REA 406 Reading Rockets

The definition of phoneme is, "The smallest part of _________ language." a. spoken b. written c. informal d. formal

a.

Which activity could be used in activating a students' prior knowledge? a. previewing a text with your students and asking them what they already know about the topic b. telling your students the names of the author and illustrator of the story c. asking students to draw a picture of the main character in a story d. All of these

a.

How many syllables do you hear in the word submerges? a. 1 b. 2 c. 3 d. 4

c.

There are _______ sounds in the English language: a. exactly 26 b. more than 60 c. more than 40 d. exactly 52

c.

Phonological awareness is: a. a person's ability to hear sound structures of speech b. a person's ability to manipulate sound structures of speech c. a print-free skill set d. all of the above

d.

The best way to teach letter-sound relationships is to: a. use an "I do", "We do", "You do" teaching method b. provide ample practice to all students c. continue to practice one set of skills until all students achieve mastery d. all of the above

d.

The onset sound(s) is the: a. last sound in a syllable b. the vowel and any following consonant sounds at the end of a syllable c. the vowel sound in a syllable d. sounds before the vowel in a syllable

d.

A student who identifies where their difficulty occurred may be using which comprehension strategy? a. metacognition b. summarization c. flexibility d. structuring

a.

How are phonemes represented in writing to differentiate them from actual words? a. by placing the letters between slashes /b/ b. by placing the letters between asterisks *b* c. by placing the letters in parentheses (b) d. by placing the letters between percent signs %b%

a.

Metacognition is ________ a. thinking about thinking b. thinking about doing c. thinking about seeing d. none of the above

a.

Phonics instruction teaches: a. the relationship between letters and sounds in written form b. the understanding that speech is made up of individual sounds c. the awareness that print carries meaning d. none of the above

a.

Pretending to write a shopping list: a. can help a child develop print awareness b. may be bad if the child does not know the alphabet c. has no effect on learning d. none of the above

a.

Print awareness is: a. recognizing written language and understanding how it's used b. understanding that print is made with a pen or pencil c. analyzing students' printed handwriting d. none of the above

a.

The purpose of activating students' prior knowledge is to: a. enable students to draw from their own experiences b. enable students to visualize what they are reading c. enable students to focus on concepts d. all of the above

a.

Children's performance on print awareness tasks: a. cannot predict future reading achievement b. is a reliable predictor of future reading achievement c. is a way of measuring how fast they can read d. none of the above

b.

Phoneme blending is: a. easier than syllable blending b. harder than onset and rime c. easier than identifying rhyming words d. easier than phoneme addition, deletion, and substitution

b.

Phonics instruction is most effective when it begins in: a. preschool or pre-kindergarten b. kindergarten or first grade c. second or third grade d. none of the above

b.

Phonics instruction: a. is an entire reading program b. is one component of a reading program c. should be introduced in grades two and three d. none of the above

b.

Print awareness: a. develops faster in girls than in boys b. develops through child/adult interaction with various forms of print c. is present at the time of a child's birth d. none of the above

b.

Which of the following is a comprehension strategy? a. read aloud b. story map c. word identification d. all of the above

b.

Which of the following is a true statement? a. phonics involves looking at the sounds letters make in spoken words b. phonics involves looking at the relationship between letters and sounds in written form c. phonics involves looking at how print works d. phonics involves looking at the difference between consonants and vowels

b.

Which student is using mental imagery as a comprehension tool? a. Tom, who draws pictures illustsrating a story his did told him to help him sleep b. Bobby, who forms a picture in his mind of a playground when his mom reads to him from a story called Recess in First Grade c. Suzy, who tells a story about a penguin to her little sister, Ruthie d. all of these

b.

Children who begin school without print awareness: a. tend to be better readers than other students b. will never learn to read c. are at risk for reading difficulty d. none of the above

c.

Phonics instruction has an impact on a child's: a. reading ability b. writing ability c. both reading and writing ability d. neither reading nor writing ability

c.

Teaching students that the letters ph represent the /f/ sound is an example of what type of instruction? a. whole language b. vocabulary c. phonics d. all of the above

c.

Text comprehension strategies should be taught to students: a. once they have mastered "the basics" b. once they are reading at a second grade level c. once reading instruction begins d. none of the above

c.

Which of the following is NOT an example of print awareness? a. knowing that print proceeds from top to bottom on a page b. knowing that print proceeds from left to right on a page c. knowing that print is easier than cursive handwriting for most children d. knowing that print is an expression of written language

c.

Which of the following is an example of phoneme segmentation? a. a child telling his teacher that the first sound in run is /r/ b. a child sounding out an unknown word ("/b/ /e/ /s/ /t/ ... best") c. a child telling his teacher there are four sounds in truck, /t/ /r/ /u/ /ck/ d. a child telling his teacher that the last sound in cup is /p/

c.

_______ does NOT encourage developement of print awareness: a. teaching a lesson about the parts of a book (cover, title page, author, illustrator) b. using a "big book" to read a story aloud c. leading the song,Twinkle, Twinkle, Little Star d. helping a student write his name

c.

Activities that help children become aware of print include: a. being read to by adults b. playing with magnetic letters c. pretend reading d. all of the above

d.

Activities that help promote print awareness in children include: a. labeling objects in a classroom b. reading aloud to students c. pointing out punctuation marks at the end of sentences d. all of the above

d.

Children with print awareness are able to: a. count the number of words in a sentence b. distinguish between a word and a letter on a page c. recognize the logo for McDonald\'s on a billboard d. all of the above

d.

Cooperative learning __________ a. Allows students to work together b. allows students to help each other learn c. allows for effective comprehension strategy instruction d. all of the above

d.

Effective comprehension instruction requires: a. a direct explanation of strategy b. modeling of a strategy c. application of a strategy d. all of the above

d.

Effective phonics instruction may improve: a. fluency b. word recognition c. spelling d. all of the above

d.

Explicitly teaching text features helps students to: a. mentally organize new information b. find information quickly when answering questions after reading c. understand the hierarchy of information from most important to least important d. all of the above

d.

Phonemic awareness is: a. a strong predictor of future reading success b. a sub skill of phonological awareness c. a foundational reading skill d. all of the above

d.

Phonics instruction is effective for which of the following groups of children? a. learners of the English language b. children from low socioeconomic level households c. children who are struggling with comprehension d. all beginning readers

d.

The word eight has how many phonemes? a. 5 b. 4 c. 3 d. 2

d.

Which of the following is an approach used for phonics instruction? a. children learning the letters or letter combinations that represent sounds b. children using word parts or families to identify unknown words c. children learning to segment words into sounds and writing letters for these sounds d. all of the above

d.