2024 LATEST Foundations of reading practice test

A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to: say the word cat, then say the first sound the child hears in the word. As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students: use knowledge of letter-sound correspondence to decode words A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who: needs help developing phonemic segmentation skills. Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them: identify in spoken language separate sounds that can be mapped to letters. Which of the following first-grade students has attained the highest level of phonemic awareness? Phonemic awareness, the ability to distinguish and manipulate the phonemes in spoken words, is a type of phonological awareness. Reading research indicates that phonological and phonemic awareness skills develop along a continuum from basic to higher-level skills, and that phoneme substitution is a more difficult, or higher-level, skill. Substituting the sound /ĭ/ for /ŏ/ in the word hot to make the word hit is an example of phoneme substitution. Asking students to listen to a word (e.g., same) and then tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who: A. have a relatively low level of phonological awareness. B. are beginning to develop systematic phonics skills. C. have a relatively high level of phonemic awareness. D. are beginning to master the alphabetic principle. C. The procedure described—presenting students with a spoken word and having them say all the sounds in the word—is an example of a phoneme-segmentation task. Reading research indicates that phonological and phonemic awareness skills develop along a continuum from basic to higher-level skills, and effective instruction targets skills at a student's current level of development. Segmenting phonemes is a relatively high-level phonemic awareness skill; thus, this exercise would be most appropriate for students who have already achieved a relatively high level of phonemic awareness (C). 8. A kindergarten teacher asks a small group of students to repeat after her. First, she says the word grape and then pronounces it as gr and ape. Next, she says the word take and then pronounces it as t and ake. This activity is likely to promote the students' phonemic awareness primarily by: A. helping them recognize distinct syllables in oral language. B. encouraging them to divide words into onsets and rimes. C. teaching them how to distinguish between consonants and vowels. D. promoting their awareness of lettersound correspondence. B. In the activity described, the teacher provides direct instruction in segmenting singlesyllable words into onset and rime—that is, into the initial consonant sounds of the word (the onset) and the rest of the word (the rime). Promoting student mastery of onset-rime segmentation prepares students for learning phonemic awareness skills