KPEERI EXAM PREP #1 2025/2026 COMPLETE
QUESTIONS WITH DETAILED SOLUTIONS AND
RATIONALES || 100% GUARANTEED PASS
<LATEST VERSION>
KPEERI Exam Prep #1: 100 Questions & Answers
Foundations of Literacy
1. The Simple View of Reading defines reading comprehension as the product of
which two components?
A) Fluency and Vocabulary
B) Decoding and Background Knowledge
C) Language Comprehension and Decoding
D) Phonemic Awareness and Phonics
Rationale: The Simple View of Reading (Gough & Tunmer, 1986) is a foundational
formula: Reading Comprehension (RC) = Decoding (D) x Language Comprehension
(LC). It emphasizes that both word recognition and language understanding are
necessary for skilled reading.
2. According to the National Reading Panel (2000), what are the five essential
components of effective reading instruction?
A) Spelling, Grammar, Writing, Comprehension, Fluency
B) Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension
C) Decoding, Syntax, Semantics, Pragmatics, Morphology
D) Alphabetics, Phonics, Fluency, Comprehension, Motivation
Rationale: The NRP's meta-analysis identified these five components as critical for
reading success. They form the core of Structured Literacy and evidence-based
reading programs.
,3. A student who can easily blend sounds /s/ /a/ /t/ into the word "sat"
demonstrates strong competence in:
A) Phonics
B) Phonemic Awareness
C) Vocabulary
D) Syntax
Rationale: Blending individual phonemes (sounds) into a word is a phonemic
awareness task. It is an auditory skill that does not involve print. Phonics, in
contrast, involves the relationship between sounds and printed letters.
4. Scarborough's Reading Rope model illustrates that skilled reading requires the
intertwining of which two major strands?
A) Word Recognition and Phonological Awareness
B) Language Comprehension and Word Recognition
C) Background Knowledge and Decoding
D) Fluency and Vocabulary
Rationale: Scarborough's Rope (2001) visually represents Language
Comprehension (e.g., vocabulary, background knowledge) and Word Recognition
(e.g., phonological awareness, decoding) as strands that become increasingly
integrated to form fluent reading comprehension.
5. Which term refers to the understanding that spoken words are made up of
individual sounds?
A) Phonics
B) Phonological Awareness
C) Phonemic Awareness
D) Alphabetic Principle
Rationale: Phonemic Awareness is a subset of phonological awareness. It is the
specific ability to hear, identify, and manipulate individual phonemes (the smallest
units of sound) in spoken words.
,Phonological and Phonemic Awareness
6. Which of the following is a phonemic awareness task?
A) Counting the syllables in the word "elephant."
B) Identifying the first sound in the word "cat."
C) Recognizing that "cat" and "hat" rhyme.
D) Reading the word "stop" from a flashcard.
Rationale: Identifying the initial sound (/k/) in "cat" requires isolating a single
phoneme, which is a phonemic awareness skill. Syllable counting and rhyming are
broader phonological awareness skills, while reading involves phonics.
7. A teacher says, "Say 'smile'. Now say 'smile' without the /s/." This activity is:
A) Phoneme substitution
B) Phoneme segmentation
C) Phoneme deletion
D) Phoneme blending
Rationale: The student is being asked to delete the initial phoneme /s/ from the
word, leaving "mile." This is a advanced phonemic manipulation task.
8. The ability to break a word like "ship" into its individual sounds, /sh/ /i/ /p/,
is called:
A) Blending
B) Segmenting
C) Isolation
D) Addition
Rationale: Segmenting is the process of breaking a word into its component
phonemes. Blending is the reverse (combining sounds to form a word).
9. Which phonological awareness skill is typically developed last?
A) Recognizing rhyme
B) Blending onset and rime (e.g., /c/ + /at/)
C) Segmenting phonemes
D) Counting words in a sentence
, Rationale: Phonological awareness skills develop along a continuum from larger
units (words, syllables) to smaller units (phonemes). Segmenting and manipulating
individual phonemes are the most complex and develop last.
10. A student who can successfully add /s/ to the beginning of "mile" to make
"smile" is demonstrating:
A) Phoneme segmentation
B) Phoneme addition
C) Phoneme identity
D) Syllable deletion
Rationale: Phoneme addition involves adding a phoneme to a word to form a new
word, which is a type of phonemic manipulation.
Phonics and Decoding
11. The alphabetic principle is the understanding that:
A) Letters have names.
B) Sounds can be represented by letters.
C) Words are made up of syllables.
D) Sentences follow a grammatical structure.
Rationale: The alphabetic principle is the concept that there is a predictable
relationship between the sounds of spoken language (phonemes) and the letters
and spellings that represent those sounds in written language (graphemes).
12. Which of the following words contains a consonant digraph?
A) Stop
B) Cake
C) Ship
D) Blend
Rationale: A consonant digraph is two consonants that together represent one
sound. The "sh" in "ship" makes the single sound /sh/.
QUESTIONS WITH DETAILED SOLUTIONS AND
RATIONALES || 100% GUARANTEED PASS
<LATEST VERSION>
KPEERI Exam Prep #1: 100 Questions & Answers
Foundations of Literacy
1. The Simple View of Reading defines reading comprehension as the product of
which two components?
A) Fluency and Vocabulary
B) Decoding and Background Knowledge
C) Language Comprehension and Decoding
D) Phonemic Awareness and Phonics
Rationale: The Simple View of Reading (Gough & Tunmer, 1986) is a foundational
formula: Reading Comprehension (RC) = Decoding (D) x Language Comprehension
(LC). It emphasizes that both word recognition and language understanding are
necessary for skilled reading.
2. According to the National Reading Panel (2000), what are the five essential
components of effective reading instruction?
A) Spelling, Grammar, Writing, Comprehension, Fluency
B) Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension
C) Decoding, Syntax, Semantics, Pragmatics, Morphology
D) Alphabetics, Phonics, Fluency, Comprehension, Motivation
Rationale: The NRP's meta-analysis identified these five components as critical for
reading success. They form the core of Structured Literacy and evidence-based
reading programs.
,3. A student who can easily blend sounds /s/ /a/ /t/ into the word "sat"
demonstrates strong competence in:
A) Phonics
B) Phonemic Awareness
C) Vocabulary
D) Syntax
Rationale: Blending individual phonemes (sounds) into a word is a phonemic
awareness task. It is an auditory skill that does not involve print. Phonics, in
contrast, involves the relationship between sounds and printed letters.
4. Scarborough's Reading Rope model illustrates that skilled reading requires the
intertwining of which two major strands?
A) Word Recognition and Phonological Awareness
B) Language Comprehension and Word Recognition
C) Background Knowledge and Decoding
D) Fluency and Vocabulary
Rationale: Scarborough's Rope (2001) visually represents Language
Comprehension (e.g., vocabulary, background knowledge) and Word Recognition
(e.g., phonological awareness, decoding) as strands that become increasingly
integrated to form fluent reading comprehension.
5. Which term refers to the understanding that spoken words are made up of
individual sounds?
A) Phonics
B) Phonological Awareness
C) Phonemic Awareness
D) Alphabetic Principle
Rationale: Phonemic Awareness is a subset of phonological awareness. It is the
specific ability to hear, identify, and manipulate individual phonemes (the smallest
units of sound) in spoken words.
,Phonological and Phonemic Awareness
6. Which of the following is a phonemic awareness task?
A) Counting the syllables in the word "elephant."
B) Identifying the first sound in the word "cat."
C) Recognizing that "cat" and "hat" rhyme.
D) Reading the word "stop" from a flashcard.
Rationale: Identifying the initial sound (/k/) in "cat" requires isolating a single
phoneme, which is a phonemic awareness skill. Syllable counting and rhyming are
broader phonological awareness skills, while reading involves phonics.
7. A teacher says, "Say 'smile'. Now say 'smile' without the /s/." This activity is:
A) Phoneme substitution
B) Phoneme segmentation
C) Phoneme deletion
D) Phoneme blending
Rationale: The student is being asked to delete the initial phoneme /s/ from the
word, leaving "mile." This is a advanced phonemic manipulation task.
8. The ability to break a word like "ship" into its individual sounds, /sh/ /i/ /p/,
is called:
A) Blending
B) Segmenting
C) Isolation
D) Addition
Rationale: Segmenting is the process of breaking a word into its component
phonemes. Blending is the reverse (combining sounds to form a word).
9. Which phonological awareness skill is typically developed last?
A) Recognizing rhyme
B) Blending onset and rime (e.g., /c/ + /at/)
C) Segmenting phonemes
D) Counting words in a sentence
, Rationale: Phonological awareness skills develop along a continuum from larger
units (words, syllables) to smaller units (phonemes). Segmenting and manipulating
individual phonemes are the most complex and develop last.
10. A student who can successfully add /s/ to the beginning of "mile" to make
"smile" is demonstrating:
A) Phoneme segmentation
B) Phoneme addition
C) Phoneme identity
D) Syllable deletion
Rationale: Phoneme addition involves adding a phoneme to a word to form a new
word, which is a type of phonemic manipulation.
Phonics and Decoding
11. The alphabetic principle is the understanding that:
A) Letters have names.
B) Sounds can be represented by letters.
C) Words are made up of syllables.
D) Sentences follow a grammatical structure.
Rationale: The alphabetic principle is the concept that there is a predictable
relationship between the sounds of spoken language (phonemes) and the letters
and spellings that represent those sounds in written language (graphemes).
12. Which of the following words contains a consonant digraph?
A) Stop
B) Cake
C) Ship
D) Blend
Rationale: A consonant digraph is two consonants that together represent one
sound. The "sh" in "ship" makes the single sound /sh/.
