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Assessment for Teaching Phonological Awareness
Multiple Choice
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1.
Which of the following is the best predictor of a beginning reading student´s reading achievement?
A.
previous exposure and experience with literature
B.
vocabulary knowledge
(
*
)
C.
phonological awareness
Correct! Previous exposure to literature, vocabulary knowledge, and intellectual ability can all contribute to a beginning reading student´s reading success; however, of these options, the best predictor is phonological awareness. Without an understanding that words are made up of speech sounds, students would have a difficult time understanding the alphabetic principle.
D.
intellectual ability
E.
all of the above
2.
It is easiest to start with _______________ when initially teaching students how to blend or segment words.
(
*
)
A.
compound words
Correct! Segmenting and blending sounds in words is somewhat unnatural for beginning readers, so it is easiest to begin with the largest sound units in words. The sequence from easiest to hardest sound units to blend and segment is compound words, two and three syllable words, onset-rime units, and then single words with two or three sounds.
B.
single words with 2 or 3 sounds
C.
two syllable words
D.
onset-rime units
3.
"Say It, Move It, Say It" is an activity that is used primarily for:
A.
sound analysis
B.
comparing sounds
C.
sound synthesis
(
*
)
D.
sound analysis and sound synthesis
Correct! ´Say It, Move It, Say It´ is specifically designed for both sound analysis and sound synthesis. Other types of activities are best for sound comparisons.
4.
One dimension that does not necessarily contribute to phonological difficulty is:
(
*
)
A.
number of letters
Correct! Since phonological difficulty is related to the sounds of words, letters in a word are irrelevant to the phonological difficulty. All of the other items may contribute to the phonological difficulty of a word.
B.
size of sound unit
C.
position of sound unit
D.
number of sound units
5.
A student having difficulty in reading may make this mistake in oral blending activities:
A.
not saying the word at a normal rate
B.
substituting a sound
C.
stopping between sounds
D.
omitting a sound
(
*
)
E.
all of these are possible
Correct! Research has shown that all of these errors are possible in oral blending activities. These errors are common among students who have difficulty in reading because their phonemic awareness may be weak.
6.
The terms "phonological awareness," "phonemic awareness," and "phonics" are all terms that basically mean the same thing.
A.
True
(
*
)
B.
False
Correct! Phonological awareness refers to the awareness of and ability to analyze, synthesize, and manipulate different sizes of sound units within words. Phonemic awareness is the understanding that words are composed of specific sequences of phonemes. It also is being aware of the unique characteristics of each of the phonemes. Phonics refers to the systematic way that letters or graphemes represent different phonemes in spoken words.
7.
The concept of blending should be taught before segmenting during initial instruction of these processes.
(
*
)
A.
True
Correct! The skill of segmenting is more difficult than blending.
B.
False
Beginning Word Reading
