NYSTCE CST Multi Subject Part 1 Questions And
Answers 2025
Phonics - ANS-A method of teaching students to read by correlating sounds with
letters/groups of letters
Phonological Processing - ANS-The use of phonemes to process spoken and written
language
Phonological Awareness - ANS-Awareness of the sound structure of a language and
the ability to analyze and manipulate the structure.
Phonological Working Memory - ANS-storing phoneme information in a temporary
short-term memory store
Phonological Retrieval - ANS-ability to retrieve phonological information about words
Word Awareness - ANS-Tracking the words in sentences knowledge that words have
meaning.
Strategy: Read Aloud, Alphabet Books, high frequency word books
Responsiveness to Rhyme and alliteration during word play - ANS-Enjoying and reciting
learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes.
Syllable Awareness - ANS-Counting, tapping, blending, or segmenting a word into
syllables.
Onset and Rime Manipulation - ANS-Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds including the vowel and any sounds that
follow.
Phonemic Awareness - ANS-Students awareness of the smallest unit of sounds in a
word.
Also refers to the ability to segment, blend, and manipulate these units.
Phoneme Manipulation - ANS-Tasks that tap into phonological processing, such as
phoneme manipulation tasks (say "cat" without the Kuh)
Orthographic Processing - ANS-Defined as "the ability to form, store, and access
orthographic representations." Orthography is the methodology of writing a language,
which primarily consists of
, spelling, but includes, contractions, punctuation and capitalization.
Semantic Processing - ANS-Encode the meaning of a word and relate it to similar words
with similar meaning.
Syntactic Processing - ANS-The order and arrangement of words in phrases and
sentences; you might depend in part on syntactic processing to know the difference
between "The cat is on the mat" and "The mat is on the cat."
Discourse Processing - ANS-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language - ANS-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1) Cooing - ANS-As early as six weeks, infants begin to make cooing sounds, resemble
vowel sounds. Children are learning to make sounds by manipulating their tongues,
mouths, and breathing.
2) Babbling - ANS-Around 4-6 mo, they begin to babble making repeated consonant-
vowel sounds. More complex babbling develops around 8-10 mo.
3) One-Word Stage - ANS-Around 1 yr, children begin to produce word-like units.
Known as idiomorphs (invented word). Use a stable language unit to communicate
meaning.
4) Telegraphic Stage - ANS-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5) Beginning Oral Fluency - ANS-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading - ANS-1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
3. Decoding reader (7-9 yrs)
4. Fluent, comprehending reader (9-15 yrs)
5. Expert reader (16 yrs +)
1) Emerging Pre-Reader - ANS-The emergent pre-reader sits on 'beloved laps,'
samples and learns from a full range of multiple sounds, words, concepts, images,
stories, exposure to print, literacy materials, and just plain talk during the first five years
of life. The major insight in this period is that reading never just happens to anyone.
Answers 2025
Phonics - ANS-A method of teaching students to read by correlating sounds with
letters/groups of letters
Phonological Processing - ANS-The use of phonemes to process spoken and written
language
Phonological Awareness - ANS-Awareness of the sound structure of a language and
the ability to analyze and manipulate the structure.
Phonological Working Memory - ANS-storing phoneme information in a temporary
short-term memory store
Phonological Retrieval - ANS-ability to retrieve phonological information about words
Word Awareness - ANS-Tracking the words in sentences knowledge that words have
meaning.
Strategy: Read Aloud, Alphabet Books, high frequency word books
Responsiveness to Rhyme and alliteration during word play - ANS-Enjoying and reciting
learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes.
Syllable Awareness - ANS-Counting, tapping, blending, or segmenting a word into
syllables.
Onset and Rime Manipulation - ANS-Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds including the vowel and any sounds that
follow.
Phonemic Awareness - ANS-Students awareness of the smallest unit of sounds in a
word.
Also refers to the ability to segment, blend, and manipulate these units.
Phoneme Manipulation - ANS-Tasks that tap into phonological processing, such as
phoneme manipulation tasks (say "cat" without the Kuh)
Orthographic Processing - ANS-Defined as "the ability to form, store, and access
orthographic representations." Orthography is the methodology of writing a language,
which primarily consists of
, spelling, but includes, contractions, punctuation and capitalization.
Semantic Processing - ANS-Encode the meaning of a word and relate it to similar words
with similar meaning.
Syntactic Processing - ANS-The order and arrangement of words in phrases and
sentences; you might depend in part on syntactic processing to know the difference
between "The cat is on the mat" and "The mat is on the cat."
Discourse Processing - ANS-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language - ANS-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1) Cooing - ANS-As early as six weeks, infants begin to make cooing sounds, resemble
vowel sounds. Children are learning to make sounds by manipulating their tongues,
mouths, and breathing.
2) Babbling - ANS-Around 4-6 mo, they begin to babble making repeated consonant-
vowel sounds. More complex babbling develops around 8-10 mo.
3) One-Word Stage - ANS-Around 1 yr, children begin to produce word-like units.
Known as idiomorphs (invented word). Use a stable language unit to communicate
meaning.
4) Telegraphic Stage - ANS-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5) Beginning Oral Fluency - ANS-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading - ANS-1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
3. Decoding reader (7-9 yrs)
4. Fluent, comprehending reader (9-15 yrs)
5. Expert reader (16 yrs +)
1) Emerging Pre-Reader - ANS-The emergent pre-reader sits on 'beloved laps,'
samples and learns from a full range of multiple sounds, words, concepts, images,
stories, exposure to print, literacy materials, and just plain talk during the first five years
of life. The major insight in this period is that reading never just happens to anyone.
