Foundations of Reading Practice Test Questions with 100%
Verified Answers Graded A+
1. Which of the following students is 3. As students begin to read, the ability to blend
demonstrating the specific type of phonological phonemes orally contributes to their reading
awareness known as phonemic awareness? development primarily because it helps students:
A. recognize and understand sight words in a
a. a student who after being shown a letter of the text.
alphabet can orally identify its corresponding
sound(s) B. use knowledge of letter-sound
correspondence to decode words.
b. a student who listens to the words: sting, ring,
fling, and hang and can identify that hang is C. guess the meaning of unfamiliar words from
different their context.
c. a student who, after hearing the word hat, can D. divide written words into onsets and rimes. -
orally identify that it ends with the sound /t/ ANSWER -use knowledge of letter-sound
correspondence to decode words.
d. a student who listens to the word magazine
and can determine that it contains three syllables
- ANSWER -a student who, after hearing
the word hat, can orally identify that it ends with A teacher holds up a series of familiar objects,
the sound /t/ asking students to name each object and isolate
the final sound they hear. This type of activity
would be most appropriate for a student who:
2. A kindergarten teacher could best A. needs help developing phonemic
determine if a child has begun to develop segmentation skills.
phonemic awareness by asking the
child to: B. is performing below grade-level benchmarks in
A. count the number of words the child hears in a reading fluency.
sentence as the teacher says the sentence.
C. lacks automaticity in word recognition.
B. say the word cat, then say the first
sound the child hears in the word. D. has difficulty sounding out phonetically regular
one-syllable words. - ANSWER -needs help
C. point to the correct letter on an developing phonemic segmentation skills.
alphabet chart as the teacher names
specific letters.
D. listen to the teacher say boat and 5. Phonemic awareness contributes most to the
coat, then identify whether the two development of phonics skills in beginning
words rhyme. - ANSWER -B. say the word readers by helping them:
cat, then say the first A. recognize different ways in which one sound
sound the child hears in the word. can be represented in print.
B. count the number of syllables in a written
word.
,Foundations of Reading Practice Test Questions with 100%
Verified Answers Graded A+
C. have a relatively high level of phonemic
C. identify in spoken language separate sounds awareness.
that can be mapped to letters.
D. are beginning to master the alphabetic
D. understand the concept of a silent letter. - principle. - ANSWER -have a relatively high
ANSWER -identify in spoken language level of phonemic awareness.
separate sounds that can be mapped to letters.
A kindergarten teacher asks a small group of
6. Which of the following first-grade students has students to repeat after her. First, she says the
attained the highest level word grape and then pronounces it as gr and
of phonemic awareness? ape. Next, she says the
word take and then pronounces it as tand ake.
A. a student who, after hearing the word hot and This activity is likely to promote the students'
the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the phonemic awareness primarily by:
word hit
A. helping them recognize distinct syllables in
B. a student who can orally segment the word oral language.
wonderful into
won-der-ful B. encouraging them to divide words into onsets
and rimes.
C. a student who, after hearing the words fish
and fun, can identify that they both begin with the C. teaching them how to distinguish between
same phoneme, /f/ consonants and vowels.
D. a student who can orally segment the word D. promoting their awareness of letter- sound
train into its onset and rime - ANSWER -a correspondence. - ANSWER -encouraging
student who, after hearing the word hot and the them to divide words into onsets and rimes.
sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the
word hit
9. A teacher shows a student pictures of familiar
objects. As the teacher points to the first picture,
7. Asking students to listen to a word (e.g., she asks the student to name the object in the
same) and then tell the teacher all the sounds in picture. Next, she asks the student to count on
the word is an exercise that would be most his fingers the number of sounds he makes as he
appropriate for students who: says the word again. This activity is most likely to
promote which of the following?
A. have a relatively low level of phonological
awareness. A. understanding of the alphabetic principle
B. are beginning to develop systematic phonics B. phonemic awareness skills
skills.
C. development of letter-sound correspondence
, Foundations of Reading Practice Test Questions with 100%
Verified Answers Graded A+
INTERUPTED- INTERRUTED
D. word identification skills - ANSWER -
phonemic awareness skills The student's overall spelling performance
suggests that the student most likely has a
weakness in which of the following foundational
skills?
10. A beginning-level English Language Learner
can consistently blend individual phonemes to A. detecting syllable boundaries in words
make simple English words composed of two or
three phonemes but is having difficulty blending B. sounding out and blending letter- sounds to
the sounds of familiar single-syllable words make words
composed of four phonemes (e.g., clip, trap,
spin). Which of the following questions would be C. discriminating between a word's root
most important for the first-grade teacher to morpheme and affixes
consider when addressing the needs of this
student? D. segmenting and sequencing phonemes in
words - ANSWER -segmenting and
A. Are the target words in the student's oral sequencing phonemes in words
vocabulary in English?
B. Does the student's primary language have
consonant blends? 12. A preschool child picks up an unfamiliar book,
opens it to the end, points to the text, and begins
C. Can the student distinguish between short to "pretend read" the story. These behaviors
and long vowel sounds in English? suggest that the child most likely:
D. Do the target words have cognates in the A. has well-developed book-handling skills.
student's primary language? - ANSWER -
Does the student's primary language have B. knows where individual words begin and end.
consonant blends?
C. has developed an understanding that print
carries meaning.
11. A fourth-grade student reads on grade level D. understands the concept of print directionality.
and consistently scores very high on spelling - ANSWER -has developed an
tests that are part of weekly word study activities. understanding that print carries meaning.
However, the student often misspells the same
words, and other familiar words, in everyday
writings. The following table shows examples of
typical errors the student makes on class writing 13. A preschool child draws a stick figure and
assignments and in informal notes to friends. makes some unintelligible scribbles around it.
GIRL- GRIL When she shows it to her teacher, she points to
INSTEAD- INTEAD the scribbles and says, "This says 'I love
DECIDED- DECIDEDED mommy.'" This behavior suggests that the child
INDEPENDENT- INDEPEDNENT most likely:
Verified Answers Graded A+
1. Which of the following students is 3. As students begin to read, the ability to blend
demonstrating the specific type of phonological phonemes orally contributes to their reading
awareness known as phonemic awareness? development primarily because it helps students:
A. recognize and understand sight words in a
a. a student who after being shown a letter of the text.
alphabet can orally identify its corresponding
sound(s) B. use knowledge of letter-sound
correspondence to decode words.
b. a student who listens to the words: sting, ring,
fling, and hang and can identify that hang is C. guess the meaning of unfamiliar words from
different their context.
c. a student who, after hearing the word hat, can D. divide written words into onsets and rimes. -
orally identify that it ends with the sound /t/ ANSWER -use knowledge of letter-sound
correspondence to decode words.
d. a student who listens to the word magazine
and can determine that it contains three syllables
- ANSWER -a student who, after hearing
the word hat, can orally identify that it ends with A teacher holds up a series of familiar objects,
the sound /t/ asking students to name each object and isolate
the final sound they hear. This type of activity
would be most appropriate for a student who:
2. A kindergarten teacher could best A. needs help developing phonemic
determine if a child has begun to develop segmentation skills.
phonemic awareness by asking the
child to: B. is performing below grade-level benchmarks in
A. count the number of words the child hears in a reading fluency.
sentence as the teacher says the sentence.
C. lacks automaticity in word recognition.
B. say the word cat, then say the first
sound the child hears in the word. D. has difficulty sounding out phonetically regular
one-syllable words. - ANSWER -needs help
C. point to the correct letter on an developing phonemic segmentation skills.
alphabet chart as the teacher names
specific letters.
D. listen to the teacher say boat and 5. Phonemic awareness contributes most to the
coat, then identify whether the two development of phonics skills in beginning
words rhyme. - ANSWER -B. say the word readers by helping them:
cat, then say the first A. recognize different ways in which one sound
sound the child hears in the word. can be represented in print.
B. count the number of syllables in a written
word.
,Foundations of Reading Practice Test Questions with 100%
Verified Answers Graded A+
C. have a relatively high level of phonemic
C. identify in spoken language separate sounds awareness.
that can be mapped to letters.
D. are beginning to master the alphabetic
D. understand the concept of a silent letter. - principle. - ANSWER -have a relatively high
ANSWER -identify in spoken language level of phonemic awareness.
separate sounds that can be mapped to letters.
A kindergarten teacher asks a small group of
6. Which of the following first-grade students has students to repeat after her. First, she says the
attained the highest level word grape and then pronounces it as gr and
of phonemic awareness? ape. Next, she says the
word take and then pronounces it as tand ake.
A. a student who, after hearing the word hot and This activity is likely to promote the students'
the sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the phonemic awareness primarily by:
word hit
A. helping them recognize distinct syllables in
B. a student who can orally segment the word oral language.
wonderful into
won-der-ful B. encouraging them to divide words into onsets
and rimes.
C. a student who, after hearing the words fish
and fun, can identify that they both begin with the C. teaching them how to distinguish between
same phoneme, /f/ consonants and vowels.
D. a student who can orally segment the word D. promoting their awareness of letter- sound
train into its onset and rime - ANSWER -a correspondence. - ANSWER -encouraging
student who, after hearing the word hot and the them to divide words into onsets and rimes.
sound /ĭ/, can substitute /ĭ/ for /ŏ/ to make the
word hit
9. A teacher shows a student pictures of familiar
objects. As the teacher points to the first picture,
7. Asking students to listen to a word (e.g., she asks the student to name the object in the
same) and then tell the teacher all the sounds in picture. Next, she asks the student to count on
the word is an exercise that would be most his fingers the number of sounds he makes as he
appropriate for students who: says the word again. This activity is most likely to
promote which of the following?
A. have a relatively low level of phonological
awareness. A. understanding of the alphabetic principle
B. are beginning to develop systematic phonics B. phonemic awareness skills
skills.
C. development of letter-sound correspondence
, Foundations of Reading Practice Test Questions with 100%
Verified Answers Graded A+
INTERUPTED- INTERRUTED
D. word identification skills - ANSWER -
phonemic awareness skills The student's overall spelling performance
suggests that the student most likely has a
weakness in which of the following foundational
skills?
10. A beginning-level English Language Learner
can consistently blend individual phonemes to A. detecting syllable boundaries in words
make simple English words composed of two or
three phonemes but is having difficulty blending B. sounding out and blending letter- sounds to
the sounds of familiar single-syllable words make words
composed of four phonemes (e.g., clip, trap,
spin). Which of the following questions would be C. discriminating between a word's root
most important for the first-grade teacher to morpheme and affixes
consider when addressing the needs of this
student? D. segmenting and sequencing phonemes in
words - ANSWER -segmenting and
A. Are the target words in the student's oral sequencing phonemes in words
vocabulary in English?
B. Does the student's primary language have
consonant blends? 12. A preschool child picks up an unfamiliar book,
opens it to the end, points to the text, and begins
C. Can the student distinguish between short to "pretend read" the story. These behaviors
and long vowel sounds in English? suggest that the child most likely:
D. Do the target words have cognates in the A. has well-developed book-handling skills.
student's primary language? - ANSWER -
Does the student's primary language have B. knows where individual words begin and end.
consonant blends?
C. has developed an understanding that print
carries meaning.
11. A fourth-grade student reads on grade level D. understands the concept of print directionality.
and consistently scores very high on spelling - ANSWER -has developed an
tests that are part of weekly word study activities. understanding that print carries meaning.
However, the student often misspells the same
words, and other familiar words, in everyday
writings. The following table shows examples of
typical errors the student makes on class writing 13. A preschool child draws a stick figure and
assignments and in informal notes to friends. makes some unintelligible scribbles around it.
GIRL- GRIL When she shows it to her teacher, she points to
INSTEAD- INTEAD the scribbles and says, "This says 'I love
DECIDED- DECIDEDED mommy.'" This behavior suggests that the child
INDEPENDENT- INDEPEDNENT most likely:
