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RVE
Reading for Virginia Educators Exam Latest Version:
6.0 Newest Questions with Answers &
Rationales | Instant Pdf Download
Question: 1
Which is greater, the number of English phonemes or the number of letters
in the alphabet?
,A. The number of letters in the alphabet, because they can be combined to
create phonemes.
B. The number of phonemes. A phoneme is the smallest measure of
language sound.
C. They are identical: each letter "owns" a correspondent sound.
D. Neither. Phonemes and alphabet letters are completely unrelated.
Answer: B
Explanation:
A phoneme is the smallest measure of language sound. English language
phonemes, about 40 in number, are composed of individual letters as
well as letter combinations. A number of letters have more than one
associated sound. For example, "c" can be pronounced as a hard "c"
(cake) or a soft "c" (Cynthia). Vowels in particular have a number of
possible pronunciations.
Question: 2
Itain, brain, spring. The underlined letters are examples of:
a. Consonant digraph
b. Consonant blend
c. Consonant shift
d. Continental shift
Answer: B
Explanation:
Consonant blend refers to a group of consonants in which each letter
represents a separate sound.
Question: 3
It is the beginning of the school year. To determine which second-
grade students might need support, the reading teacher wants to
identify those who are reading below grade level. She works with
students one at a time. She gives each child a book at a second-
, grade reading level and asks the child to read out loud for two
minutes. Children who will need reading support are those who
read:
A. Fewer than 100 words in the time given
B. Fewer than 200 words in the time given
C. More than 75 words in the time given
D. The entire book in the time given
Answer: A
Explanation:
At the beginning of the school year, second-grade students should be
able to read 50—80 words per minute. By the time they are well into
the school year, second-grade level reading is tracked at 85 words per
minute.
Question: 4
The most effective strategy for decoding sight words is:
A. Segmenting sight words into syllables. Beginning readers are
understandably nervous when encountering a long word that isn't familiar.
Blocking off all but a single syllable at a time renders a word manageable and
allows the reader a sense of control over the act of reading. B. Word families.
By grouping the sight word with similar words, patterns emerge.
C. A phonemic approach. When students understand the connection
between individual words and their sounds, they will be able to sound out
any sight word they encounter.
D. None: sight words cannot be decoded. Readers must learn to
recognize these as whole words on sight.
Answer: D
Explanation:
None; sight words cannot be decoded. Readers must learn to recognize
these as whole words on sight. Sight words have irregular spelling.
Segmenting them into syllables or using a phonemic approach are
RVE
Reading for Virginia Educators Exam Latest Version:
6.0 Newest Questions with Answers &
Rationales | Instant Pdf Download
Question: 1
Which is greater, the number of English phonemes or the number of letters
in the alphabet?
,A. The number of letters in the alphabet, because they can be combined to
create phonemes.
B. The number of phonemes. A phoneme is the smallest measure of
language sound.
C. They are identical: each letter "owns" a correspondent sound.
D. Neither. Phonemes and alphabet letters are completely unrelated.
Answer: B
Explanation:
A phoneme is the smallest measure of language sound. English language
phonemes, about 40 in number, are composed of individual letters as
well as letter combinations. A number of letters have more than one
associated sound. For example, "c" can be pronounced as a hard "c"
(cake) or a soft "c" (Cynthia). Vowels in particular have a number of
possible pronunciations.
Question: 2
Itain, brain, spring. The underlined letters are examples of:
a. Consonant digraph
b. Consonant blend
c. Consonant shift
d. Continental shift
Answer: B
Explanation:
Consonant blend refers to a group of consonants in which each letter
represents a separate sound.
Question: 3
It is the beginning of the school year. To determine which second-
grade students might need support, the reading teacher wants to
identify those who are reading below grade level. She works with
students one at a time. She gives each child a book at a second-
, grade reading level and asks the child to read out loud for two
minutes. Children who will need reading support are those who
read:
A. Fewer than 100 words in the time given
B. Fewer than 200 words in the time given
C. More than 75 words in the time given
D. The entire book in the time given
Answer: A
Explanation:
At the beginning of the school year, second-grade students should be
able to read 50—80 words per minute. By the time they are well into
the school year, second-grade level reading is tracked at 85 words per
minute.
Question: 4
The most effective strategy for decoding sight words is:
A. Segmenting sight words into syllables. Beginning readers are
understandably nervous when encountering a long word that isn't familiar.
Blocking off all but a single syllable at a time renders a word manageable and
allows the reader a sense of control over the act of reading. B. Word families.
By grouping the sight word with similar words, patterns emerge.
C. A phonemic approach. When students understand the connection
between individual words and their sounds, they will be able to sound out
any sight word they encounter.
D. None: sight words cannot be decoded. Readers must learn to
recognize these as whole words on sight.
Answer: D
Explanation:
None; sight words cannot be decoded. Readers must learn to recognize
these as whole words on sight. Sight words have irregular spelling.
Segmenting them into syllables or using a phonemic approach are
