.
A preschool teacher is reading a story to his class. As he reads, he holds the book
so the children can see the words and pictures while his finger follows the line of
print. This activity would contribute to the children's reading development
primarily by:
A. promoting their development of letter recognition skills.
B. helping them recognize phonemes that occur frequently in print.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence. Correct
Answer: C. By following the line of print with his finger while reading, the teacher
provides students with a visual demonstration that print is read from left to right.
A, B, and D are incorrect because the teacher does not explicitly identify or
indicate component letters, phonemes, or letter-sound correspondences related
to the text.
Pointing out the title, beginning, middle, and end of a book to a group of
preschool children before reading the book aloud to them contributes to their
reading development primarily by promoting their:
A. understanding of text directionality.
B. development of book-handling skills.
C. understanding of the concept of schema.
D. development of literal comprehension strategies. Correct Answer: B. The
instruction the teacher provides before reading aloud, in conjunction with how
the teacher holds and proceeds through the book during reading, helps beginning
readers learn how to hold a book with the front cover facing up and the spine on
the left, and then how to move through the pages from front to back. A is
incorrect because the teacher does not show students lines of text or indicate to
,them how to track print during reading. C is incorrect because the teacher does
not attempt to access students' background knowledge, or schema, related to the
text. D is incorrect because the activity does not focus on teaching students
strategies for comprehending the text.
Which of the following strategies would be most effective in promoting
kindergarten children's ability to recognize and name letters of the alphabet?
A. The teacher says the name of a letter while the children each trace its shape on
a cutout letter.
B. The teacher posts the entire alphabet around the room in several different
formats.
C. The teacher reads aloud to the children from books that contain mostly words
that follow regular phonics patterns.
D. The teacher emphasizes the initial sounds of words when reading to the
children. Correct Answer: A. Letter naming entails an ability both to distinguish
between letters and to associate particular letter shapes with their names. The
activity described in A simultaneously activates visual, auditory, kinesthetic, and
tactile sensory pathways in learning letter shapes and associating these shapes
with their names. Research suggests that such multisensory techniques are
effective for this purpose. B, C, and D are incorrect because the activities
described do not focus on one or both subskills required in letter naming. The
activity described in B exposes students to letter shapes without promoting
students' ability to distinguish the letters from one another or associate each
letter shape with a letter name. The activities described in C and D do not present
students with information about letter shapes or letter names.
Having kindergarten children practice tracing the letters of the alphabet in sand is
most appropriate for children who are having difficulty:
A. internalizing the alphabetic principle.
B. recognizing the print carries meaning.
C. understanding the relationship between spoken and written language.
,D. developing letter formation skills. Correct Answer: D. The activity described has
children use arm movements and highly textured material to heighten their
awareness of letter shapes and the sequence of strokes for forming letters. The
activity is effective for students who are having difficulty with letter formation
because it simultaneously activates visual, kinesthetic, and tactile sensory
pathways in learning letter shapes and associating these shapes with their names.
Research suggest that such multisensory techniques are effective for this
purpose. A is incorrect because this activity does not address the relationship
between the alphabetic writing system of English and the sounds of spoken
language B is incorrect because the function of print is not addressed in this
activity. C is incorrect because oral language is not addressed in this activity.
A preschool teacher shows a group of children pictures of everyday objects.
Below each picture is printed the letter of the alphabet that corresponds to the
word's initial sound. As the teacher points to each picture, she names the object,
then she points to the letter underneath it and says the sound it makes. The
teacher invites the children to repeat the sound with her. This activity is likely to
contribute to the children's reading development primarily by:
A. illustrating the concept of word boundaries.
B. focusing on auditory discrimination skills.
C. introducing the concept of onset and rime.
D. demonstrating that phonemes are represented by letters. Correct Answer: D.
in the series of steps described (i.e., pronouncing a word, pointing to the letter
that represents the initial sound of the word, and saying the sound the letter
makes), the teacher demonstrates that familiar words have component sounds
that can be pronounced in isolation, and that letters of the alphabet represent
the component sounds (phonemes) of spoken words in print. A is incorrect
because the teacher points out neither spoken nor written word boundaries in
this lesson. B is incorrect because auditory discrimination entails comparing and
distinguishing between two different sounds, whereas only a single sound is
presented at a time in this lesson. C is incorrect because the teacher points out
only the initial sound of each word and does not point out or discuss the
remaining portion (the rime) of the word.
, A kindergarten teacher wants to promote students' understanding of the
alphabetic principle. Which of the following would be the most effective first step
in a sequence of instruction designed to achieve this goal?
A. Talk with students about selected consonants using a series of posters that
each feature one consonant and contain pictures of items whose initial phoneme
demonstrates that consonant's sound.
B. Have students trace both lowercase and uppercase letters of the alphabet and
then practice reproducing the letters on their own.
C. Talk with students about the title, beginning, middle, and end of a story and
point to these parts while reading the story aloud from a big book.
D. Put labels on several familiar objects in the classroom and regularly read the
labels aloud to the students. Correct Answer: A. Understanding the alphabetic
principle entails the recognition that letters and letter patterns used in writing an
alphabetic language correspond to the sounds in the spoken words of the
language. The activity described in A would promote understanding of the
relationship between letters and the initial sound in familiar words. Focusing on
the initial phoneme in these words reflects an understanding that segmenting an
initial consonant is a relatively easy phonemic awareness skill that beginning
readers have likely mastered and thus is appropriate to use din early instruction
on the alphabetic principle. B is incorrect because the activity does not relate
letters to the sounds in words. C is incorrect because it does not focus on the
letters in a text or relate them to discrete sounds in words. D is incorrect because
the individual sounds are not isolated in related to the letters in the printed word.
While reading a book about animals, a student struggles to decode the word
giraffe. He then points to the picture and says, "Those are giraffes. I saw them at
the zoo." Which cueing system is the student using to figure out the unknown
word?
A. Semantic
B. Syntactic
C. Graphophonic
A preschool teacher is reading a story to his class. As he reads, he holds the book
so the children can see the words and pictures while his finger follows the line of
print. This activity would contribute to the children's reading development
primarily by:
A. promoting their development of letter recognition skills.
B. helping them recognize phonemes that occur frequently in print.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence. Correct
Answer: C. By following the line of print with his finger while reading, the teacher
provides students with a visual demonstration that print is read from left to right.
A, B, and D are incorrect because the teacher does not explicitly identify or
indicate component letters, phonemes, or letter-sound correspondences related
to the text.
Pointing out the title, beginning, middle, and end of a book to a group of
preschool children before reading the book aloud to them contributes to their
reading development primarily by promoting their:
A. understanding of text directionality.
B. development of book-handling skills.
C. understanding of the concept of schema.
D. development of literal comprehension strategies. Correct Answer: B. The
instruction the teacher provides before reading aloud, in conjunction with how
the teacher holds and proceeds through the book during reading, helps beginning
readers learn how to hold a book with the front cover facing up and the spine on
the left, and then how to move through the pages from front to back. A is
incorrect because the teacher does not show students lines of text or indicate to
,them how to track print during reading. C is incorrect because the teacher does
not attempt to access students' background knowledge, or schema, related to the
text. D is incorrect because the activity does not focus on teaching students
strategies for comprehending the text.
Which of the following strategies would be most effective in promoting
kindergarten children's ability to recognize and name letters of the alphabet?
A. The teacher says the name of a letter while the children each trace its shape on
a cutout letter.
B. The teacher posts the entire alphabet around the room in several different
formats.
C. The teacher reads aloud to the children from books that contain mostly words
that follow regular phonics patterns.
D. The teacher emphasizes the initial sounds of words when reading to the
children. Correct Answer: A. Letter naming entails an ability both to distinguish
between letters and to associate particular letter shapes with their names. The
activity described in A simultaneously activates visual, auditory, kinesthetic, and
tactile sensory pathways in learning letter shapes and associating these shapes
with their names. Research suggests that such multisensory techniques are
effective for this purpose. B, C, and D are incorrect because the activities
described do not focus on one or both subskills required in letter naming. The
activity described in B exposes students to letter shapes without promoting
students' ability to distinguish the letters from one another or associate each
letter shape with a letter name. The activities described in C and D do not present
students with information about letter shapes or letter names.
Having kindergarten children practice tracing the letters of the alphabet in sand is
most appropriate for children who are having difficulty:
A. internalizing the alphabetic principle.
B. recognizing the print carries meaning.
C. understanding the relationship between spoken and written language.
,D. developing letter formation skills. Correct Answer: D. The activity described has
children use arm movements and highly textured material to heighten their
awareness of letter shapes and the sequence of strokes for forming letters. The
activity is effective for students who are having difficulty with letter formation
because it simultaneously activates visual, kinesthetic, and tactile sensory
pathways in learning letter shapes and associating these shapes with their names.
Research suggest that such multisensory techniques are effective for this
purpose. A is incorrect because this activity does not address the relationship
between the alphabetic writing system of English and the sounds of spoken
language B is incorrect because the function of print is not addressed in this
activity. C is incorrect because oral language is not addressed in this activity.
A preschool teacher shows a group of children pictures of everyday objects.
Below each picture is printed the letter of the alphabet that corresponds to the
word's initial sound. As the teacher points to each picture, she names the object,
then she points to the letter underneath it and says the sound it makes. The
teacher invites the children to repeat the sound with her. This activity is likely to
contribute to the children's reading development primarily by:
A. illustrating the concept of word boundaries.
B. focusing on auditory discrimination skills.
C. introducing the concept of onset and rime.
D. demonstrating that phonemes are represented by letters. Correct Answer: D.
in the series of steps described (i.e., pronouncing a word, pointing to the letter
that represents the initial sound of the word, and saying the sound the letter
makes), the teacher demonstrates that familiar words have component sounds
that can be pronounced in isolation, and that letters of the alphabet represent
the component sounds (phonemes) of spoken words in print. A is incorrect
because the teacher points out neither spoken nor written word boundaries in
this lesson. B is incorrect because auditory discrimination entails comparing and
distinguishing between two different sounds, whereas only a single sound is
presented at a time in this lesson. C is incorrect because the teacher points out
only the initial sound of each word and does not point out or discuss the
remaining portion (the rime) of the word.
, A kindergarten teacher wants to promote students' understanding of the
alphabetic principle. Which of the following would be the most effective first step
in a sequence of instruction designed to achieve this goal?
A. Talk with students about selected consonants using a series of posters that
each feature one consonant and contain pictures of items whose initial phoneme
demonstrates that consonant's sound.
B. Have students trace both lowercase and uppercase letters of the alphabet and
then practice reproducing the letters on their own.
C. Talk with students about the title, beginning, middle, and end of a story and
point to these parts while reading the story aloud from a big book.
D. Put labels on several familiar objects in the classroom and regularly read the
labels aloud to the students. Correct Answer: A. Understanding the alphabetic
principle entails the recognition that letters and letter patterns used in writing an
alphabetic language correspond to the sounds in the spoken words of the
language. The activity described in A would promote understanding of the
relationship between letters and the initial sound in familiar words. Focusing on
the initial phoneme in these words reflects an understanding that segmenting an
initial consonant is a relatively easy phonemic awareness skill that beginning
readers have likely mastered and thus is appropriate to use din early instruction
on the alphabetic principle. B is incorrect because the activity does not relate
letters to the sounds in words. C is incorrect because it does not focus on the
letters in a text or relate them to discrete sounds in words. D is incorrect because
the individual sounds are not isolated in related to the letters in the printed word.
While reading a book about animals, a student struggles to decode the word
giraffe. He then points to the picture and says, "Those are giraffes. I saw them at
the zoo." Which cueing system is the student using to figure out the unknown
word?
A. Semantic
B. Syntactic
C. Graphophonic
