FOUNDATIONS OF READING PRACTICE
TEST WITH CORRECT ANSWERS
1. wWhich wof wthe wfollowing wstudents wis wdemonstrating wthe wspecific wtype wof
wphonological wawareness wknown was wphonemic wawareness?
a. wa wstudent wwho wafter wbeing wshown wa wletter wof wthe walphabet wcan worally
widentify wits wcorresponding wsound(s)
b. wa wstudent wwho wlistens wto wthe wwords: wsting, wring, wfling, wand whang wand wcan
widentify wthat whang wis wdifferent
c. wa wstudent wwho, wafter whearing wthe wword what, wcan worally widentify wthat wit
wends wwith wthe wsound w/t/
,d. wa wstudent wwho wlistens wto wthe wword wmagazine wand wcan wdetermine wthat wit
wcontains wthree wsyllables w- wcorrect wanswers w-a wstudent wwho, wafter whearing wthe
wword what, wcan worally widentify wthat wit wends wwith wthe wsound w/t/
2. wA wkindergarten wteacher wcould wbest w
determine wif wa wchild whas wbegun wto wdevelop w
phonemic wawareness wby wasking wthe w
child wto:
A. wcount wthe wnumber wof wwords wthe wchild whears win wa wsentence was wthe
wteacher wsays wthe wsentence.
B. wsay wthe wword wcat, wthen wsay wthe wfirst w
sound wthe wchild whears win wthe wword.
C. wpoint wto wthe wcorrect wletter won wan w
alphabet wchart was wthe wteacher wnames w
specific wletters.
D. wlisten wto wthe wteacher wsay wboat wand w
coat, wthen widentify wwhether wthe wtwo w
words wrhyme. w- wcorrect wanswers w-B. wsay wthe wword wcat, wthen wsay wthe wfirst w
sound wthe wchild whears win wthe wword.
3. wAs wstudents wbegin wto wread, wthe wability wto wblend wphonemes worally
wcontributes wto wtheir wreading wdevelopment wprimarily wbecause wit whelps wstudents:
A. wrecognize wand wunderstand wsight wwords win wa wtext.
B. wuse wknowledge wof wletter-sound wcorrespondence wto wdecode wwords.
C. wguess wthe wmeaning wof wunfamiliar wwords wfrom wtheir wcontext.
D. wdivide wwritten wwords winto wonsets wand wrimes. w- wcorrect wanswers w-use
wknowledge wof wletter-sound wcorrespondence wto wdecode wwords.
A wteacher wholds wup wa wseries wof wfamiliar wobjects, wasking wstudents wto wname
weach wobject wand wisolate wthe wfinal wsound wthey whear. wThis wtype wof wactivity
wwould wbe wmost wappropriate wfor wa wstudent wwho:
A. wneeds whelp wdeveloping wphonemic wsegmentation wskills.
B. wis wperforming wbelow wgrade-level wbenchmarks win wreading wfluency.
C. wlacks wautomaticity win wword wrecognition.
D. whas wdifficulty wsounding wout wphonetically wregular wone-syllable wwords. w-
wcorrect wanswers w-needs whelp wdeveloping wphonemic wsegmentation wskills.
,5. wPhonemic wawareness wcontributes wmost wto wthe wdevelopment wof wphonics
wskills win wbeginning wreaders wby whelping wthem:
A. wrecognize wdifferent wways win wwhich wone wsound wcan wbe wrepresented win wprint.
B. wcount wthe wnumber wof wsyllables win wa wwritten wword.
C. widentify win wspoken wlanguage wseparate wsounds wthat wcan wbe wmapped wto
wletters.
D. wunderstand wthe wconcept wof wa wsilent wletter. w- wcorrect wanswers w-identify win
wspoken wlanguage wseparate wsounds wthat wcan wbe wmapped wto wletters.
6. wWhich wof wthe wfollowing wfirst-grade wstudents whas wattained wthe whighest wlevel
of wphonemic wawareness?
A. wa wstudent wwho, wafter whearing wthe wword whot wand wthe wsound w/ĭ/, wcan
wsubstitute w/ĭ/ wfor w/ŏ/ wto wmake wthe wword whit
B. wa wstudent wwho wcan worally wsegment wthe wword wwonderful winto
won-der-ful
C. wa wstudent wwho, wafter whearing wthe wwords wfish wand wfun, wcan widentify wthat
wthey wboth wbegin wwith wthe wsame wphoneme, w/f/
D. wa wstudent wwho wcan worally wsegment wthe wword wtrain winto wits wonset wand
wrime w- wcorrect wanswers w-a wstudent wwho, wafter whearing wthe wword whot wand wthe
wsound w/ĭ/, wcan wsubstitute w/ĭ/ wfor w/ŏ/ wto wmake wthe wword whit
7. wAsking wstudents wto wlisten wto wa wword w(e.g., wsame) wand wthen wtell wthe
wteacher wall wthe wsounds win wthe wword wis wan wexercise wthat wwould wbe wmost
wappropriate wfor wstudents wwho:
A. whave wa wrelatively wlow wlevel wof wphonological wawareness.
B. ware wbeginning wto wdevelop wsystematic wphonics wskills.
C. whave wa wrelatively whigh wlevel wof wphonemic wawareness.
D. ware wbeginning wto wmaster wthe walphabetic wprinciple. w- wcorrect wanswers w-have
wa wrelatively whigh wlevel wof wphonemic wawareness.
A wkindergarten wteacher wasks wa wsmall wgroup wof wstudents wto wrepeat wafter wher.
wFirst, wshe wsays wthe wword wgrape wand wthen wpronounces wit was wgr wand wape.
wNext, wshe wsays wthe
, word wtake wand wthen wpronounces wit was wtand wake. wThis wactivity wis wlikely wto
wpromote wthe wstudents' wphonemic wawareness wprimarily wby:
A. whelping wthem wrecognize wdistinct wsyllables win woral wlanguage.
B. wencouraging wthem wto wdivide wwords winto wonsets wand wrimes.
C. wteaching wthem whow wto wdistinguish wbetween wconsonants wand wvowels.
D. wpromoting wtheir wawareness wof wletter- wsound wcorrespondence. w- wcorrect
wanswers w-encouraging wthem wto wdivide wwords winto wonsets wand wrimes.
9. wA wteacher wshows wa wstudent wpictures wof wfamiliar wobjects. wAs wthe wteacher
wpoints wto wthe wfirst wpicture, wshe wasks wthe wstudent wto wname wthe wobject win wthe
wpicture. wNext, wshe wasks wthe wstudent wto wcount won whis wfingers wthe wnumber wof
wsounds whe wmakes was whe wsays wthe wword wagain. wThis wactivity wis wmost wlikely
wto wpromote wwhich wof wthe wfollowing?
A. wunderstanding wof wthe walphabetic wprinciple
B. wphonemic wawareness wskills
C. wdevelopment wof wletter-sound wcorrespondence
D. wword widentification wskills w- wcorrect wanswers w-phonemic wawareness wskills
10. wA wbeginning-level wEnglish wLanguage wLearner wcan wconsistently wblend
windividual wphonemes wto wmake wsimple wEnglish wwords wcomposed wof wtwo wor
wthree wphonemes wbut wis whaving wdifficulty wblending wthe wsounds wof wfamiliar
wsingle-syllable wwords wcomposed wof wfour wphonemes w(e.g., wclip, wtrap, wspin).
wWhich wof wthe wfollowing wquestions wwould wbe wmost wimportant wfor wthe wfirst-
grade wteacher wto wconsider wwhen waddressing wthe wneeds wof wthis wstudent?
A. wAre wthe wtarget wwords win wthe wstudent's woral wvocabulary win wEnglish?
B. wDoes wthe wstudent's wprimary wlanguage whave wconsonant wblends?
C. wCan wthe wstudent wdistinguish wbetween wshort wand wlong wvowel wsounds win
wEnglish?
D. wDo wthe wtarget wwords whave wcognates win wthe wstudent's wprimary wlanguage? w-
wcorrect wanswers w-Does wthe wstudent's wprimary wlanguage whave wconsonant
wblends?
11. wA wfourth-grade wstudent wreads won wgrade wlevel wand wconsistently wscores
wvery whigh won wspelling wtests wthat ware wpart wof wweekly wword wstudy wactivities.
TEST WITH CORRECT ANSWERS
1. wWhich wof wthe wfollowing wstudents wis wdemonstrating wthe wspecific wtype wof
wphonological wawareness wknown was wphonemic wawareness?
a. wa wstudent wwho wafter wbeing wshown wa wletter wof wthe walphabet wcan worally
widentify wits wcorresponding wsound(s)
b. wa wstudent wwho wlistens wto wthe wwords: wsting, wring, wfling, wand whang wand wcan
widentify wthat whang wis wdifferent
c. wa wstudent wwho, wafter whearing wthe wword what, wcan worally widentify wthat wit
wends wwith wthe wsound w/t/
,d. wa wstudent wwho wlistens wto wthe wword wmagazine wand wcan wdetermine wthat wit
wcontains wthree wsyllables w- wcorrect wanswers w-a wstudent wwho, wafter whearing wthe
wword what, wcan worally widentify wthat wit wends wwith wthe wsound w/t/
2. wA wkindergarten wteacher wcould wbest w
determine wif wa wchild whas wbegun wto wdevelop w
phonemic wawareness wby wasking wthe w
child wto:
A. wcount wthe wnumber wof wwords wthe wchild whears win wa wsentence was wthe
wteacher wsays wthe wsentence.
B. wsay wthe wword wcat, wthen wsay wthe wfirst w
sound wthe wchild whears win wthe wword.
C. wpoint wto wthe wcorrect wletter won wan w
alphabet wchart was wthe wteacher wnames w
specific wletters.
D. wlisten wto wthe wteacher wsay wboat wand w
coat, wthen widentify wwhether wthe wtwo w
words wrhyme. w- wcorrect wanswers w-B. wsay wthe wword wcat, wthen wsay wthe wfirst w
sound wthe wchild whears win wthe wword.
3. wAs wstudents wbegin wto wread, wthe wability wto wblend wphonemes worally
wcontributes wto wtheir wreading wdevelopment wprimarily wbecause wit whelps wstudents:
A. wrecognize wand wunderstand wsight wwords win wa wtext.
B. wuse wknowledge wof wletter-sound wcorrespondence wto wdecode wwords.
C. wguess wthe wmeaning wof wunfamiliar wwords wfrom wtheir wcontext.
D. wdivide wwritten wwords winto wonsets wand wrimes. w- wcorrect wanswers w-use
wknowledge wof wletter-sound wcorrespondence wto wdecode wwords.
A wteacher wholds wup wa wseries wof wfamiliar wobjects, wasking wstudents wto wname
weach wobject wand wisolate wthe wfinal wsound wthey whear. wThis wtype wof wactivity
wwould wbe wmost wappropriate wfor wa wstudent wwho:
A. wneeds whelp wdeveloping wphonemic wsegmentation wskills.
B. wis wperforming wbelow wgrade-level wbenchmarks win wreading wfluency.
C. wlacks wautomaticity win wword wrecognition.
D. whas wdifficulty wsounding wout wphonetically wregular wone-syllable wwords. w-
wcorrect wanswers w-needs whelp wdeveloping wphonemic wsegmentation wskills.
,5. wPhonemic wawareness wcontributes wmost wto wthe wdevelopment wof wphonics
wskills win wbeginning wreaders wby whelping wthem:
A. wrecognize wdifferent wways win wwhich wone wsound wcan wbe wrepresented win wprint.
B. wcount wthe wnumber wof wsyllables win wa wwritten wword.
C. widentify win wspoken wlanguage wseparate wsounds wthat wcan wbe wmapped wto
wletters.
D. wunderstand wthe wconcept wof wa wsilent wletter. w- wcorrect wanswers w-identify win
wspoken wlanguage wseparate wsounds wthat wcan wbe wmapped wto wletters.
6. wWhich wof wthe wfollowing wfirst-grade wstudents whas wattained wthe whighest wlevel
of wphonemic wawareness?
A. wa wstudent wwho, wafter whearing wthe wword whot wand wthe wsound w/ĭ/, wcan
wsubstitute w/ĭ/ wfor w/ŏ/ wto wmake wthe wword whit
B. wa wstudent wwho wcan worally wsegment wthe wword wwonderful winto
won-der-ful
C. wa wstudent wwho, wafter whearing wthe wwords wfish wand wfun, wcan widentify wthat
wthey wboth wbegin wwith wthe wsame wphoneme, w/f/
D. wa wstudent wwho wcan worally wsegment wthe wword wtrain winto wits wonset wand
wrime w- wcorrect wanswers w-a wstudent wwho, wafter whearing wthe wword whot wand wthe
wsound w/ĭ/, wcan wsubstitute w/ĭ/ wfor w/ŏ/ wto wmake wthe wword whit
7. wAsking wstudents wto wlisten wto wa wword w(e.g., wsame) wand wthen wtell wthe
wteacher wall wthe wsounds win wthe wword wis wan wexercise wthat wwould wbe wmost
wappropriate wfor wstudents wwho:
A. whave wa wrelatively wlow wlevel wof wphonological wawareness.
B. ware wbeginning wto wdevelop wsystematic wphonics wskills.
C. whave wa wrelatively whigh wlevel wof wphonemic wawareness.
D. ware wbeginning wto wmaster wthe walphabetic wprinciple. w- wcorrect wanswers w-have
wa wrelatively whigh wlevel wof wphonemic wawareness.
A wkindergarten wteacher wasks wa wsmall wgroup wof wstudents wto wrepeat wafter wher.
wFirst, wshe wsays wthe wword wgrape wand wthen wpronounces wit was wgr wand wape.
wNext, wshe wsays wthe
, word wtake wand wthen wpronounces wit was wtand wake. wThis wactivity wis wlikely wto
wpromote wthe wstudents' wphonemic wawareness wprimarily wby:
A. whelping wthem wrecognize wdistinct wsyllables win woral wlanguage.
B. wencouraging wthem wto wdivide wwords winto wonsets wand wrimes.
C. wteaching wthem whow wto wdistinguish wbetween wconsonants wand wvowels.
D. wpromoting wtheir wawareness wof wletter- wsound wcorrespondence. w- wcorrect
wanswers w-encouraging wthem wto wdivide wwords winto wonsets wand wrimes.
9. wA wteacher wshows wa wstudent wpictures wof wfamiliar wobjects. wAs wthe wteacher
wpoints wto wthe wfirst wpicture, wshe wasks wthe wstudent wto wname wthe wobject win wthe
wpicture. wNext, wshe wasks wthe wstudent wto wcount won whis wfingers wthe wnumber wof
wsounds whe wmakes was whe wsays wthe wword wagain. wThis wactivity wis wmost wlikely
wto wpromote wwhich wof wthe wfollowing?
A. wunderstanding wof wthe walphabetic wprinciple
B. wphonemic wawareness wskills
C. wdevelopment wof wletter-sound wcorrespondence
D. wword widentification wskills w- wcorrect wanswers w-phonemic wawareness wskills
10. wA wbeginning-level wEnglish wLanguage wLearner wcan wconsistently wblend
windividual wphonemes wto wmake wsimple wEnglish wwords wcomposed wof wtwo wor
wthree wphonemes wbut wis whaving wdifficulty wblending wthe wsounds wof wfamiliar
wsingle-syllable wwords wcomposed wof wfour wphonemes w(e.g., wclip, wtrap, wspin).
wWhich wof wthe wfollowing wquestions wwould wbe wmost wimportant wfor wthe wfirst-
grade wteacher wto wconsider wwhen waddressing wthe wneeds wof wthis wstudent?
A. wAre wthe wtarget wwords win wthe wstudent's woral wvocabulary win wEnglish?
B. wDoes wthe wstudent's wprimary wlanguage whave wconsonant wblends?
C. wCan wthe wstudent wdistinguish wbetween wshort wand wlong wvowel wsounds win
wEnglish?
D. wDo wthe wtarget wwords whave wcognates win wthe wstudent's wprimary wlanguage? w-
wcorrect wanswers w-Does wthe wstudent's wprimary wlanguage whave wconsonant
wblends?
11. wA wfourth-grade wstudent wreads won wgrade wlevel wand wconsistently wscores
wvery whigh won wspelling wtests wthat ware wpart wof wweekly wword wstudy wactivities.
