Science of Teaching Reading Exam 3
Questions with 100% Correct Answers
Latest Versions 2025 Graded A+
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is most likely to be the next phonics
skill that the teacher will cover with the kindergarten class?
CCVC words
It would be reasonable to expect that the teacher would now
cover CCVC words because they will build on the word family
knowledge already discussed by adding consonant blends to the
beginning of the word.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
,the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following would be the best way to support the
student whose assessment is shown above and other
students in the class that are similarly still struggling with
the CVC words?
Use small group instruction to continue direct instruction over
sound-to-letter correspondence and blending sounds.
Weak sound to letter correspondence and blending skills are the
most likely cause of the errors in the example assessment. This
type of small group instruction would be important to help these
students master decoding CVC words.
After being identified as having dyslexia, a second-grade
student began structured, systematic, and explicit reading
instruction. The instruction is designed to support the
student's specific needs. Which of the following is the best
example of a way for the classroom teacher to accommodate
this student in the classroom?
,read written directions aloud to the student
The student will likely benefit from having directions read aloud.
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
to support their child from home.
The teacher explains to the parents that part of the
motivation to intervene early on is related to the Matthew
Effect. Which of the following best describes the Matthew
Effect?
initial reading success tends to make later success more likely,
while initial deficit may make continued progress increasingly
more difficult
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
, age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
to support their child from home.
The teacher expresses concerns about how the student's
limited vocabulary will impact reading development. Which
of the following two reading skills is the teacher likely
concerned about in relation to the student's vocabulary?
Select all answers that apply.
ability to comprehend texts
ability to read fluently
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
Questions with 100% Correct Answers
Latest Versions 2025 Graded A+
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following is most likely to be the next phonics
skill that the teacher will cover with the kindergarten class?
CCVC words
It would be reasonable to expect that the teacher would now
cover CCVC words because they will build on the word family
knowledge already discussed by adding consonant blends to the
beginning of the word.
A kindergarten teacher has spent time each day working with
her students to explore many of the word families common in
,the English language. Before moving on to new skills, the
teacher individually assesses each student by holding up a
series of words and asking the student to read them aloud.
While most of the students were proficient at decoding these
CVC words, some of the students continued to struggle. The
following depicts the teacher's notes on one student's
assessment:
Word List Student Response
cat ✓
met /m/ /ĭ/ /t/
bat /b/ /ŏ/ /t/
pot /p/ /ŭ/ /t/
wet /w/ /ī/ /t/
fit No answer
Which of the following would be the best way to support the
student whose assessment is shown above and other
students in the class that are similarly still struggling with
the CVC words?
Use small group instruction to continue direct instruction over
sound-to-letter correspondence and blending sounds.
Weak sound to letter correspondence and blending skills are the
most likely cause of the errors in the example assessment. This
type of small group instruction would be important to help these
students master decoding CVC words.
After being identified as having dyslexia, a second-grade
student began structured, systematic, and explicit reading
instruction. The instruction is designed to support the
student's specific needs. Which of the following is the best
example of a way for the classroom teacher to accommodate
this student in the classroom?
,read written directions aloud to the student
The student will likely benefit from having directions read aloud.
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
to support their child from home.
The teacher explains to the parents that part of the
motivation to intervene early on is related to the Matthew
Effect. Which of the following best describes the Matthew
Effect?
initial reading success tends to make later success more likely,
while initial deficit may make continued progress increasingly
more difficult
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
, age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
to support their child from home.
The teacher expresses concerns about how the student's
limited vocabulary will impact reading development. Which
of the following two reading skills is the teacher likely
concerned about in relation to the student's vocabulary?
Select all answers that apply.
ability to comprehend texts
ability to read fluently
A teacher arranges a parent meeting to discuss some
observed vocabulary challenges. The teacher tells the
parents that the student does not recognize common
instructional language used by the teacher in the classroom.
Based on the teacher's observations, the student is
significantly below the 3,000 to 4,000 words that children her
age are generally expected to understand by the end of the
school year. The teacher feels strongly that they should
make a deliberate effort to improve the students' vocabulary
to prevent the Matthew Effect and to support reading
development.
The teacher then describes her plans to support the
student's vocabulary development within the classroom and
the process to determine whether further intervention is
necessary. Finally, the group discusses ways for the parents
