MTEL Foundations of Reading Test Fully Answered

Comprehension - This Occurs when the reader correctly interprets the print on the page and constructs meaning from it. It depends on activating prior knowledge, cultural and social background of the reader, and the reader’s ability to use comprehension strategies. Phonological Awareness - the awareness that oral language is composed of smaller units, such as spoken words and syllables Phonemic awareness - a specific type of phonological awareness involving the ability to distinguish the separate phonemes in a spoken word. Rhyming - Segmenting - Breaking words down into sounds. The process of hearing a spoken word and identifying its separate phonemes or syllables. Blending - The process of hearing separate phonemes and being able to merge them together to read a word. Deletion - the removal of sound from a word. It requires manipulation of phonemes in words and is considered to be more difficult than other forms of phonemic awareness. EX: remove B from Back you get ack, or remove t from true you get rue. Etc. Onsets - part of the syllable that precedes the vowel of the syllable. EX:("spl" in split) Rimes - A rime is the part of a syllable which consists of its vowel and any consonant sounds that come after it. EX: ("it" in split) Syllables - a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word; e.g., there are two syllables in water and three in inferno. Explicit Strategies - Explicit instruction involves direct explanation. Concepts are clearly explained and skills are clearly modeled, without vagueness or ambiguity Implicit Strategies - implicit phonics, also referred to as analytical phonics, moves from the whole to the smallest part. Phonemes associated with particular graphemes are not pronounced in isolation. Students analyze words and look for the common phoneme in a set of words. Through comparison and identification, they deduce which grapheme to write or which phoneme to read. Blending and building are not usually taught, and students identify new words by their shape, beginning and ending letters, and context clues. This analysis (breaking down) of the whole word to its parts is necessary only when a child cannot read it as a whole word. This is a whole-language approach.