WGU D668 ELEMENTARY LITERACY CURRICULUM QUESTIONS
AND CORRECT ANSWERS (VERIFIED ANSWERS) PLUS
RATIONALES 2026 Q&A | INSTANT DOWNLOAD PDF.
Core Domains
Foundations of Literacy Development
Structured Literacy and the Reading Brain
Phonemic Awareness and Phonics Instruction
Fluency Development
Vocabulary and Comprehension
Writing Development and Genres
Literacy-Rich Environments
Assessment and Differentiation
Introduction
The WGU D668 Elementary Literacy Curriculum Objective
Assessment evaluates a candidate's mastery of evidence-based
literacy instruction aligned to the Science of Reading. The exam
assesses foundational knowledge of how children learn to read and
write, including phonological awareness, phonics, fluency,
vocabulary, and comprehension. Through multiple-choice and
scenario-based items, candidates must demonstrate the ability to
apply structured literacy principles, design literacy-rich
environments, differentiate instruction, and make data-driven
decisions that support all learners in becoming proficient readers
and writers.
,SECTION ONE: QUESTIONS 1–100
1. Which of the following best describes the approach used in
structured literacy?
A. Discovery learning through exposure to authentic texts
B. Explicit, systematic instruction in phonemic awareness, phonics,
and foundational skills
C. Whole-language immersion with minimal direct instruction
D. Balanced literacy that prioritizes meaning over code
🟢 B. Explicit, systematic instruction in phonemic awareness,
phonics, and foundational skills
🔴 RATIONALE: Structured literacy is characterized by direct,
systematic, and sequential teaching of foundational reading skills,
including phonemic awareness and phonics. This approach
contrasts with approaches that rely primarily on exposure or
discovery.
2. According to Scarborough's Reading Rope, which strands
represent word recognition?
A. Background knowledge and vocabulary
B. Language structures and verbal reasoning
C. Phonological awareness, decoding, and sight recognition
D. Literacy knowledge and verbal reasoning
🟢 C. Phonological awareness, decoding, and sight recognition
,🔴 RATIONALE: Scarborough's Reading Rope identifies word
recognition as the bottom strand, composed of phonological
awareness, decoding, and sight recognition. These strands work
together to enable fluent word reading.
3. A kindergarten student can identify the "M" on a McDonald's
sign but cannot recognize the same letter in a book. According
to Ehri's phases, which phase is this student in?
A. Partial alphabetic phase
B. Full alphabetic phase
C. Pre-alphabetic phase
D. Consolidated alphabetic phase
🟢 C. Pre-alphabetic phase
🔴 RATIONALE: In the pre-alphabetic phase, children rely on
visual or contextual cues rather than letter-sound relationships to
recognize words. Environmental print recognition without
alphabetic decoding is characteristic of this phase.
4. What is the primary purpose of a literacy-rich classroom
environment?
A. To display student work and decorate the classroom
B. To provide a quiet space for independent reading
C. To foster connections between letters, sounds, and words in
meaningful contexts
D. To ensure all books are at the same reading level
, 🟢 C. To foster connections between letters, sounds, and words in
meaningful contexts
🔴 RATIONALE: A literacy-rich environment immerses students in
meaningful print and language experiences. Its primary goal is to
connect letters, sounds, and words in authentic contexts to
support literacy development.
5. Which activity best demonstrates phonemic awareness?
A. Identifying the letters in the word "cat"
B. Reading the word "bat" from a flashcard
C. Listening to the word "stop" and identifying the final sound /p/
D. Writing the word "dog" from dictation
🟢 C. Listening to the word "stop" and identifying the final sound
/p/
🔴 RATIONALE: Phonemic awareness involves hearing, identifying,
and manipulating individual sounds in spoken words. Identifying
the final sound in a spoken word is a purely auditory phonemic
awareness task.
6. A teacher says /s/ /t/ /o/ /p/ and asks students to say the
whole word. This activity targets which skill?
A. Phoneme segmentation
B. Phoneme blending
C. Phoneme deletion
D. Phoneme substitution
AND CORRECT ANSWERS (VERIFIED ANSWERS) PLUS
RATIONALES 2026 Q&A | INSTANT DOWNLOAD PDF.
Core Domains
Foundations of Literacy Development
Structured Literacy and the Reading Brain
Phonemic Awareness and Phonics Instruction
Fluency Development
Vocabulary and Comprehension
Writing Development and Genres
Literacy-Rich Environments
Assessment and Differentiation
Introduction
The WGU D668 Elementary Literacy Curriculum Objective
Assessment evaluates a candidate's mastery of evidence-based
literacy instruction aligned to the Science of Reading. The exam
assesses foundational knowledge of how children learn to read and
write, including phonological awareness, phonics, fluency,
vocabulary, and comprehension. Through multiple-choice and
scenario-based items, candidates must demonstrate the ability to
apply structured literacy principles, design literacy-rich
environments, differentiate instruction, and make data-driven
decisions that support all learners in becoming proficient readers
and writers.
,SECTION ONE: QUESTIONS 1–100
1. Which of the following best describes the approach used in
structured literacy?
A. Discovery learning through exposure to authentic texts
B. Explicit, systematic instruction in phonemic awareness, phonics,
and foundational skills
C. Whole-language immersion with minimal direct instruction
D. Balanced literacy that prioritizes meaning over code
🟢 B. Explicit, systematic instruction in phonemic awareness,
phonics, and foundational skills
🔴 RATIONALE: Structured literacy is characterized by direct,
systematic, and sequential teaching of foundational reading skills,
including phonemic awareness and phonics. This approach
contrasts with approaches that rely primarily on exposure or
discovery.
2. According to Scarborough's Reading Rope, which strands
represent word recognition?
A. Background knowledge and vocabulary
B. Language structures and verbal reasoning
C. Phonological awareness, decoding, and sight recognition
D. Literacy knowledge and verbal reasoning
🟢 C. Phonological awareness, decoding, and sight recognition
,🔴 RATIONALE: Scarborough's Reading Rope identifies word
recognition as the bottom strand, composed of phonological
awareness, decoding, and sight recognition. These strands work
together to enable fluent word reading.
3. A kindergarten student can identify the "M" on a McDonald's
sign but cannot recognize the same letter in a book. According
to Ehri's phases, which phase is this student in?
A. Partial alphabetic phase
B. Full alphabetic phase
C. Pre-alphabetic phase
D. Consolidated alphabetic phase
🟢 C. Pre-alphabetic phase
🔴 RATIONALE: In the pre-alphabetic phase, children rely on
visual or contextual cues rather than letter-sound relationships to
recognize words. Environmental print recognition without
alphabetic decoding is characteristic of this phase.
4. What is the primary purpose of a literacy-rich classroom
environment?
A. To display student work and decorate the classroom
B. To provide a quiet space for independent reading
C. To foster connections between letters, sounds, and words in
meaningful contexts
D. To ensure all books are at the same reading level
, 🟢 C. To foster connections between letters, sounds, and words in
meaningful contexts
🔴 RATIONALE: A literacy-rich environment immerses students in
meaningful print and language experiences. Its primary goal is to
connect letters, sounds, and words in authentic contexts to
support literacy development.
5. Which activity best demonstrates phonemic awareness?
A. Identifying the letters in the word "cat"
B. Reading the word "bat" from a flashcard
C. Listening to the word "stop" and identifying the final sound /p/
D. Writing the word "dog" from dictation
🟢 C. Listening to the word "stop" and identifying the final sound
/p/
🔴 RATIONALE: Phonemic awareness involves hearing, identifying,
and manipulating individual sounds in spoken words. Identifying
the final sound in a spoken word is a purely auditory phonemic
awareness task.
6. A teacher says /s/ /t/ /o/ /p/ and asks students to say the
whole word. This activity targets which skill?
A. Phoneme segmentation
B. Phoneme blending
C. Phoneme deletion
D. Phoneme substitution
