Science of Teaching Reading Exam 2
Questions and Answers Latest Versions 2025
Top Rated A+
Which of the following lists gives the correct order for the
expected development of phonological skills from most
basic to advanced?
counting syllables, recognizing rhyming pairs, producing rhyming
pairs, phoneme awareness
A kindergarten teacher slowly says a child's name. The
teacher then claps once for each syllable as she repeats the
child's name (e.g., "lor-na"). The teacher repeats these
syllables for every child's name.
This activity is likely to promote literacy development for the
students primarily by-
enhancing the students' phonological awareness.
A first-grade teacher uses small groups instruction to
provide extra support for a groups of students who are
having trouble hearing the sounds in the words they want to
write. Which of the following activities would NOT be useful
to help her students develop this skill?
Show students how to refer to written lists of high-frequency
words and content words to help with writing.
Mr. Hyde often uses phonemic awareness activities during
transition times in his first grade classroom. One activity he
does is called "slow motion" and he says a word, but instead
of saying it all together, he says each sound slowly and
,separately. Students try to put the sounds together and tell
what the word is. What phonemic awareness skill is the class
practicing?
phoneme blending
Mr. Kano uses the Picture Word Inductive Model in his
second grade class to help his students develop content
vocabulary. He posts a large picture related to a subject the
class is studying. As the class discusses the picture, Mr.
Kano labels elements of the picture the students know.
Which of the following language skills is LESST likely to be
developed during this activity?
A. Oral language development
B. Using references to find correct spelling
C. Hearing and recording the sounds in words
D. Blending sounds in words
Blending sounds in words
A first-grade teacher is trying to get her students to
recognize the sound made by the letter b. Which of the
following activities is most likely to accomplish that?
Have students clap once every time they hear the sound of the
letter b in a story the teacher reads to them.
The teacher uses this activity in small groups on a regular
basis, adding or changing letter cards as new letter sound
correspondences are learned and mastered. This making-
words activity is likely to promote students word recognition
by:
helping students read regular words.
Mr. McGregor teaches kindergarten. He currently has several
English learners in his classroom whose home languages
are more phonetically regular than English. Which of the
,following differentiated instructional approaches should Mr.
McGregor use to support English learners' development of
alphabet knowledge?
Mr. McGregor should use assessment to determine the alphabet
knowledge of each English learner and provide intentional
differentiated instruction that supports their different learning
needs.
Mr. Friedman is a prekindergarten teacher. He recently
conducted an assessment to determine each student's
understanding with letter names, forms, and shapes. After
analyzing the results of this assessment, Mr. Friedman
identified four students who demonstrated challenges with
the letter "D." Which of the following strategies best
represents a research-based approach for differentiating
instruction to address the assessed needs of these
students?
Mr. Friedman conducts a small group activity with these four
students during which he shares a book and incorporates before,
during, and after reading activities that intentionally focus on the
letter "D."
A kindergarten teacher hands a book with predictable and
patterned text, closed and faced down, to a child and asks
her to open it and to point to the words as the teacher reads
it. What skill does this activity most likely nurture in the
student?
print awareness
Which THREE of the following instructional strategies
promote and reinforce students' development of alphabet
knowledge?
- use alphabet chants and songs to introduce letter names.
- use students' names to introduce letter names and shapes.
, - use a wide variety of manipulatives, such as chalkboards, clay,
dry erase boards, finder paint, foam letters, letter stamps,
magnetic letters, and pipe cleaners to explore letter names and
shapes.
Print concepts
While reading a book aloud, the teacher uses their finger to model
how written text is read from left to right on a page.
Alphabetic principle
The teacher uses cards that each include a printed letter and
corresponding picture to help students recall the letter-sound
correspondence.
Alphabet knowledge
The teacher gives each student a cookie sheet with sand. The
teacher then calls our letters one at a time. Each time a letter is
called out, students use their index finger to write the letter forms,
students say the letter aloud.
Matteo is still securing his knowledge of letter-sound
relationships. He knows most of his letters and sounds, but
cannot always recall them quickly and easily when he is
reading. Which of the following actions by the teacher
provides the LEAST amount of support for helping Matteo
make the initial sound of a word?
Tell Matteo to get his mouth ready to make the first sound.
Ms. Larson teaches at a preschool where she helps young
children develop beginning literacy skills. Which of the
following would be the best way to assist children to develop
their earliest literacy skill?
Read aloud to children while they look at the book and the words.
After the students make words using their letter cards, the
teacher has the students participate in a word sort activity
Questions and Answers Latest Versions 2025
Top Rated A+
Which of the following lists gives the correct order for the
expected development of phonological skills from most
basic to advanced?
counting syllables, recognizing rhyming pairs, producing rhyming
pairs, phoneme awareness
A kindergarten teacher slowly says a child's name. The
teacher then claps once for each syllable as she repeats the
child's name (e.g., "lor-na"). The teacher repeats these
syllables for every child's name.
This activity is likely to promote literacy development for the
students primarily by-
enhancing the students' phonological awareness.
A first-grade teacher uses small groups instruction to
provide extra support for a groups of students who are
having trouble hearing the sounds in the words they want to
write. Which of the following activities would NOT be useful
to help her students develop this skill?
Show students how to refer to written lists of high-frequency
words and content words to help with writing.
Mr. Hyde often uses phonemic awareness activities during
transition times in his first grade classroom. One activity he
does is called "slow motion" and he says a word, but instead
of saying it all together, he says each sound slowly and
,separately. Students try to put the sounds together and tell
what the word is. What phonemic awareness skill is the class
practicing?
phoneme blending
Mr. Kano uses the Picture Word Inductive Model in his
second grade class to help his students develop content
vocabulary. He posts a large picture related to a subject the
class is studying. As the class discusses the picture, Mr.
Kano labels elements of the picture the students know.
Which of the following language skills is LESST likely to be
developed during this activity?
A. Oral language development
B. Using references to find correct spelling
C. Hearing and recording the sounds in words
D. Blending sounds in words
Blending sounds in words
A first-grade teacher is trying to get her students to
recognize the sound made by the letter b. Which of the
following activities is most likely to accomplish that?
Have students clap once every time they hear the sound of the
letter b in a story the teacher reads to them.
The teacher uses this activity in small groups on a regular
basis, adding or changing letter cards as new letter sound
correspondences are learned and mastered. This making-
words activity is likely to promote students word recognition
by:
helping students read regular words.
Mr. McGregor teaches kindergarten. He currently has several
English learners in his classroom whose home languages
are more phonetically regular than English. Which of the
,following differentiated instructional approaches should Mr.
McGregor use to support English learners' development of
alphabet knowledge?
Mr. McGregor should use assessment to determine the alphabet
knowledge of each English learner and provide intentional
differentiated instruction that supports their different learning
needs.
Mr. Friedman is a prekindergarten teacher. He recently
conducted an assessment to determine each student's
understanding with letter names, forms, and shapes. After
analyzing the results of this assessment, Mr. Friedman
identified four students who demonstrated challenges with
the letter "D." Which of the following strategies best
represents a research-based approach for differentiating
instruction to address the assessed needs of these
students?
Mr. Friedman conducts a small group activity with these four
students during which he shares a book and incorporates before,
during, and after reading activities that intentionally focus on the
letter "D."
A kindergarten teacher hands a book with predictable and
patterned text, closed and faced down, to a child and asks
her to open it and to point to the words as the teacher reads
it. What skill does this activity most likely nurture in the
student?
print awareness
Which THREE of the following instructional strategies
promote and reinforce students' development of alphabet
knowledge?
- use alphabet chants and songs to introduce letter names.
- use students' names to introduce letter names and shapes.
, - use a wide variety of manipulatives, such as chalkboards, clay,
dry erase boards, finder paint, foam letters, letter stamps,
magnetic letters, and pipe cleaners to explore letter names and
shapes.
Print concepts
While reading a book aloud, the teacher uses their finger to model
how written text is read from left to right on a page.
Alphabetic principle
The teacher uses cards that each include a printed letter and
corresponding picture to help students recall the letter-sound
correspondence.
Alphabet knowledge
The teacher gives each student a cookie sheet with sand. The
teacher then calls our letters one at a time. Each time a letter is
called out, students use their index finger to write the letter forms,
students say the letter aloud.
Matteo is still securing his knowledge of letter-sound
relationships. He knows most of his letters and sounds, but
cannot always recall them quickly and easily when he is
reading. Which of the following actions by the teacher
provides the LEAST amount of support for helping Matteo
make the initial sound of a word?
Tell Matteo to get his mouth ready to make the first sound.
Ms. Larson teaches at a preschool where she helps young
children develop beginning literacy skills. Which of the
following would be the best way to assist children to develop
their earliest literacy skill?
Read aloud to children while they look at the book and the words.
After the students make words using their letter cards, the
teacher has the students participate in a word sort activity
