CSET Subtest 1 Exam Questions and Answers 100% Correct Graded A+ 2026/27
Stages of Reading Development - -The emergent reader
-The beginning reader
-The fluent reader
-The remedial reader
The Emergent Reader: Age - Early childhood to pre-K (pre-alphabetic)
The Emergent Reader: Developmental Expectation - -Beginning of awareness that text
progresses from left to right
-Children scribble and recognize distinctive visual clues in environmental print, such as letters in
their names
The Emergent Reader: Reading Instruction - Begin phonemic awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
The Beginning Reader: Age - K to 2nd/3rd grade (alphabetic)
The Beginning Reader: Developmental Expectation - -Letters are associated with sounds
,-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell with the first and last
consonant: for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
The Beginning Reader: Reading Instruction - Systematic and explicit instruction,
including:
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
The Fluent Reader: Age - 4th to 8th grade (orthographic)
The Fluent Reader: Developmental Expectation - -Students read larger units of print and
use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
The Fluent Reader: Reading Instruction - Systematic and explicit instruction, including:
-Word-attack skills (multisyllabic words)
,-Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
The Remedial Reader: Age - 3rd to 8th grade (students who do not demonstrate
competency)
The Remedial Reader: Developmental Expectation - -The key approach to successful
reading programs is preventive rather than remedial while understanding that there is a full range
of learners in the classroom
-Therefore, students who are struggling to read are taught from the same systematic framework
taught in the early grades of successful readers
The Remedial Reader: Reading Instruction - Includes re-teaching all of the modalities
taught as a "beginning reader" and emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
-Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and positive feedback
, Phoneme - -The smallest unit of sound/part of spoken language that makes a difference in
the meaning of words
-English has about 41
-Sometimes represented by more than one letter
Examples: "oh" (/o/), "if" (/i/ /f/), "stop" (/s/ /t/ /o/ /p/), "check" (/ch/ /e/ /k/)
Phoneme Manipulation - Working with phonemes in words, including blending phonemes
to make words, segmenting words into phonemes, deleting phonemes from words, adding
phonemes to words, or substituting one phoneme for another to make a new word
Grapheme - -The smallest part of written language that represents a phoneme in the
spelling of a word
-May be just one letter (such as b, d, f, p, s) or several letters (such as ch, sh, th, -ck, ea, -igh)
Phonics - The understanding that there is a predictable relationship between phonemes
and graphemes.
Labels to describe these relationships:
-Graphophonemic relationships
-Letter-sound associations
-Letter-sound correspondences
-Sound-symbol correspondences
-Sound-spellings
Stages of Reading Development - -The emergent reader
-The beginning reader
-The fluent reader
-The remedial reader
The Emergent Reader: Age - Early childhood to pre-K (pre-alphabetic)
The Emergent Reader: Developmental Expectation - -Beginning of awareness that text
progresses from left to right
-Children scribble and recognize distinctive visual clues in environmental print, such as letters in
their names
The Emergent Reader: Reading Instruction - Begin phonemic awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
The Beginning Reader: Age - K to 2nd/3rd grade (alphabetic)
The Beginning Reader: Developmental Expectation - -Letters are associated with sounds
,-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell with the first and last
consonant: for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
The Beginning Reader: Reading Instruction - Systematic and explicit instruction,
including:
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
The Fluent Reader: Age - 4th to 8th grade (orthographic)
The Fluent Reader: Developmental Expectation - -Students read larger units of print and
use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
The Fluent Reader: Reading Instruction - Systematic and explicit instruction, including:
-Word-attack skills (multisyllabic words)
,-Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
The Remedial Reader: Age - 3rd to 8th grade (students who do not demonstrate
competency)
The Remedial Reader: Developmental Expectation - -The key approach to successful
reading programs is preventive rather than remedial while understanding that there is a full range
of learners in the classroom
-Therefore, students who are struggling to read are taught from the same systematic framework
taught in the early grades of successful readers
The Remedial Reader: Reading Instruction - Includes re-teaching all of the modalities
taught as a "beginning reader" and emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
-Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and positive feedback
, Phoneme - -The smallest unit of sound/part of spoken language that makes a difference in
the meaning of words
-English has about 41
-Sometimes represented by more than one letter
Examples: "oh" (/o/), "if" (/i/ /f/), "stop" (/s/ /t/ /o/ /p/), "check" (/ch/ /e/ /k/)
Phoneme Manipulation - Working with phonemes in words, including blending phonemes
to make words, segmenting words into phonemes, deleting phonemes from words, adding
phonemes to words, or substituting one phoneme for another to make a new word
Grapheme - -The smallest part of written language that represents a phoneme in the
spelling of a word
-May be just one letter (such as b, d, f, p, s) or several letters (such as ch, sh, th, -ck, ea, -igh)
Phonics - The understanding that there is a predictable relationship between phonemes
and graphemes.
Labels to describe these relationships:
-Graphophonemic relationships
-Letter-sound associations
-Letter-sound correspondences
-Sound-symbol correspondences
-Sound-spellings
