Foundations of Reading (190) Practice Test || with 100%
Errorless Solutions.
As students begin to read, the ability to blend phonemes orally contributes to their reading
development primarily because it prepares students to:
A: recognize high-frequency words in a text automatically
B: combine letter-sounds to decode words
C: guess the meaning of the unfamiliar words from their context
D: divide written words into onsets and rime correct answers Correct Response: B. Phonemic
blending is the ability to combine a sequence of speech
sounds (phonemes) together to form a word. Beginning readers use their skill in phonemic
blending and their knowledge of letter-sound correspondences to sound out and blend the
sounds of simple printed words. A, C, and D are incorrect because they describe literacy skills
that are unrelated to phonemic blending.
A teacher is selecting words to use to assess students' ability to segment the individual phonemes
in spoken words. Which of the following words would require the highest level of skill with
regard to orally segmenting phonemes?
A. stamp
B. catch
C. fudge
D. chase correct answers Correct Response: A. Option A is correct because the word stamp is
more challenging to
segment than the words catch, fudge, and chase. The word stamp contains five phonemes,
including blends in both syllable-initial and syllable-final positions. In particular, the two
phonemes
/m/ and /p/ in the final nasal blend -mp can be challenging for students to perceive and segment.
Options B, C, and D are incorrect because, while the words may have complex spelling patterns,
they each contain only three individual phonemes and no consonant blends: The word catch (B)
contains the phonemes /k/, /ă/, and /ch/; fudge (C) contains the phonemes /f/, /ŭ/, and /j/; and
chase (D) contains the phonemes /ch/, /ā/, and /s/.
Which of the following tasks requires the most advanced level of skill along the phonological
awareness continuum?
A. orally segmenting the phonemes in the word chimp and then substituting /ŏ/ for /ĭ/ to
make a new word, chomp
B. orally segmenting the word wonderful into won/der/ful and then tapping the number of
syllables in the word
C. listening to the words place and pluck and then orally segmenting each word into its
onset and rime
D. listening to the words fiddle and fresh and then determining that both words begin with
,the same phoneme, /f/ correct answers Correct Response: A. Phonological and phonemic
awareness skills develop along a continuum
from basic to more complex skills. Phonemic awareness is a more advanced type of phonological
awareness that involves the ability to distinguish and manipulate the individual phonemes in
spoken words. Segmenting all the phonemes in a four-phoneme word (chimp) and then
substituting the phoneme /ŏ/ for /ĭ/ to make a new word (chomp) are both tasks that involve
complex skills at the higher end of the phonological awareness continuum. B, C, and D are
incorrect because segmenting words into syllables and then counting the syllables (B),
segmenting words into their onset and rime (C), and recognizing alliterative words—words that
begin with the same phoneme (D)—are less complex skills that children develop earlier along
the
phonological awareness continuum.
A kindergarten teacher engages a small group of children in the following Say It and Move
It activity.
• The teacher says a two-phoneme word slowly (e.g., ape, bee, day, eat, go,
she, toe).
• The children slowly repeat the word.
• The children move a plain wooden block as they say each phoneme, lining up the two blocks
from left to right.
Once the children demonstrate mastery of this activity, which of the following strategies
would be most appropriate for the teacher to use next to build the children's phonemic
awareness?
A. writing pairs of words on the board that differ by one phoneme (e.g., ape, cape) and
pointing out to the children that the second word contains more phonemes than the
first
B. exchanging the plain blocks for alphabet letter blocks and then helping the children do
the Say It and Move It activity with relevant letter blocks, using pairs of words that have
two and three phonemes (e.g., go, g correct answers Correct Response: D. Option D is correct
because the strategy aligns with the evidence-based
practice of increasing the complexity of an instructional task incrementally. In D, the teacher
increases the length of the spoken words in the phonemic awareness task by one phoneme. In
the initial Say It and Move It activity described, the stimuli are all words with two phonemes.
The
task described in option D adds one sound to the beginning or end of the same spoken words,
thereby increasing the number of phonemes from two to three. By using pictures in the task, the
teacher reinforces the concept that a one phoneme difference also changes the meaning of a
word. A and B are incorrect because these options not only add spoken words with three
phonemes to the original task, but they dramatically increase the task complexity by changing
the
task from oral to written and requiring the children to recognize phonics/spelling patterns such as
VCe and vowel teams. Whereas the task described in C, generating rhyming words, represents a
less complex task along the phonological awareness continuum.
Use the table below to answer the question that follows:
,Line TargetWord. Number of Speech Sounds
1 Though. 2
2. Best. 3
3. Fresh. 5
4. Scratch. 6
In which line in the table is a word accurately matched to the number of phonemes the
word contains?
A. Line 1
B. Line 2
C. Line 3
D. Line 4 correct answers Correct Response: A. Option A is correct because the word though is
made up of two speech
sounds: /th/ (spelled th) and /ō/ (spelled ough), so Line 1 of the chart is correct. B is incorrect
because the word best has four distinct speech sounds, /b/, /ĕ/, /s/, and /t/, but the number of
speech sounds appearing in Line 2 of the chart is 3. C is incorrect because the word fresh has 4
distinct speech sounds, /f/, /r/, /ĕ/, and /sh/, but the number of speech sounds appearing in Line 3
of the chart is 5. D is incorrect because the word scratch has 5 distinct speech sounds, /s/, /k/, /r/,
/ă/, and /ch/, but the number of speech sounds appearing in Line 4 of the chart is 6.
A prekindergarten teacher asks a small group of children to listen to and repeat what the teacher
says. First, the teacher says the word mop and then pronounces it as /m/ and [ŏp].Next, the
teacher says the word take and then pronounces it as /t/ and [āk]. This activity is
likely to promote the children's phonological awareness primarily by:
A. modeling how to separate the syllables in spoken words.
B. showing them how to segment words into onsets and rimes.
C. promoting their awareness of each phoneme in a spoken word.
D. teaching them how to distinguish between consonants and vowels. correct answers Correct
Response: B. In the activity described, the teacher provides direct instruction in
segmenting single-syllable words into onset and rime—that is, into the initial consonant sounds
of
the word (the onset) and the rest of the word (the rime). Promoting student mastery of onset-rime
segmentation prepares students for learning phonemic awareness skills. Option A is incorrect
because the segmenting activity described in the scenario focuses on single-syllable words, so it
would not help students segment the syllables in multisyllable spoken words. Options C and D
are
incorrect because the segmenting activity described in the scenario does not focus on recognizing
individual phonemes, so it would not promote the children's awareness of each distinct phoneme
in a word (C) or their ability to distinguish between consonant and vowel phonemes (D).
A prekindergarten teacher is reading a storybook to the class so that the children can see the
words and pictures while the teacher points to the line of print. This activity best contributes to
the children's emergent reading development primarily by:
A. promoting their development of letter-recognition skills.
, B. helping them recognize the function of spaces between words.
C. developing their awareness of left-to-right directionality.
D. promoting their understanding of letter-sound correspondence. correct answers Correct
Response: C. Option C is correct because, by following the line of print with a finger or
pointer while reading, the teacher provides students with a visual demonstration that print is read
from left to right. Options A, B, and D are incorrect because in the scenario described the teacher
does not explicitly identify letters (A), spaces between words (B), or letter-sound
correspondences
related to the text (D).
Having kindergarten children practice tracing the letters of the alphabet in sand is most
appropriate for children who need additional support in:
A. internalizing the alphabetic principle and letter-sound correspondences.
B. recognizing that print carries meaning.
C. understanding the relationship between spoken and written language.
D. developing letter-formation skills. correct answers Correct Response: D. In the activity
described, children use arm movements and highly textured
material, which heighten the children's awareness of letter shapes and the sequence of strokes
for forming letters. The activity is effective for students who are having difficulty with letter
formation because it simultaneously activates visual, kinesthetic, and tactile sensory pathways in
learning letter shapes and associating these shapes with their names. Evidence suggests that
such multisensory techniques are effective for this purpose. Options A, B, and C are incorrect
because the activity described does not address the relationship between the alphabetic writing
system of English and the sounds of spoken language (A), the function of print (B), or oral
language (C).
A kindergarten teacher encourages beginning readers to "write" their own captions beneath their
drawings. This practice is most likely to lead to which of the following outcomes?
A. The children's grasp of the alphabetic principle will be reinforced as they apply
phonetic spelling.
B. The children may become frustrated by the difficulty of the English spelling system and
lose interest in writing.
C. Because of the reciprocity between decoding and encoding, the children's reading
progress may be adversely affected by any uncorrected spelling errors.
D. The children will tend to develop automatic word-recognition skills by engaging in
spelling practice. correct answers Correct Response: A. The alphabetic principle is the
understanding that letters represent the sounds (phonemes) of spoken language and that
phonemes have a predictable, systematic relationship to letters and letter combinations. Evidence
indicates that students' understanding of the alphabetic principle is reinforced and enhanced by
having opportunities to apply their knowledge of letter-sound correspondences in both reading
and writing—the latter by using phonetic spellings. Option B is incorrect because providing
children with meaningful opportunities to write tends to be motivating rather than discouraging
for beginning readers. Option C is incorrect because, at this stage of development, children
would not be expected to spell words correctly but rather to apply their letter-sound knowledge
