CSET Multiple Subjects Subtest 1a, Domain 1
Questions and Answers
1.Stages of Reading Development: -The emergent reader
-The beginning reader
-The fluent reader
-The remedial reader
2.The Emergent Reader; Age: Early childhood to pre-K (pre-alphabetic)
3.The Emergent Reader; Developmental Expectation: -Beginning of
awareness that text progresses from left to right
-Children scribble and recognize distinctive visual clues in
environmental print, such as letters in their names
4.The Emergent Reader; Reading Instruction: Begin phonemic awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
5.The Beginning Reader; Age: K to 2nd/3rd grade (alphabetic)
6.The Beginning Reader; Developmental Expectation: -Letters are
,associated with sounds
-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell
with the first and last consonant for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
7.The Beginning Reader; Reading Instruction: Systematic and explicit
instruc- tion, including
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
8.The Fluent Reader; Age: 4th to 8th grade (orthographic)
9.The Fluent Reader; Developmental Expectation: -Students read larger
units of print and use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
10.The Fluent Reader; Reading Instruction: Systematic and explicit
instruction, including:
-Word-attack skills (multisyllabic words)
, -Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
11.The Remedial Reader: Age: 3rd to 8th grade (students who do not
demonstrate competency)
12.The Remedial Reader: Developmental Expectation: -The key approach
to successful reading programs is preventive rather than remedial while
understanding that there is a full range of learners in the classroom
-Therefore, students who are struggling to read are taught from the same
systematic framework taught in the early grades of successful readers
13.The Remedial Reader: Reading Instruction: Includes re-teaching all of
the modalities taught as a "beginning reader" and emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
-Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and
positive feed- back
14.Phoneme: -The smallest unit of sound/part of spoken language that
Questions and Answers
1.Stages of Reading Development: -The emergent reader
-The beginning reader
-The fluent reader
-The remedial reader
2.The Emergent Reader; Age: Early childhood to pre-K (pre-alphabetic)
3.The Emergent Reader; Developmental Expectation: -Beginning of
awareness that text progresses from left to right
-Children scribble and recognize distinctive visual clues in
environmental print, such as letters in their names
4.The Emergent Reader; Reading Instruction: Begin phonemic awareness:
-Help to recognize print in environment
-Help to make predictions in stories
-Observe pretending to read
-Help to recognize letter shapes
5.The Beginning Reader; Age: K to 2nd/3rd grade (alphabetic)
6.The Beginning Reader; Developmental Expectation: -Letters are
,associated with sounds
-Children begin to read simple CVC words (such as mat, sun, pin)
-They usually represent such words with a single sound, and later spell
with the first and last consonant for example, CT for cat
-When writing later, vowels are included in each syllable
-Children now rhyme and blend words
-When reading later, they begin to recognize "chunks," or phonograms.
7.The Beginning Reader; Reading Instruction: Systematic and explicit
instruc- tion, including
-Phonics, phonemic awareness, blending, decoding
-Vocabulary word-attack skills, spelling
-Text comprehension
-Listening and writing
8.The Fluent Reader; Age: 4th to 8th grade (orthographic)
9.The Fluent Reader; Developmental Expectation: -Students read larger
units of print and use analogy to decode larger words
-Decoding becomes fluent
-Reading, accuracy and speed are stressed
10.The Fluent Reader; Reading Instruction: Systematic and explicit
instruction, including:
-Word-attack skills (multisyllabic words)
, -Decoding
-Spelling and vocabulary
-Fluency
-Text comprehension (context skills)
-Utilizing metacognition
11.The Remedial Reader: Age: 3rd to 8th grade (students who do not
demonstrate competency)
12.The Remedial Reader: Developmental Expectation: -The key approach
to successful reading programs is preventive rather than remedial while
understanding that there is a full range of learners in the classroom
-Therefore, students who are struggling to read are taught from the same
systematic framework taught in the early grades of successful readers
13.The Remedial Reader: Reading Instruction: Includes re-teaching all of
the modalities taught as a "beginning reader" and emphasizing:
-Assessment of identified reading weaknesses
-Teaching explicit strategies based on diagnosis
-Linking instruction to prior knowledge
-Increasing instruction time
-Dividing skills into smaller steps while providing reinforcement and
positive feed- back
14.Phoneme: -The smallest unit of sound/part of spoken language that
