Science of Teaching Reading Exam Questions
with 100% Correct Answers Latest Versions
2025 Top Rated A+
a program must teach letter-sound relationships
in a clearly defined sequence, with simpler, more straightforward
skills being introduced before more complex ones, and concepts
gradually building upon one another.
embedded phonics instruction
in which letter-sound relationships are discussed inconsistently
and only in the context of specific words. When phonics is taught
haphazardly, important letter-sound correspondences (particularly
ones involving vowels) will almost certainly be overlooked, leading
to gaps in children's knowledge.
systematic phonics
teaching phonics in a systematic manner from part to whole, letter
sound to word. Relieves children of having to juggle more
concepts than they can manage by providing a logical sequence
in which concepts are continually reiterated, applied, and built on.
Phonics should not be taught in isolation; to be fully effective, it
must also be integrated with other subjects (e.g., writing), and
children must be given ample opportunity to practice applying
their skills.
The Simple View
the accepted model of reading within the mainstream scientific
community. It states that:
Reading = Decoding Ability (connecting strings of letters to
words) x Aural Comprehension (including vocabulary, syntax,
and background knowledge).
Note that reading the product rather than the sum of the two
parts: if either is missing, a child cannot read. By definition,
,reading includes a visual component: a (non-visually impaired)
child who cannot decode, cannot read—no matter how well they
understand spoken language. Likewise, it does not matter how
well a child can literally decipher words if they cannot understand
the meaning. Both parts must be present.. An understanding
of the simple view is crucial to diagnosing reading
difficulties, which can come from either the decoding or the
comprehension side, or both.
The simple view is also crucial because it indicates that an
effective reading program must explicitly develop both
decoding ability and broad comprehension skills (including
vocabulary and general knowledge) simultaneously.
Phonemic Awareness importance
Phonemic awareness is the ability to identify the individual sounds
that make up words.
For example, the word dog has three phonemes: d, aw, and g.
The word shape also has three phonemes: sh, ay, and p.
This is an aural skill only—it does not involve letters or words.
Phonemic awareness is perhaps the most crucial pre-reading
skill: if children cannot consistently identify, distinguish
between, and/or manipulate sounds, they will struggle to
connect them to letters and groups of letters, making
phonics ineffective.
Recognizing vowel sounds—particularly short vowels—is
especially challenging for many children.
the underlying aural issue must be addressed in order for
progress to be made with written language. Children will need to
practice blending (putting together), segmenting (taking apart)
and manipulating (changing and substituting) sounds.
Note that breaking words down into phonemes is not a natural
skill—in everyday speech, sounds are frequently elided, dropped,
,or pronounced unclearly—and that some children may need
considerable explicit instruction and practice to master it,
particularly if English is not their/ their family’s first language.
Orthographic Mapping
involves the formation of letter-sound connections to bond the
spellings and pronunciations of specific words in memory. Or, put
more simply, it is the process by which the brain memorizes how
words look-sound.
This process, which involves both visual and auditory regions of
the brain, makes words available for automatic retrieval, allowing
skilled readers to process text at the speed of sight
(approximately 200-300 words per minute).
Phonics directly supports orthographic mapping because it is
designed to build and solidify relationships between sounds and
letters/sequences of letters. Children with solid decoding skills
can learn a word to the point of automatic recognition after
only a few exposures.
three cueing/ MSV
involves prompting students to draw on context and sentence
structure, along with letters, to identify words. But it isn’t the most
effective way for beginning readers to learn how to decode printed
text.
Research has shown that encouraging kids to check the picture
when they come to a tricky word, or to hypothesize what word
would work in the sentence, can take their focus away from the
word itself—lowering the chances that they’ll use their
understanding of letter sounds to read through the word part-by-
part, and be able to recognize it more quickly the next time they
see it.
Best Practices in Foundational Skills
, Systematic instruction in phonological awareness, phonics, and
sight words is essential for many students and has been proven
to accelerate students’ reading development.
Effective instruction meets students at their point of
need. Instruction in phonics and decoding is most effective when
done in small groups where students are grouped by need. A
research-based scope and sequence builds students’ decoding
skills incrementally. Students need to do a high volume of
independent reading in increasingly challenging books
Foundational Skills to Support Reading for Understanding in
Kindergarten through 3rd Grade
1.Teach students academic language skills, including the use of
inferential and narrative language, and vocabulary knowledge.
2.Develop awareness of the segments of sounds in speech and
how they link to letters.
3.Teach students to decode words, analyze word parts, and write
and recognize words.
4.Ensure that each student reads connected text every day to
support reading accuracy, fluency and comprehension.
Teach students academic language skills, including use of
inferential and narrative language, and vocabulary
knowledge.
1Engage students in conversations that support the use and
comprehension of inferential language.
2Explicitly engage students in developing narrative language
skills.
3Teach academic vocabulary in the context of other reading
activities.
Incidental vocabulary learning
words we acquire through read-aloud, conversation, and
independent reading
with 100% Correct Answers Latest Versions
2025 Top Rated A+
a program must teach letter-sound relationships
in a clearly defined sequence, with simpler, more straightforward
skills being introduced before more complex ones, and concepts
gradually building upon one another.
embedded phonics instruction
in which letter-sound relationships are discussed inconsistently
and only in the context of specific words. When phonics is taught
haphazardly, important letter-sound correspondences (particularly
ones involving vowels) will almost certainly be overlooked, leading
to gaps in children's knowledge.
systematic phonics
teaching phonics in a systematic manner from part to whole, letter
sound to word. Relieves children of having to juggle more
concepts than they can manage by providing a logical sequence
in which concepts are continually reiterated, applied, and built on.
Phonics should not be taught in isolation; to be fully effective, it
must also be integrated with other subjects (e.g., writing), and
children must be given ample opportunity to practice applying
their skills.
The Simple View
the accepted model of reading within the mainstream scientific
community. It states that:
Reading = Decoding Ability (connecting strings of letters to
words) x Aural Comprehension (including vocabulary, syntax,
and background knowledge).
Note that reading the product rather than the sum of the two
parts: if either is missing, a child cannot read. By definition,
,reading includes a visual component: a (non-visually impaired)
child who cannot decode, cannot read—no matter how well they
understand spoken language. Likewise, it does not matter how
well a child can literally decipher words if they cannot understand
the meaning. Both parts must be present.. An understanding
of the simple view is crucial to diagnosing reading
difficulties, which can come from either the decoding or the
comprehension side, or both.
The simple view is also crucial because it indicates that an
effective reading program must explicitly develop both
decoding ability and broad comprehension skills (including
vocabulary and general knowledge) simultaneously.
Phonemic Awareness importance
Phonemic awareness is the ability to identify the individual sounds
that make up words.
For example, the word dog has three phonemes: d, aw, and g.
The word shape also has three phonemes: sh, ay, and p.
This is an aural skill only—it does not involve letters or words.
Phonemic awareness is perhaps the most crucial pre-reading
skill: if children cannot consistently identify, distinguish
between, and/or manipulate sounds, they will struggle to
connect them to letters and groups of letters, making
phonics ineffective.
Recognizing vowel sounds—particularly short vowels—is
especially challenging for many children.
the underlying aural issue must be addressed in order for
progress to be made with written language. Children will need to
practice blending (putting together), segmenting (taking apart)
and manipulating (changing and substituting) sounds.
Note that breaking words down into phonemes is not a natural
skill—in everyday speech, sounds are frequently elided, dropped,
,or pronounced unclearly—and that some children may need
considerable explicit instruction and practice to master it,
particularly if English is not their/ their family’s first language.
Orthographic Mapping
involves the formation of letter-sound connections to bond the
spellings and pronunciations of specific words in memory. Or, put
more simply, it is the process by which the brain memorizes how
words look-sound.
This process, which involves both visual and auditory regions of
the brain, makes words available for automatic retrieval, allowing
skilled readers to process text at the speed of sight
(approximately 200-300 words per minute).
Phonics directly supports orthographic mapping because it is
designed to build and solidify relationships between sounds and
letters/sequences of letters. Children with solid decoding skills
can learn a word to the point of automatic recognition after
only a few exposures.
three cueing/ MSV
involves prompting students to draw on context and sentence
structure, along with letters, to identify words. But it isn’t the most
effective way for beginning readers to learn how to decode printed
text.
Research has shown that encouraging kids to check the picture
when they come to a tricky word, or to hypothesize what word
would work in the sentence, can take their focus away from the
word itself—lowering the chances that they’ll use their
understanding of letter sounds to read through the word part-by-
part, and be able to recognize it more quickly the next time they
see it.
Best Practices in Foundational Skills
, Systematic instruction in phonological awareness, phonics, and
sight words is essential for many students and has been proven
to accelerate students’ reading development.
Effective instruction meets students at their point of
need. Instruction in phonics and decoding is most effective when
done in small groups where students are grouped by need. A
research-based scope and sequence builds students’ decoding
skills incrementally. Students need to do a high volume of
independent reading in increasingly challenging books
Foundational Skills to Support Reading for Understanding in
Kindergarten through 3rd Grade
1.Teach students academic language skills, including the use of
inferential and narrative language, and vocabulary knowledge.
2.Develop awareness of the segments of sounds in speech and
how they link to letters.
3.Teach students to decode words, analyze word parts, and write
and recognize words.
4.Ensure that each student reads connected text every day to
support reading accuracy, fluency and comprehension.
Teach students academic language skills, including use of
inferential and narrative language, and vocabulary
knowledge.
1Engage students in conversations that support the use and
comprehension of inferential language.
2Explicitly engage students in developing narrative language
skills.
3Teach academic vocabulary in the context of other reading
activities.
Incidental vocabulary learning
words we acquire through read-aloud, conversation, and
independent reading
