OAE Foundations of Reading Exam

OAE Foundations of Reading Exam Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness? - a student who, after hearing the word, hat, can orally identify that it ends with the sound /t/ A kindergarten teacher could best determine if a child has begun to develop phonemic awareness by asking the child to? - say the word, cat, then say the first sound the child hears in the word As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students - use knowledge of letter-sound correspondence to decode words A teacher holds up a series of familiar objects, asking students to name each object and isolate the final sound they hear. This type of activity would be most appropriate for a student who: - needs help developing phonemic segmentation skills Phonemic awareness contributes most to the development of phonics skills in beginning readers by helping them: - identify in spoken language separate sounds that can be mapped to letters Which of the following first grade students has attained the HIGHEST level of phonemic awareness? - a student, who after hearing the word, hot, and the sound /i/, can substitute /i/ for/o/ and make the word, hit Asking students to listen to a word and them tell the teacher all the sounds in the word is an exercise that would be most appropriate for students who - have a relatively high level of phonemic awareness A kindergarten teacher asks a small group of students to repeat after her. First, she says the word, grape, and then pronounces it as 'gr' and 'ape'. Next she says the word, , take, and then pronounces it as 't' and 'ake'. This activity is likely to promote the students' phonemic awareness primarily by: - encouraging them to divide words into onsets and rimes A teacher shows a student pictures of familiar objects. AS the teacher points to the first picture, she asks the student to name the object in the picture. Next, she asks the student to count on his fingers the sounds he makes as he says the word again. This activity is most likely to promote which of the following? - phonemic awareness skills A beginning level ELL student can consistently blend individual phonemes to make simple English words composed of 2 or 3 phonemes, but is having difficulty blending the sounds o familiar single syllable words composed of 4 phonemes. (trap, clip, spin) Which of the following questions would be most important for the first grade teacher to consider when addressing the needs of this student? - Does the student's primary language have consonant blends? A fourth grade student reads on grade level and consistently scores very high on spelling tests that are part of weekly word study activities. However, the student often misspells the same words and other familiar words, in everyday writing. The following table shows examples of typical errors the student makes on class writing assignments and in informal notes to friends: girl-gril; instead-intead; decided-decideded; independent-indepednent; interrupted-interruted. The student's overall spelling performance suggests that the student most likely has a weakness in which of the following? - segmenting and sequencing phonemes in words A preschool child picks up an unfamiliar book, opens it t the end, points to the text, and begins to 'pretend read' the story. These behaviors suggest that the child most likely: - has developed an understanding that print carries meaning A preschool child draws a stick figure and makes some unintelligible scribbles around it. When she shows it to her teacher, she points to the scribbles and says, "this say, I love my mommy". This behavior suggests that the child most likely - has grasped the idea that the function of print is distinct from that of pictures