NYSTCE CST Multisubject Part 1 Exam
2026 Questions and Answers 100% Pass
Guaranteed
Phonics - Correct answer-A method of teaching students to read by correlating
sounds with letters or groups of letters in an alphabetic writing system. Children
are taught, for example, that the letter n represents the sound /n/, and that it is the
first letter in words such as nose, nice and new.
Phonological Processing - Correct answer-The use of phonemes to process spoken
and written language. The broad category of phonological processing includes
phonological awareness, phonological working memory, and phonological
retrieval.
Phonological Awareness - Correct answer-Awareness of the sound structure of a
language and the ability to consciously analyze and manipulate this structure via a
range of tasks, such as speech sound segmentation and blending at the word, onset-
rime, syllable, and phonemic levels.
Development of Phonological Awareness - Correct answer-1. Word awareness
©COPYRIGHT 2025, ALL RIGHTS RESERVE 1
,2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness - Correct answer-Tracking the words in sentences. Knowledge
that words have meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play - Correct answer-
Enjoying and reciting learned rhyming words or alliterative phrases in familiar
storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names
rhyme.
(Flashcards can be used in sorting and classifying activities.)
©COPYRIGHT 2025, ALL RIGHTS RESERVE 2
,3. Syllable awareness - Correct answer-Counting, tapping, blending, or segmenting
a word into syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of
syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation - Correct answer-Onset is the initial consonant in a
one-syllable word. Rime includes the remaining sounds, including the vowel and
any sounds that follow. The ability to produce a rhyming word depends on
understanding that rhyming words have the same rime. Recognizing a rhyme is
much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness - Correct answer-This is the student's awareness of the
smallest units of sound in a word. It also refers to a student's ability to segment,
blend, and manipulate these units.
©COPYRIGHT 2025, ALL RIGHTS RESERVE 3
, - Identify and match the initial sounds in words, then the final and middle sounds
(e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g.,
"What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel
sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five-
sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and
say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say
smoke without the /m/").
©COPYRIGHT 2025, ALL RIGHTS RESERVE 4
2026 Questions and Answers 100% Pass
Guaranteed
Phonics - Correct answer-A method of teaching students to read by correlating
sounds with letters or groups of letters in an alphabetic writing system. Children
are taught, for example, that the letter n represents the sound /n/, and that it is the
first letter in words such as nose, nice and new.
Phonological Processing - Correct answer-The use of phonemes to process spoken
and written language. The broad category of phonological processing includes
phonological awareness, phonological working memory, and phonological
retrieval.
Phonological Awareness - Correct answer-Awareness of the sound structure of a
language and the ability to consciously analyze and manipulate this structure via a
range of tasks, such as speech sound segmentation and blending at the word, onset-
rime, syllable, and phonemic levels.
Development of Phonological Awareness - Correct answer-1. Word awareness
©COPYRIGHT 2025, ALL RIGHTS RESERVE 1
,2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness - Correct answer-Tracking the words in sentences. Knowledge
that words have meaning. (less important to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play - Correct answer-
Enjoying and reciting learned rhyming words or alliterative phrases in familiar
storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names
rhyme.
(Flashcards can be used in sorting and classifying activities.)
©COPYRIGHT 2025, ALL RIGHTS RESERVE 2
,3. Syllable awareness - Correct answer-Counting, tapping, blending, or segmenting
a word into syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of
syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation - Correct answer-Onset is the initial consonant in a
one-syllable word. Rime includes the remaining sounds, including the vowel and
any sounds that follow. The ability to produce a rhyming word depends on
understanding that rhyming words have the same rime. Recognizing a rhyme is
much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness - Correct answer-This is the student's awareness of the
smallest units of sound in a word. It also refers to a student's ability to segment,
blend, and manipulate these units.
©COPYRIGHT 2025, ALL RIGHTS RESERVE 3
, - Identify and match the initial sounds in words, then the final and middle sounds
(e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g.,
"What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel
sound in rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five-
sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and
say the sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say
smoke without the /m/").
©COPYRIGHT 2025, ALL RIGHTS RESERVE 4
