Which of the following strategies would be most effective in promoting second
graders' decoding of multisyllable words?
A. giving students opportunities to read literature that offers repeated exposure to predictable
text
B. prompting students to sound out the individual phonemes that compose multisyllable words
C. encouraging students to compare the parts of new multisyllable words with known
single-syllable words
D. reinforcing students' recognition of high-frequency multisyllable words using drills and
flashcards - ANSWER C. encouraging students to compare the parts of new multisyllable words
with known single-syllable words
According to basic principles of research- based, systematic phonics instruction, which of the
following common English letter combinations would be most appropriate for a first-grade
teacher to introduce first?
,A. ir
B. kn
C. th
D. oi - ANSWER C. th
A second-grade teacher administers spelling inventories periodically to
help assess students' phonics knowledge. The following shows one student's performance on
a spelling inventory
at the beginning of the school year and again several months later.
set -- set
ster -- star
driv -- drive
pech -- peche
tarn -- turn
joyn -- joyn
The student's performance on the second administration of the spelling inventory indicates that
the student made the most improvement in which of the following areas?
A. initial and final consonants
B. short vowels and diphthongs
, C. digraphs and blends
D. long and r-controlled vowels - ANSWER D. long and r-controlled vowels
Which of the following students demonstrates variation in reading development that
would require intervention focused on explicit phonics instruction?
A. a kindergarten student who can recite the alphabet from memory but has
difficulty distinguishing individual phonemes in words
B. a first-grade student who can easily decode nonsense words but has limited comprehension
of the meaning of text
C. a second-grade student who is adept at using context clues to identify words but has
difficulty sounding out the letters in unfamiliar words
D. a third-grade student who can read most grade-level text fluently but has difficulty with
unfamiliar irregular low-frequency words - ANSWER C. a second-grade student who is adept
at using context clues to identify words but has difficulty sounding out the letters in unfamiliar
words
A student who has mastered which of the following skills along the phonological
awareness continuum is best prepared to begin explicit phonics instruction?
A. being aware that a word is made up of one or more phonemes
B. being able to separate a word's onset and rime
C. being aware that words can be divided into syllables
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