Praxis Early Childhood Education 5025 Questions
And Answers With Real Solutions
Phonics ANS involves teaching children to connect sounds with letters/groups of letters. Ex.: (K)
can be represented by C, K, or CH spellings.
Phonemic Awareness ANS An exclusively oral language activity; refers to the understanding that
spoken words are made up of individual sounds called phonemes. Instruction in phonemic awareness
should be viewed as an important element of a balanced reading program in the early elementary
grades.
Learning Approach ANS the theory that language acquisition follows the basic laws of
reinforcement and conditioning i.e. memorize the rules
Linguistic Approach ANS based on letter-sound correspondence
Socio-cognitive Approach ANS A language acquisition theory that states that the different
aspects of linguistic, cognitive, and social knowledge are interactive elements of total human
development.
5 Basic Types of Phonemic Awareness ANS 1. Ability to hear rhymes and alliteration. (ex: kids
listens to poem, identifies rhyme words, teacher records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger = ham-bur-ger
= 3 sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p" sound =
pose.)
Morphology ANS Refers to its rules for word formation. Are the smallest combination of sounds
that have a meaning. Prepositions, prefixes, suffixes, and whole words.
Semantics ANS Meaning of words and sentences
,Syntax ANS Language rules that govern how words can be combined to form meaningful
phrases and sentences
Pragmatics ANS Describes how context can affect the interpretation of communication. SOCIAL
USE OF LANGUAGE ( EX: SAYING WRONG THINGS AT THE WRONG TIME.)
5 Stages of Language Acquisition ANS 1. Acquisition learning hypothesis- difference between
learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR
CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
Independent Reading ANS Reading level at which students can accurately recognize and
comprehend words well enough that no teacher guidance is needed. (95-100% accuracy).
Guided Reading ANS A teacher provides support for small, flexible groups of beginning readers.
As students read a text or book that is unfamiliar to them, the teacher works with them to teach them
how to use a variety of reading strategies. (92%-97% accuracy)
Whole Group Reading ANS Entire class will read the same text - teacher incorporates activities
for phonics, comprehension, fluency, and vocabulary
5 Critical Areas of Reading Instruction ANS 1. Phonemic awareness : is commonly defined as
the understanding that spoken words are made up of separate units of sound that are blended together
when words are pronounced.
For example, hearing and saying that the word cat has three sounds, or phonemes /k/ /a/ /t/ is an
example of phonemic awareness skill.
,2. Phonics : a set of rules that specify the relationship between letters in the spelling of words and the
sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing and emphasis
in a way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four types of
vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by connecting what has
been read to what the reader already knows and thinking about all of this information until it is
understood. Comprehension is the final goal of reading instruction
Automacity (Automatic Reading) ANS Quick and accurate recognition of letters, words, and
language conventions
Orthography ANS The art or study of correct spelling according to established usage.
3 Critical Skills That Students Need to Learn ANS 1. Letter sounds
2. How to Sound out words
3. How to decode text to make new meaning
, 5 Theories of Language Acquisition ANS 1. Acquisition learning hypothesis- difference between
learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR
CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
×
Print Awareness ANS Children's understanding of the forms and functions of written language
4 Teaching Concepts of Print ANS Book Concepts- show front, name, point to pictures
Directionality-where to start reading, where reading ends
Letter awareness- point of familiar letter, letter in first name
Word awareness- have students tell what letter would be at beginning of word
Word Analysis ANS The process readers use to figure out unfamiliar words based on written
patterns
And Answers With Real Solutions
Phonics ANS involves teaching children to connect sounds with letters/groups of letters. Ex.: (K)
can be represented by C, K, or CH spellings.
Phonemic Awareness ANS An exclusively oral language activity; refers to the understanding that
spoken words are made up of individual sounds called phonemes. Instruction in phonemic awareness
should be viewed as an important element of a balanced reading program in the early elementary
grades.
Learning Approach ANS the theory that language acquisition follows the basic laws of
reinforcement and conditioning i.e. memorize the rules
Linguistic Approach ANS based on letter-sound correspondence
Socio-cognitive Approach ANS A language acquisition theory that states that the different
aspects of linguistic, cognitive, and social knowledge are interactive elements of total human
development.
5 Basic Types of Phonemic Awareness ANS 1. Ability to hear rhymes and alliteration. (ex: kids
listens to poem, identifies rhyme words, teacher records words on chart.)
2. Ability to do oddity tasks (ex: recognize number of a set that is different.)
3. Ability to orally blend words and split syllables.
4. Ability to orally segment words (ex: ability to count sounds in a word - "hamburger = ham-bur-ger
= 3 sounds)
5. Ability to do phonics manipulation tasks (ex: replace the "r" sound in rose with a "p" sound =
pose.)
Morphology ANS Refers to its rules for word formation. Are the smallest combination of sounds
that have a meaning. Prepositions, prefixes, suffixes, and whole words.
Semantics ANS Meaning of words and sentences
,Syntax ANS Language rules that govern how words can be combined to form meaningful
phrases and sentences
Pragmatics ANS Describes how context can affect the interpretation of communication. SOCIAL
USE OF LANGUAGE ( EX: SAYING WRONG THINGS AT THE WRONG TIME.)
5 Stages of Language Acquisition ANS 1. Acquisition learning hypothesis- difference between
learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR
CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
Independent Reading ANS Reading level at which students can accurately recognize and
comprehend words well enough that no teacher guidance is needed. (95-100% accuracy).
Guided Reading ANS A teacher provides support for small, flexible groups of beginning readers.
As students read a text or book that is unfamiliar to them, the teacher works with them to teach them
how to use a variety of reading strategies. (92%-97% accuracy)
Whole Group Reading ANS Entire class will read the same text - teacher incorporates activities
for phonics, comprehension, fluency, and vocabulary
5 Critical Areas of Reading Instruction ANS 1. Phonemic awareness : is commonly defined as
the understanding that spoken words are made up of separate units of sound that are blended together
when words are pronounced.
For example, hearing and saying that the word cat has three sounds, or phonemes /k/ /a/ /t/ is an
example of phonemic awareness skill.
,2. Phonics : a set of rules that specify the relationship between letters in the spelling of words and the
sounds of spoken language.
3. Fluency : recognizing the words in a text rapidly and accurately and using phrasing and emphasis
in a way that makes what is read sound like spoken language.
4. Vocabulary: words we need to know to communicate with others. There are four types of
vocabulary:
a.) listening: words we understand when others talk to us
b.) speaking: words we use when we talk to others
c.) reading: words we know when we see them in print (sight words and words we can decode)
d.) writing: words we use when we write
Listening and speaking vocabularies are sometimes referred to collectively as oral vocabulary.
5. Comprehension : constructing meaning that is reasonable and accurate by connecting what has
been read to what the reader already knows and thinking about all of this information until it is
understood. Comprehension is the final goal of reading instruction
Automacity (Automatic Reading) ANS Quick and accurate recognition of letters, words, and
language conventions
Orthography ANS The art or study of correct spelling according to established usage.
3 Critical Skills That Students Need to Learn ANS 1. Letter sounds
2. How to Sound out words
3. How to decode text to make new meaning
, 5 Theories of Language Acquisition ANS 1. Acquisition learning hypothesis- difference between
learning and acquiring language
2. Monitor hypothesis - Learned language "monitors" acquired language (ex: GRAMMAR
CHECKIN)
3. Natural order hypothesis - Learning of grammar - normal "natural order"
4. Input hypothesis - When conversation is on par with language ability. Able to talk in convos and
understand convos.
5. Affective filler hypothesis - be able to learn language if more relaxed and not all like, "OMG."
×
Print Awareness ANS Children's understanding of the forms and functions of written language
4 Teaching Concepts of Print ANS Book Concepts- show front, name, point to pictures
Directionality-where to start reading, where reading ends
Letter awareness- point of familiar letter, letter in first name
Word awareness- have students tell what letter would be at beginning of word
Word Analysis ANS The process readers use to figure out unfamiliar words based on written
patterns
