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NYSTCE CST MULTISUBJECT
PART 1 2026 LATEST
QUESTIONS WITH 100%
VERIFIED SOLUTIONS.
Phonics - 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 - 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 - 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.
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Development of Phonological Awareness - 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 - 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 -
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.
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(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness - 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 - 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.
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5. Phonemic awareness - 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
NYSTCE CST MULTISUBJECT
PART 1 2026 LATEST
QUESTIONS WITH 100%
VERIFIED SOLUTIONS.
Phonics - 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 - 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 - 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.
,2 | Page
Development of Phonological Awareness - 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 - 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 -
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.
,3 | Page
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness - 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 - 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.
, 4 | Page
5. Phonemic awareness - 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
