EDLC 554
Quiz Score: 37 out of 50
Fundamentals of Literacy
Instruction
Ch. 6,7,8,9,11,15
Question 1
pts
When using dialogic reading during read-alouds, the teacher or adult reading should do all of
the following, EXCEPT:
Preview the book and prepare prompts before reading the book to children.
Ensure that the book is unfamiliar to all the children in the class.
Read the book and pause occasionally to use the prompts where appropriate.
Provide opportunities for children to repeat the elaborated or expanded response the adult
provided.
Question 2
pts
How do phonological awareness and phonemic awareness differ?
Students who struggle with language or listening skills should not be expected to master
phonological awareness.
Phonemic awareness is the only skill on the phonological awareness continuum that students
need to understand in order to learn to read.
Phonological awareness refers to an awareness of large chunks of speech; phonemic
awareness is the ability to think about and manipulate individual sounds in speech.
Phonemic awareness is initially only taught with sounds; phonological awareness is taught
with both print and sound.
Question 3
pts
Morphemic awareness is important so students:
Understand how the meanings of words can change
Know the role of prefixes and suffixes
Increase their vocabulary knowledge
All of the above
ANSWER: D
Question 4
pts
Which is not an example of a guiding principle to make a phonemic awareness activity easier or
more difficult?
The number of words in the unit and the size of spoken words
The position of the sound within a word
The level of vocabulary and morphological knowledge of the student
The complexity of the linguistic skill required
Question 5
pts
Sight words are words that:
Must be memorized by sight because they are irregular
Are read automatically
Quiz Score: 37 out of 50
Fundamentals of Literacy
Instruction
Ch. 6,7,8,9,11,15
Question 1
pts
When using dialogic reading during read-alouds, the teacher or adult reading should do all of
the following, EXCEPT:
Preview the book and prepare prompts before reading the book to children.
Ensure that the book is unfamiliar to all the children in the class.
Read the book and pause occasionally to use the prompts where appropriate.
Provide opportunities for children to repeat the elaborated or expanded response the adult
provided.
Question 2
pts
How do phonological awareness and phonemic awareness differ?
Students who struggle with language or listening skills should not be expected to master
phonological awareness.
Phonemic awareness is the only skill on the phonological awareness continuum that students
need to understand in order to learn to read.
Phonological awareness refers to an awareness of large chunks of speech; phonemic
awareness is the ability to think about and manipulate individual sounds in speech.
Phonemic awareness is initially only taught with sounds; phonological awareness is taught
with both print and sound.
Question 3
pts
Morphemic awareness is important so students:
Understand how the meanings of words can change
Know the role of prefixes and suffixes
Increase their vocabulary knowledge
All of the above
ANSWER: D
Question 4
pts
Which is not an example of a guiding principle to make a phonemic awareness activity easier or
more difficult?
The number of words in the unit and the size of spoken words
The position of the sound within a word
The level of vocabulary and morphological knowledge of the student
The complexity of the linguistic skill required
Question 5
pts
Sight words are words that:
Must be memorized by sight because they are irregular
Are read automatically
