Science of Teaching and Reading STR |!| |!| |!| |!| |!| |!|
Domain 2 Exam with accurate |!| |!| |!| |!| |!|
detailed solutions |!|
What is a monophthong - correct answer✔✔A simple vowel composed of a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
simple configuration of the vocal organs
|!| |!| |!| |!| |!|
TExES Manual, Comp007, Skill J/ RD-Foundational Skills
|!| |!| |!| |!| |!| |!|
What is a diphthong? - correct answer✔✔A complex vowel composed of a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sequence of two different configurations of the vocal organs
|!| |!| |!| |!| |!| |!| |!| |!|
What is a rhyme? - correct answer✔✔The vowel and any consonants that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
follow it |!|
What is the coda? - correct answer✔✔Any consonants that occur in the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rhyme, after the nucleus |!| |!| |!|
A kindergarten teacher could informally assess a students phonemic
|!| |!| |!| |!| |!| |!| |!| |!| |!|
awareness by asking the student to- - correct answer✔✔Identify the sound
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
he/she hears at the beginning, middle, or end of a spoken word ("What
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sound do you hear at the end of "step"
|!| |!| |!| |!| |!| |!| |!| |!|
TExES Manual, Comp004, Skill A/RD-Foundational Skills
|!| |!| |!| |!| |!|
The ability to isolate and distinguish individual sounds (the word fish starts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
with /f/, the word Sam starts with /s/. or the word cat ends with /t/) is a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
specific phonemic awareness skill that is correctly assessed by the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
question proposed in this option. |!| |!| |!| |!|
A third grade teacher collected the following WCPS (words correct per
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
minute) information from and English Language Learner. Each reading was
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, taken on a text that the student had not read before. For each
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
administration, the teacher has the student "picture walk |!| |!| |!| |!| |!| |!| |!|
", or preview, the text. Then the student reads the text for one minute as
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the teacher notes errors in oral reading.
|!| |!| |!| |!| |!| |!|
Based on your knowledge of fluency, which of the following is NOT a likely
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
cause of the drop in fluency rate on Feb. 25th? - correct answer✔✔The had
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
adequate word recognition strategies.
|!| |!| |!| |!| |!|
TExES Manual, Comp008. Skill A/RD-Foundational Skills
|!| |!| |!| |!| |!|
Adequate word recognition strategies would increase fluency rate, not |!| |!| |!| |!| |!| |!| |!| |!| |!|
decrease it. In fact, the opposite is likely. If the student has deficits in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
word recognition, then fluency is hindered.
|!| |!| |!| |!| |!|
Which of the following is the most appropriate statement about the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
interrelationship between oral language and literacy development? - |!| |!| |!| |!| |!| |!| |!| |!|
correct answer✔✔Strong listening and speaking skills provide a solid
|!| |!| |!| |!| |!| |!| |!| |!| |!|
foundation for learning how to read and write. |!| |!| |!| |!| |!| |!| |!|
TExES Manual, Comp003, Skill G/RD-Foundational Skills
|!| |!| |!| |!| |!|
Developing strong listening and speaking skills are fundamental aspects for |!| |!| |!| |!| |!| |!| |!| |!| |!|
learning how to read and write.
|!| |!| |!| |!| |!| |!|
A fourth grade teacher uses syllabication activates to promote student
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading proficiency. The teacher begins by reviewing the six common
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
syllable types. The teacher then teaches and models the following steps
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
for the VCCV syllable division strategy.
|!| |!| |!| |!| |!|
The teacher ten writes several more words on the board and guides
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
students' practice of the syllable division strategy. This lesson in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
syllabication is highly related to which of the following prerequisite skills |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
for early reading proficiency? - correct answer✔✔Ability to separate words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
into syllables |!|
TExES Manual, Comp007, Skill C/RD-Foundational Skills
|!| |!| |!| |!| |!|
The ability to hear the division of words into syllables is a prerequisite to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the successful use of syllabication strategies as a pronunciation strategy.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
Domain 2 Exam with accurate |!| |!| |!| |!| |!|
detailed solutions |!|
What is a monophthong - correct answer✔✔A simple vowel composed of a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
simple configuration of the vocal organs
|!| |!| |!| |!| |!|
TExES Manual, Comp007, Skill J/ RD-Foundational Skills
|!| |!| |!| |!| |!| |!|
What is a diphthong? - correct answer✔✔A complex vowel composed of a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sequence of two different configurations of the vocal organs
|!| |!| |!| |!| |!| |!| |!| |!|
What is a rhyme? - correct answer✔✔The vowel and any consonants that
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
follow it |!|
What is the coda? - correct answer✔✔Any consonants that occur in the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
rhyme, after the nucleus |!| |!| |!|
A kindergarten teacher could informally assess a students phonemic
|!| |!| |!| |!| |!| |!| |!| |!| |!|
awareness by asking the student to- - correct answer✔✔Identify the sound
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
he/she hears at the beginning, middle, or end of a spoken word ("What
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
sound do you hear at the end of "step"
|!| |!| |!| |!| |!| |!| |!| |!|
TExES Manual, Comp004, Skill A/RD-Foundational Skills
|!| |!| |!| |!| |!|
The ability to isolate and distinguish individual sounds (the word fish starts
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
with /f/, the word Sam starts with /s/. or the word cat ends with /t/) is a
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
specific phonemic awareness skill that is correctly assessed by the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
question proposed in this option. |!| |!| |!| |!|
A third grade teacher collected the following WCPS (words correct per
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
minute) information from and English Language Learner. Each reading was
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
, taken on a text that the student had not read before. For each
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
administration, the teacher has the student "picture walk |!| |!| |!| |!| |!| |!| |!|
", or preview, the text. Then the student reads the text for one minute as
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the teacher notes errors in oral reading.
|!| |!| |!| |!| |!| |!|
Based on your knowledge of fluency, which of the following is NOT a likely
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
cause of the drop in fluency rate on Feb. 25th? - correct answer✔✔The had
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
adequate word recognition strategies.
|!| |!| |!| |!| |!|
TExES Manual, Comp008. Skill A/RD-Foundational Skills
|!| |!| |!| |!| |!|
Adequate word recognition strategies would increase fluency rate, not |!| |!| |!| |!| |!| |!| |!| |!| |!|
decrease it. In fact, the opposite is likely. If the student has deficits in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
word recognition, then fluency is hindered.
|!| |!| |!| |!| |!|
Which of the following is the most appropriate statement about the
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
interrelationship between oral language and literacy development? - |!| |!| |!| |!| |!| |!| |!| |!|
correct answer✔✔Strong listening and speaking skills provide a solid
|!| |!| |!| |!| |!| |!| |!| |!| |!|
foundation for learning how to read and write. |!| |!| |!| |!| |!| |!| |!|
TExES Manual, Comp003, Skill G/RD-Foundational Skills
|!| |!| |!| |!| |!|
Developing strong listening and speaking skills are fundamental aspects for |!| |!| |!| |!| |!| |!| |!| |!| |!|
learning how to read and write.
|!| |!| |!| |!| |!| |!|
A fourth grade teacher uses syllabication activates to promote student
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
reading proficiency. The teacher begins by reviewing the six common
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
syllable types. The teacher then teaches and models the following steps
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
for the VCCV syllable division strategy.
|!| |!| |!| |!| |!|
The teacher ten writes several more words on the board and guides
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
students' practice of the syllable division strategy. This lesson in
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
syllabication is highly related to which of the following prerequisite skills |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
for early reading proficiency? - correct answer✔✔Ability to separate words
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
into syllables |!|
TExES Manual, Comp007, Skill C/RD-Foundational Skills
|!| |!| |!| |!| |!|
The ability to hear the division of words into syllables is a prerequisite to
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
the successful use of syllabication strategies as a pronunciation strategy.
|!| |!| |!| |!| |!| |!| |!| |!| |!| |!|
