1. Even after first grade, skills such as phoneme segmentation and blending of
single-syllable words without consonant blends are good predictors of reading ability.
o true
o false
2. Students’ ability to acquire phonemic awareness is not dependent on which of
the following factors?
o a. ge...
1.Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability.
o true
o false
2.Students’ ability to acquire phonemic awareness is not dependent on which of the following factors?
o a. general language development and listening abilities
o b. word comprehension
o c. familiarity with vocabulary used in tasks
o d. the amount of practice received
3.Which of these tasks could a student at the early phonological awareness level perform? Select all that apply.
o a. determining whether cat and kiss begin with the same sound
o b. segmenting and tapping the phonemes in the word slap
o c. clapping and counting the syllables in the word pencil
o d. saying the word marker, then deleting the last syllable and saying it again, mark
4.Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply.
o a. saying the word flame, then deleting the phoneme /l/ and saying the word without it
o b. saying the compound word rainbow, then deleting the first part and saying the new word
o c. determining which sound should be changed to make the word stream into scream
o d. segmenting and tapping the phonemes in the word beak
5.Which of these advanced phonemic awareness skills do children typically develop
last?
o a. the ability to delete the final sound from a word
o b. the ability to substitute sounds within words of 5–6 phonemes
o c. the ability to reverse the first and final sounds in a word
o d. the ability to delete the initial sound from a word that begins with a blend
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