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OAE 090 - Practice Questions with Correct Answers
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OAE 090 - Practice Questions with Correct AnswersA fourth-grade student reads on grade level and consistently scores very high on spelling tests
that are part of weekly word study activities. However, the student often misspells the same
words, and other familiar words, in everyday writings. The following table shows examples of
typical errors the student makes on class writing assignments and in informal notes to friends.
Target Word Student Spelling
girl gril
instead intead
decided decideded
independent indepednent
interrupted interruted
The student's overall spelling performance suggests that the student most likely has a
weakness in which of the following foundational skills?
A. detecting syllable boundaries in words
B. sounding out and blending letter sounds
to make words
C. discriminating between a word's root
,morpheme and affixes
D. segmenting and sequencing phonemes
in words - ANSWER D. An analysis of the "typical" spelling errors from the student's everyday
writing reveals that the student transposes letters in two words (ir in girl, the second nd in
independent), omits letters in two words (s in instead, p in interrupted), and repeats letters in
one word (ed in decided). These types of errors, coupled with the information that the student
performs very well on formal spelling assessments of the same words, suggests that the
student over-relies on memorization for spelling. Thus, when spelling words in everyday
contexts, the student may not pay attention to the sounds and sound sequences of words, or
perhaps the student's phonemic segmentation skills are not automatic. Neither the structure
of the sample words nor the examples of the student's spelling errors provide evidence that
the student has difficulties with detecting syllable boundaries
A preschool child picks up an unfamiliar book, opens it to the end, points to the text, and begins
to "pretend read" the story. These behaviors suggest that the child most likely:
A. has well-developed book-handling skills.
B. knows where individual words begin and end.
C. has developed an understanding that print carries meaning.
D. understands the concept of print directionality - ANSWER C. The child's behavior, "pretend
reading" when pointing to the text or printed portion of a page in a book, indicates an
understanding that printed text represents meaningful language.
A preschool child draws a stick figure and makes some unintelligible scribbles
around it. When she shows it to her teacher, she points to the scribbles and says, "This says 'I
love mommy.'" This behavior suggests that the child most likely:
A. is ready to learn the concept of letter sound correspondence.
B. is beginning to develop awareness that words are made of distinct phonemes.
C. has a basic understanding of the alphabetic principle.
D. has grasped the idea that the function of print is distinct from that of pictures. - ANSWER D.
By pointing to the letter-like scribbles when reporting to the teacher what the page "says"—the
verbal message encoded on the page—the child distinguishes between print and other graphic
material. This suggests that the child understands that the function of print is to encode an
utterance that can be decoded as meaningful speech
,At the end of each school day, a preschool teacher encourages the children to talk about
the day's events. As the children describe each event, the teacher writes it on large block
paper. Afterward, the teacher reads the list back to the class. This activity would contribute
to the children's literacy development primarily by promoting their:
A. basic understanding of the alphabetic principle.
B. awareness that speech can be represented by writing.
C. basic understanding of word boundaries.
D. awareness of the relationship between syllables and the spoken word. - ANSWER B. In the
activity described, the teacher demonstrates to preschool children that their spoken utterances
can be recorded verbatim in writing and that this written record can later be decoded in spoken
form
A kindergarten teacher hangs labels on key objects in the classroom, puts up posters that
include words and captions, and always has a big book on display for the children's use.
This kind of classroom environment is most likely to help promote children's:
A. recognition that words are composed of separate sounds.
B. recognition of high-frequency sight words.
C. development of automaticity in word recognition.
D. development of an awareness of print. - ANSWER D. Print awareness encompasses a
developing understanding of print concepts and the writing system, an understanding of
relationships between oral language and print, and familiarity with ways that literate adults
interact with and make use of printed materials and writing. The classroom described includes
several elements that can be effectively used to promote print awareness at the kindergarten
level. The presence of printed labels, posters, and big books provides exposure to print and
the teacher can use these materials to model print functions. Big books can be used effectively
as part of explicit instruction in print concepts and book-handling skills.
A preschool teacher is reading a story to his class. As he reads, he holds the book so
the children can see the words and pictures while his finger follows
the line of print. This activity would contribute to the children's reading
development primarily by:
, A. promoting their development of letter recognition skills.
B. helping them recognize phonemes that occur frequently in print.
C. developing their awareness of left-to right directionality.
D. promoting their understanding of letter-sound correspondence. - ANSWER C. By following
the line of print with his finger while reading, the teacher provides students with a visual
demonstration that print is read from left to right.
Pointing out the title, beginning, middle, and end of a book to a group of preschool children
before reading the book aloud to them contributes to their reading development primarily by
promoting their:
A. understanding of text directionality.
B. development of book-handling skills.
C. understanding of the concept of schema.
D. development of literal comprehension strategies. - ANSWER B. The instruction the teacher
provides before reading aloud, in conjunction with how the teacher holds and proceeds
through the book during reading, helps beginning readers learn how to hold a book with the
front cover facing up and the spine on the left, and then how to move through the pages
from front to back.
Which of the following strategies would be most effective in promoting kindergarten children's
ability to recognize and name letters of the alphabet?
A. The teacher says the name of a letter while the children each trace its shape on a
cutout letter.
B. The teacher posts the entire alphabet around the room in several different
formats.
C. The teacher reads aloud to the children from books that contain mostly words that
follow regular phonics patterns.
D. The teacher emphasizes the initial sounds of words when reading to the
children. - ANSWER A. Letter naming entails an ability both to distinguish between letters and to
associate particular letter shapes with their names. The activity described in A simultaneously
activates visual, auditory, kinesthetic, and tactile sensory pathways in learning
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