NYSTCE CST Multisubject Part 1 (241) UPDATED ACTUAL
Questions and CORRECT Answers
Phonics 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 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 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 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 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 Enjoying and reciting learned rhyming words or alliterative phrases in familiar
play 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 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 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 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 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 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) 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 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 Encode the meaning of a word and relate it to similar words with similar meaning.
Syntactic Processing 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 Focus on the ways in which readers and listeners comprehend language.
Development of Oral Language 1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing 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 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 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 Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone"
Questions and CORRECT Answers
Phonics 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 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 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 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 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 Enjoying and reciting learned rhyming words or alliterative phrases in familiar
play 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 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 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 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 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 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) 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 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 Encode the meaning of a word and relate it to similar words with similar meaning.
Syntactic Processing 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 Focus on the ways in which readers and listeners comprehend language.
Development of Oral Language 1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing 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 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 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 Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone"
