NYSTCE CST Multisubject Part 1 (241) With All Correct
& 100% Verified Answers |Latest Version |Already
Graded A+
Phonics ✔Correct Answer-A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonological Processing ✔Correct Answer-The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness,
phonological working memory, and phonological retrieval.
Phonological Awareness ✔Correct Answer-Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech
sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness ✔Correct Answer-1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness ✔Correct Answer-Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play ✔Correct Answer-Enjoying and
reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness ✔Correct Answer-Counting, tapping, blending, or segmenting a word into
syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation ✔Correct Answer-Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The
ability to produce a rhyming word depends on understanding that rhyming words have the same
rime. Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
,5. Phonemic awareness ✔Correct Answer-This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which
picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does
zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without
the /m/").
Strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds
in words through substitution, deletion, and addition of phonemics. Elkonin boxes are provided for
tactile blending and segmenting activities.
Phonological Working Memory ✔Correct Answer-Involves storing phoneme information in a
temporary, short-term memory store. This phonemic information is then readily available for
manipulation during phonological awareness tasks.
Phonological Retrieval ✔Correct Answer-Phonological retrieval is the ability to recall the phonemes
associated with specific graphemes, which can be assessed by rapid naming tasks.
Phoneme Manipulation Task (Strategy) ✔Correct Answer-Tasks that tap into phonological
processing, such as phoneme manipulation tasks (say "cat" without the kuh), have proven to be
some of the strongest correlates and predictors of learning to read.
Orthographic Processing ✔Correct Answer-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 ✔Correct Answer-Encode the meaning of a word and relate it to similar words
with similar meaning.
Syntactic Processing ✔Correct Answer-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 ✔Correct Answer-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language ✔Correct Answer-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
, 5. Beginning Oral Fluency
1. Cooing ✔Correct Answer-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 ✔Correct Answer-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 ✔Correct Answer-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 ✔Correct Answer-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5. Beginning Oral Fluency ✔Correct Answer-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading ✔Correct Answer-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 ✔Correct Answer-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. Emerging reading arises out of years of perceptions,
increasing conceptual and social development, and cumulative exposures to oral and written
language.
By the end of this stage, the child "pretends" to read, can - over time - retell a story when looking at
pages of book previously read to him/her, can names letters of alphabet; can recognise some signs;
can prints own name; and plays with books, pencils and paper. The child acquires skills by being read
to by an adult (or older child) who responds to the child's questions and who warmly appreciates the
child's interest in books and reading. The child understand thousands of words they hear by age 6
but can read few if any of them.
2. Novice reader ✔Correct Answer-In this stage, the child is learning the relationships between
letters and sounds and between printed and spoken words. The child starts to read simple text
containing high frequency words and phonically regular words, and uses emerging skills and insights
to "sound out" new one-syllable words. There is direct instruction in letter-sound relations (phonics).
The child is being read to on a level above what a child can read independently to develop more
advanced language patterns, vocabulary and concepts. In late Stage 2, most children can understand
up to 4000 or more words when heard but can read about 600.
3. Decoding reader ✔Correct Answer-In this stage, the child is reading simple, familiar stories and
selections with increasing fluency. This is done by consolidating the basic decoding elements, sight
vocabulary, and meaning in the reading of familiar stories and selections. There is direct instruction
in advanced decoding skills as well as wide reading of familiar, interesting materials. The child is still
being read to at levels above their own independent reading level to develop language, vocabulary
& 100% Verified Answers |Latest Version |Already
Graded A+
Phonics ✔Correct Answer-A method of teaching students to read by correlating sounds with letters
or groups of letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and new.
Phonological Processing ✔Correct Answer-The use of phonemes to process spoken and written
language. The broad category of phonological processing includes phonological awareness,
phonological working memory, and phonological retrieval.
Phonological Awareness ✔Correct Answer-Awareness of the sound structure of a language and the
ability to consciously analyze and manipulate this structure via a range of tasks, such as speech
sound segmentation and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness ✔Correct Answer-1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness ✔Correct Answer-Tracking the words in sentences. Knowledge that words have
meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play ✔Correct Answer-Enjoying and
reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness ✔Correct Answer-Counting, tapping, blending, or segmenting a word into
syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation ✔Correct Answer-Onset is the initial consonant in a one-syllable
word. Rime includes the remaining sounds, including the vowel and any sounds that follow. The
ability to produce a rhyming word depends on understanding that rhyming words have the same
rime. Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
,5. Phonemic awareness ✔Correct Answer-This is the student's awareness of the smallest units of
sound in a word. It also refers to a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which
picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does
zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the
student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without
the /m/").
Strategy: listening to alliterative passages, blending and segmenting words, and manipulating sounds
in words through substitution, deletion, and addition of phonemics. Elkonin boxes are provided for
tactile blending and segmenting activities.
Phonological Working Memory ✔Correct Answer-Involves storing phoneme information in a
temporary, short-term memory store. This phonemic information is then readily available for
manipulation during phonological awareness tasks.
Phonological Retrieval ✔Correct Answer-Phonological retrieval is the ability to recall the phonemes
associated with specific graphemes, which can be assessed by rapid naming tasks.
Phoneme Manipulation Task (Strategy) ✔Correct Answer-Tasks that tap into phonological
processing, such as phoneme manipulation tasks (say "cat" without the kuh), have proven to be
some of the strongest correlates and predictors of learning to read.
Orthographic Processing ✔Correct Answer-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 ✔Correct Answer-Encode the meaning of a word and relate it to similar words
with similar meaning.
Syntactic Processing ✔Correct Answer-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 ✔Correct Answer-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language ✔Correct Answer-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
, 5. Beginning Oral Fluency
1. Cooing ✔Correct Answer-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 ✔Correct Answer-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 ✔Correct Answer-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 ✔Correct Answer-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5. Beginning Oral Fluency ✔Correct Answer-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading ✔Correct Answer-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 ✔Correct Answer-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. Emerging reading arises out of years of perceptions,
increasing conceptual and social development, and cumulative exposures to oral and written
language.
By the end of this stage, the child "pretends" to read, can - over time - retell a story when looking at
pages of book previously read to him/her, can names letters of alphabet; can recognise some signs;
can prints own name; and plays with books, pencils and paper. The child acquires skills by being read
to by an adult (or older child) who responds to the child's questions and who warmly appreciates the
child's interest in books and reading. The child understand thousands of words they hear by age 6
but can read few if any of them.
2. Novice reader ✔Correct Answer-In this stage, the child is learning the relationships between
letters and sounds and between printed and spoken words. The child starts to read simple text
containing high frequency words and phonically regular words, and uses emerging skills and insights
to "sound out" new one-syllable words. There is direct instruction in letter-sound relations (phonics).
The child is being read to on a level above what a child can read independently to develop more
advanced language patterns, vocabulary and concepts. In late Stage 2, most children can understand
up to 4000 or more words when heard but can read about 600.
3. Decoding reader ✔Correct Answer-In this stage, the child is reading simple, familiar stories and
selections with increasing fluency. This is done by consolidating the basic decoding elements, sight
vocabulary, and meaning in the reading of familiar stories and selections. There is direct instruction
in advanced decoding skills as well as wide reading of familiar, interesting materials. The child is still
being read to at levels above their own independent reading level to develop language, vocabulary
