FoRT Practice Test Questions 1-68 With Complete Solutions Graded A+

FoRT Practice Test Questions 1-68 With Complete Solutions Graded A+ Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? a) a student who, after beings shown a letter of the alphabet, can orally identify its corresponding sound(s) b) a student who listens to the words sing, ring, fling, and hang and can identify that hang is different c) a student who, after hearing the word hat, can orally identify that it ends with the sound /t/ d) a student who listens to the word Massachusetts and can determine that it contains four syllables -Answer-C, because phonemic awareness is the recondition that spoken words are made up of phonemes - the discrete speech sounds of language. Identifying the final sound (phoneme) in a word, C demonstrates phonemic awareness. A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to: a) count the number of words the child hears in the sentence as the teacher says the sentence b) say the word cat, then say the first sound the child hears in the word c) point to the correct letter on an alphabet chart as the teacher names specific letters d) listen to the teacher say boat and coat, then identify whether the two words rhyme -Answer-B, because segmenting the first sound in a spoken word is one of the first phonemic awareness skills to develop and therefore B is an effective informal procedure for assessing phonemic awareness in the beginning stages. As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students: a) recognize and understand sight words in a text b) use knowledge of letter-sound correspondence to decode words c) guess the meaning of unfamiliar words from their context d) divide written words into onsets and rimes -Answer-B, because phonemic blending is the ability to combine a sequence of speech sounds together to form a word. Beginning readers use their skill in phonemic blending and their knowledge of letter-sound correspondence to sound out and blend the sounds of simple printed words. The ability to divide words containing major phonograms into onsets and rimes would best help a first-grade reader decode which of the following words? a) itch b) girl c) learn d) stick -Answer-D, because a phonogram is a common spelling pattern used to spell the rime of a group of single syllable words. Major phonograms appear in a significant number of words that are useful to students in the beginning stages of learning to read and spell. Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them: a) recognize different ways in which one sound can be represented in print b) count the number of syllables in a written word c) identify in spoken language separate sounds that can be mapped to letters d) understand the concept of a silent letter -Answer-C, because English is an alphabetic language - that is, a language in which the letters and letter patterns in written words can be mapped to the phonemes of the spoken words. Which of the following first-grade students has attained the highest level of phonemic awareness? A. a student who, after hearing the word hot and the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the word hit B. a student who can orally segment the word wonderful into won-der-ful C. a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/ D. a student who can orally segment the word train into its onset and rime -Answer-A, because Phonemic awareness, the ability to distinguish and manipulate the phonemes in spoken words, is a type of phonological awareness. Reading research indicates that phonological and phonemic awareness skills develop along a continuum from basic to higher-level skills, and that phoneme substitution is a more difficult, or higher-level, skill. Substituting the sound /ĭ/ for /ŏ/ in the word hot to make the word hit is an example of phoneme substitution. 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: A. have a relatively low level of phonological awareness. B. are beginning to develop systematic phonics skills. C. have a relatively high level of phonemic awareness. D. are beginning to master the alphabetic principle -Answer-C. The procedure described—presenting students with a spoken word and having them say all the sounds in the word—is an example of a phoneme-segmentation task. Reading research indicates that phonological and phonemic awareness skills develop along a continuum from basic to higher-level skills, and effective instruction targets skills at a student's current level of development. Segmenting phonemes is a relatively high-level phonemic awareness skill; thus, this exercise would be most appropriate for students who have already achieved a relatively high level of phonemic awareness A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by: A. helping them recognize distinct syllables in oral language. B. encouraging them to divide words into onsets and rimes. C. teaching them how to distinguish between consonants and vowels. D. promoting their awareness of letter- sound correspondence. -Answer-B. In the activity described, the teacher provides direct instruction in segmenting single- syllable words into onset and rime—that is, into the initial consonant sounds of the word (the onset) and the rest of the word (the rime). Promoting student mastery of onset-rime segmentation pre