whose informal assessments indicate that they are
ready to learn this skill. The group includes an English learner. Which of
the following instructional supports would best promote the English
learner's success in achieving the instructional goal of this lesson?.
Answer: A. selecting stimulus words for the lesson that have sounds
common to both English and the English learner's home language
◉ As part of an informal assessment of students' phonemic awareness
skills, a kindergarten teacher meets with individual students and says,
"We're going to play a word game. I'm going to say a word that you
know. When you hear it, I want you to say each sound in the word in the
right order. For example, if I say fan, you should say f/ă/n." The teacher
then helps the student practice the procedure using the practice words in,
sat, and top. After meeting with each student, the teacher reviews
students' performance and notices that several students performed
similarly on the assessment. A representative sample of their assessment
results is shown below.
Given the information provided, which of the following student
activities would be most appropriate for the teacher to include when
planning differentiated instruction to promote the students' growth in
phonemic awareness?.
, Answer: A. identifying and matching the initial, medial, and final sounds
of words represented by pictures
◉ A kindergarten teacher is planning instruction for a small group of
students who have mastered the letter-sound relationships for the
consonants m, s, t, and p and for the short-vowel sound of the letter a.
The students also consistently spell words using both initial and final
consonant sounds in their daily writing. Given this information, which of
the following instructional activities would be most appropriate for the
teacher to use with these students to promote their transition to the next
step along the continuum of development of knowledge and skills
related to the alphabetic principle?.
Answer: B. introducing the students to early decodable texts featuring
known letter-sound relationships and modeling how to sound out the
words
◉ A prekindergarten teacher is planning instruction in letter-sound
relationships for a group of beginning-level English learners who have
begun identifying and naming the letters of the alphabet. Which of the
following strategies would likely be most effective to apply with this
group of children?.
Answer: C. employing articulatory feedback to help the children
discover English letter-sounds that are not in their home language and
learn how to pronounce them
◉ A second-grade teacher frequently uses the strategy of phoneme-
grapheme mapping as part of phonics instruction. The teacher selects
target words from a phonics lesson and creates sound boxes
corresponding to the words. The teacher then helps students write the
COMPREHENSIVE TEST BANK 2026
SOLVED QUESTIONS WITH FULL
SOLUTION 100% CORRECT
◉ A first-grade student has been identified as having dyslexia and has
begun intervention. Which of the following approaches to instruction
would be most effective to enhance the student's reading development?.
Answer: D. providing the student with systematic, explicit multimodal
instruction in all the essential, evidence-based components of reading
◉ A third-grade teacher frequently uses an online application at the end
of a lesson that allows the teacher to post a small task or question for
students on the classroom computer. For example, after a lesson on
prefixes, the teacher posts three base words and asks students to change
the meaning of each word by adding an appropriate prefix from the
lesson. Throughout the day, students post their individual responses for
the teacher to review. In this scenario, the teacher is using technology
for which of the following assessment purposes?.
Answer: A. formative assessment
◉ At the beginning of the school year, a first-grade teacher conducts a
brief screening assessment in which the teacher asks small groups of
students to spell four CVC words and one word with a consonant blend
(e.g., bag, hen, sit, mop, slug). In addition to providing the teacher with
information about students' knowledge of letter-sound correspondences,
this type of assessment would also provide information about students'
,development in which of the following other areas related to emergent
reading?.
Answer: C. phonemic awareness
◉ A prekindergarten teacher is preparing an introductory lesson focused
on isolating/identifying the initial sound in spoken words for a small
group of children whose informal assessments indicate that they are
ready to learn this skill. The group includes an English learner. Which of
the following instructional supports would best promote the English
learner's success in achieving the instructional goal of this lesson?.
Answer: A. selecting stimulus words for the lesson that have sounds
common to both English and the English learner's home language
◉ As part of an informal assessment of students' phonemic awareness
skills, a kindergarten teacher meets with individual students and says,
"We're going to play a word game. I'm going to say a word that you
know. When you hear it, I want you to say each sound in the word in the
right order. For example, if I say fan, you should say f/ă/n." The teacher
then helps the student practice the procedure using the practice words in,
sat, and top. After meeting with each student, the teacher reviews
students' performance and notices that several students performed
similarly on the assessment. A representative sample of their assessment
results is shown below.
Given the information provided, which of the following student
activities would be most appropriate for the teacher to include when
planning differentiated instruction to promote the students' growth in
phonemic awareness?.
, Answer: A. identifying and matching the initial, medial, and final sounds
of words represented by pictures
◉ A kindergarten teacher is planning instruction for a small group of
students who have mastered the letter-sound relationships for the
consonants m, s, t, and p and for the short-vowel sound of the letter a.
The students also consistently spell words using both initial and final
consonant sounds in their daily writing. Given this information, which of
the following instructional activities would be most appropriate for the
teacher to use with these students to promote their transition to the next
step along the continuum of development of knowledge and skills
related to the alphabetic principle?.
Answer: B. introducing the students to early decodable texts featuring
known letter-sound relationships and modeling how to sound out the
words
◉ A prekindergarten teacher is planning instruction in letter-sound
relationships for a group of beginning-level English learners who have
begun identifying and naming the letters of the alphabet. Which of the
following strategies would likely be most effective to apply with this
group of children?.
Answer: C. employing articulatory feedback to help the children
discover English letter-sounds that are not in their home language and
learn how to pronounce them
◉ A second-grade teacher frequently uses the strategy of phoneme-
grapheme mapping as part of phonics instruction. The teacher selects
target words from a phonics lesson and creates sound boxes
corresponding to the words. The teacher then helps students write the
