PRAXIS 7002 COMPREHENSIVE EXAM 2026
QUESTIONS AND ANSWERS 100% CORRECT
◉ Children who have phonological awareness are able to. Answer:
Identify and make oral rhymes,
Clap the number of syllables in a word,
Recognize words with the same initial sounds like monkey and mother
Recognize the sound of spoken language,
Blend sounds together (bl, tr, sk), and
Divide and manipulate words.
◉ Phonemic awareness. Answer: Is understanding the individual sounds
(or phonemes) in words.
Cat /k//ae/ /t/
◉ Phonics. Answer: Is understanding the relationship between sounds
and the spelling patterns (graphemes) representing those sounds.
◉ When thinking of Phonemic awareness you should think of. Answer:
Focus on phones or the smallest units of sounds
Spoken language
,Mostly auditory
Manipulating sounds in words
◉ When thinking of Phonics you should think of. Answer: Focus on
graphemes or letters and their corresponding sounds
Written language/print
Both visual and auditory
Reading and writing letters, according to sounds, spelling, patterns, and
phonological structure
◉ Blending. Answer: Putting all the sounds in the words together
/p/-/a/-/t/ pat
◉ Onset. Answer: Beginning consonant and consonant cluster
Train (Tr is your onset)
◉ Rimes. Answer: Vowel and consonants that follow the onset
consonant cluster
Train (ain is your Rime)
◉ Rhyming. Answer: The repetition of sounds in different words
Cat, rat, sat, and splat
,◉ Segmentation. Answer: Breaking a word apart
Examples being breaking compound words into two parts, segmenting
by onset and rime, segmenting by syllables, or breaking the word into
individual phones
◉ Isolation. Answer: To separate word, parts, or to isolate a single sound
in the word (Phoneme isolation)
◉ Addition. Answer: When students can manipulate a word by adding a
sound that is not originally in the word
Pay add /l/ and it becomes play
◉ Deletion. Answer: Omitting a sound in a word
Mice becomes ice
◉ Substitution. Answer: When students replace one sound with another
in a word
Substitute the first sound in the word cat with an /s/ sound and your
word becomes sat.
◉ Blending. Answer: The ability to string together the sounds that each
letter stands for in a word
/bl/ /a/ /k/
black
, ◉ What are the six main levels of phonemic awareness?. Answer:
Phoneme isolation (Simplest)
Blending
Segmenting
Addition
Deletion
Substitution (Most Complex)
◉ Rhyme. Answer: Is when students can match ending sounds of words
as in bat, hat, cat
◉ Alliteration. Answer: Is when students can identify and produce words
with the same initial sound as in sat, see, silly
◉ Sentence segmentation. Answer: When students can segment
sentences into words as in He | went | to | the | beach.
◉ Syllable segmentation. Answer: Is when students can blend in
segment syllables of spoken words as in hap-py, de-light, sum-mer
◉ Onset and rime blending and segmenting. Answer: is when students
can blend or segment the (onset) initial consonant or consonant cluster
QUESTIONS AND ANSWERS 100% CORRECT
◉ Children who have phonological awareness are able to. Answer:
Identify and make oral rhymes,
Clap the number of syllables in a word,
Recognize words with the same initial sounds like monkey and mother
Recognize the sound of spoken language,
Blend sounds together (bl, tr, sk), and
Divide and manipulate words.
◉ Phonemic awareness. Answer: Is understanding the individual sounds
(or phonemes) in words.
Cat /k//ae/ /t/
◉ Phonics. Answer: Is understanding the relationship between sounds
and the spelling patterns (graphemes) representing those sounds.
◉ When thinking of Phonemic awareness you should think of. Answer:
Focus on phones or the smallest units of sounds
Spoken language
,Mostly auditory
Manipulating sounds in words
◉ When thinking of Phonics you should think of. Answer: Focus on
graphemes or letters and their corresponding sounds
Written language/print
Both visual and auditory
Reading and writing letters, according to sounds, spelling, patterns, and
phonological structure
◉ Blending. Answer: Putting all the sounds in the words together
/p/-/a/-/t/ pat
◉ Onset. Answer: Beginning consonant and consonant cluster
Train (Tr is your onset)
◉ Rimes. Answer: Vowel and consonants that follow the onset
consonant cluster
Train (ain is your Rime)
◉ Rhyming. Answer: The repetition of sounds in different words
Cat, rat, sat, and splat
,◉ Segmentation. Answer: Breaking a word apart
Examples being breaking compound words into two parts, segmenting
by onset and rime, segmenting by syllables, or breaking the word into
individual phones
◉ Isolation. Answer: To separate word, parts, or to isolate a single sound
in the word (Phoneme isolation)
◉ Addition. Answer: When students can manipulate a word by adding a
sound that is not originally in the word
Pay add /l/ and it becomes play
◉ Deletion. Answer: Omitting a sound in a word
Mice becomes ice
◉ Substitution. Answer: When students replace one sound with another
in a word
Substitute the first sound in the word cat with an /s/ sound and your
word becomes sat.
◉ Blending. Answer: The ability to string together the sounds that each
letter stands for in a word
/bl/ /a/ /k/
black
, ◉ What are the six main levels of phonemic awareness?. Answer:
Phoneme isolation (Simplest)
Blending
Segmenting
Addition
Deletion
Substitution (Most Complex)
◉ Rhyme. Answer: Is when students can match ending sounds of words
as in bat, hat, cat
◉ Alliteration. Answer: Is when students can identify and produce words
with the same initial sound as in sat, see, silly
◉ Sentence segmentation. Answer: When students can segment
sentences into words as in He | went | to | the | beach.
◉ Syllable segmentation. Answer: Is when students can blend in
segment syllables of spoken words as in hap-py, de-light, sum-mer
◉ Onset and rime blending and segmenting. Answer: is when students
can blend or segment the (onset) initial consonant or consonant cluster
