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Reading Instruction: Mastering Phonemic Awareness, Phonics, and Vocabulary, Exams of Advanced Education

Ivy Tech Community College - BloomingtonAdvanced Education

A comprehensive overview of key concepts in reading instruction, including phonemic awareness, phonics, and vocabulary development. It outlines the importance of these skills for reading success and offers practical strategies for teaching them. The document also explores different approaches to phonics instruction and the role of vocabulary in reading comprehension.

Typology: Exams

2024/2025

Available from 03/07/2025

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Kpeeri Exam Verified Questions and Correct Answers Latest
2025/2026 Update Graded A+
Phonics based approach
-CORRECT ANSWER
✔️
-direct, no guessing
-learning letter sounds and decoding words
-need to know letter codes/rules
-controlled text- decodable
-includes phonemic awareness, phonics, fluency, vocabulary, and
comprehension
Whole language based approach -CORRECT ANSWER
✔️
-learn whole
words
and use context clues to figure them out
-guess, make inferences, emphasize meaning
-authentic text
National Reading Panel Report -CORRECT ANSWER
✔️
-5 domains for
effective reading instruction: phonemic awareness, phonics,
fluency, vocabulary, and comprehension
Print awareness is -CORRECT ANSWER
✔️
recognizing written language
and understanding how it's used
-knowing that print proceeds from top to bottom on a page and
from left to right on a page, and print is an expression of written
language
-does not have anything to do with handwriting
Children with print awareness are able to -CORRECT ANSWER
✔️
-count
the
number of words in a sentence
-distinguish btw a word and a letter on a page
-recognize the logo for McDonalds on a billboard (logo represents
pf3
pf4
pf5
pf8
pf9
pfa
pfd
pfe
pff
pf12
pf13
pf14
pf15
pf16
pf17
pf18
pf19
pf1a
pf1b
pf1c
pf1d

Partial preview of the text

Download Reading Instruction: Mastering Phonemic Awareness, Phonics, and Vocabulary and more Exams Advanced Education in PDF only on Docsity!

Kpeeri Exam Verified Questions and Correct Answers Latest

2025 /2026 Update Graded A+

Phonics based approach - CORRECT ANSWER ✔️ -direct, no guessing

  • learning letter sounds and decoding words
  • need to know letter codes/rules
  • controlled text- decodable
  • includes phonemic awareness, phonics, fluency, vocabulary, and comprehension Whole language based approach - CORRECT ANSWER ✔️ -learn whole words and use context clues to figure them out
  • guess, make inferences, emphasize meaning
  • authentic text National Reading Panel Report - CORRECT ANSWER ✔️ - 5 domains for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension Print awareness is - CORRECT ANSWER ✔️ recognizing written language and understanding how it's used
  • knowing that print proceeds from top to bottom on a page and from left to right on a page, and print is an expression of written language
  • does not have anything to do with handwriting Children with print awareness are able to - CORRECT ANSWER ✔️ -count the number of words in a sentence
  • distinguish btw a word and a letter on a page
  • recognize the logo for McDonalds on a billboard (logo represents

a concept) Children's performance on print awareness tasks - CORRECT ANSWER ✔️ - is a reliable predictor of future reading achievement Activities that help children become aware of print - CORRECT ANSWER ✔️

  • being read to by adults
  • playing with magnetic letters
  • pretend reading Children who begin school without print awareness - CORRECT ANSWER ✔️ - are at risk for developing reading difficulties Prefix - CORRECT ANSWER ✔️ a syllable or word that comes before a root word to change its meaning suffix - CORRECT ANSWER ✔️ an affix that is added at the end of the word Syllable - CORRECT ANSWER ✔️ -a unit of speech organized around a vowel sound
  • every syllable contains a vowel Onset - CORRECT ANSWER ✔️ initial consonant sound of a syllable
  • sounds before the vowel in a syllable Rime - CORRECT ANSWER ✔️ A Vowel and any following consonants of a syllable Phonemic awareness - CORRECT ANSWER ✔️ -a strong predictor of future reading success
  • a subskill of phonological awareness
  • a foundational reading skill Phoneme blending - CORRECT ANSWER ✔️ -easier than phoneme addition, deletion, and substitution
  • is only one component of an effective reading program
  • should be taught because it teaches a system (code) for remembering how to read words
  • ex. teaching students that the letters ph represent the /f/ sound Phonics instruction is most effective when it begins in - CORRECT ANSWER ✔️ - K or 1st grade The best way to teach letter-sound relationships is to - CORRECT ANSWER ✔️ - use an I do, We do, You do teaching method Explicit phonics instruction is effective for - CORRECT ANSWER ✔️ all beginning readers! Alphabetic principle - CORRECT ANSWER ✔️ -understanding the relationship btw written letters and spoken words- making the match Effective phonics program - CORRECT ANSWER ✔️ -includes a carefully selected set of letter-sound relationships organized into a logical sequence
  • includes a set of precise directions for teaching these relationships
  • includes lots of opportunities for children to apply learning to reading and writing
  • is systematic- teach a set of letter-sound relationships in a clearly defined sequence A teacher who is explaining how to place a set of words into categories based on their spelling patterns is engaged in - ANSWER ✔️ phonics instruction

Progression of the development of phonological awareness - ANSWER ✔️ -words

  • syllables
  • onset-rime
  • phonemes 3 cueing system - CORRECT ANSWER ✔️ -we do NOT use this
  • graphic/visual- letters, get your mouth ready to say the first word
  • structure- sentence structure
  • semantic- meaning 6 syllable types - CORRECT ANSWER ✔️ -closed (CVC- cat)
  • open (CV- go)
  • r controlled (VR- car)
  • vowel teams- scream
  • bossy e (VCe- like)
  • consonant le (Cle- uncle) Continuous letter sounds - CORRECT ANSWER ✔️ Sounds that can be stretched out and pronounced without a vowel such as /s/, /n/, /m/, /v/, /f/ Stop letter sound - CORRECT ANSWER ✔️ -sounds that cannot be stretched
  • ex. /b/, /p/, /t/ Closed syllable - CORRECT ANSWER ✔️ short vowel sound in the syllable, followed by at least one consonant: much, vet, shell, insect, publish, sunset VCe - CORRECT ANSWER ✔️ -long vowel- e makes the vowel say its name
  • analytic- visually recognize familiar patterns in words and apply it to an unknown word, use onset and rime
  • analogy- look at rime part of word to decode words, use same rime to learn unfamiliar words
  • synthetic- learn how to transform letters and letter combinations into sounds and then blend sounds to form words, decoding, what we want to use!!! Sequence for teaching phonics - CORRECT ANSWER ✔️ 1) single consonants and short vowels
  1. consonant digraphs
  2. long vowels with silent e (VCe)
  3. long vowels at the end of words or syllables
  4. Y as a vowel (fly)
  5. R controlled
  6. Silent consonants (ex. know)
  7. vowel teams
  8. variant vowels diagraphs and diphthongs Sequence for teaching syllable types - CORRECT ANSWER ✔️ 1) closed (short vowel)
  9. VCe (long vowel)
  10. open (long vowel)
  11. vowel teams (first vowel says its name)
  12. consonant le (makes syllable sound)
  13. R controlled (vowel controlled by r) Most words meanings are learned - CORRECT ANSWER ✔️ through

hearing words in context Vocabulary may be learned indirectly through - CORRECT ANSWER ✔️ listening to an adult read aloud Vocabulary instruction - CORRECT ANSWER ✔️ -teaching word roots, multiple meanings, and prefixes

  • single best predictor of how well a reader can understand text Components of effective vocabulary instruction - CORRECT ANSWER ✔️ a. Pre-teach content and vocabulary found in a text book before reading the text. b. Creating opportunities for students to hear, say, write, and read new vocabulary c. Anchor new vocabulary to existing background knowledge Beginning readers have a difficult time comprehending words that are not part of their - CORRECT ANSWER ✔️ oral vocabulary Academic vocabulary - CORRECT ANSWER ✔️ words that cross academic disciplines such as determine, illustrate, and average Word learning strategies - CORRECT ANSWER ✔️ -using a dictionary
  • looking at word parts
  • reading for context clues Frequent progress monitoring - CORRECT ANSWER ✔️ -students at or above grade level- monitor every 4-6 weeks
  • slightly below grade level- monitor every 2 weeks
  • significantly below grade level- monitor weekly Sequence of teaching vocabulary - CORRECT ANSWER ✔️ 1) high frequency before low frequency
  • sight recognition
  • phonological awareness Fluent readers read text - CORRECT ANSWER ✔️ -accurately, quickly, and with expression Fluency rate when reading fiction and non-fiction - CORRECT ANSWER ✔️ is sometimes different (can change based on style of reading) Fluent readers are able to , , , as they read - ANSWER ✔️ -connect ideas
  • focus on meaning
  • recognize words Instructional strategy most effective for increasing fluency - ANSWER ✔️ -students re-reading a passage aloud while receiving guidance Students who are likely to need fluency support: - CORRECT ANSWER ✔️ - have a limited vocab and limited background knowledge
  • have processing speed or attention challenges
  • are receiving reading intervention in other areas Round robin reading does not increase fluency because - ANSWER ✔️ -passages assigned to students to read are only read once
  • students only read small amounts of text
  • teachers do not give feedback Choral reading - CORRECT ANSWER ✔️ -two or more individuals reading aloud from the same text in unison to enhance oral reading fluency
  • better approach to round robin reading A book is considered to be at the instructional level if it can be read with - CORRECT ANSWER ✔️ -more than 90% accuracy What level is considered frustration? - CORRECT ANSWER ✔️ -below 90% What level is considered independent? - CORRECT ANSWER ✔️ 98% and above A student who identifies where their difficulty occurred may be using which comprehension strategy? - CORRECT ANSWER ✔️ metacognition Explicitly teaching text features helps students to - CORRECT ANSWER ✔️ - find info quickly whenCORRECT ANSWER ✔️ ing questions after reading
  • mentally organize new information
  • understand the hierarchy of info from most to least important Text comprehension strategies should be taught to students - ANSWER ✔️ once reading instruction begins The purpose of activating students prior knowledge is to - ANSWER ✔️ enable students to draw from their own experiences Effective comprehension instruction requires - CORRECT ANSWER ✔️ -a direct explanation of the strategy
  • modeling of the strategy
  • application of the strategy
  • 7 categories of text comprehension instruction: comprehension monitoring, cooperative learning, use of graphic and semantic organizers, questionCORRECT ANSWER ✔️ ing, question generation, story structure, summarization

Phonetic stage of writing - CORRECT ANSWER ✔️ -recognize all letters of the alphabet and the corresponding sounds for each

  • encodes initial and final consonant sounds but does not include vowel sounds The balanced approach - CORRECT ANSWER ✔️ -not a research supported compromise between code/phonics and whole language/language-experience (meaning) approaches Chall's stages of reading development: Stage 0 - CORRECT ANSWER ✔️ - Prereading/Emergent literacy
  • birth to grade 1
  • oral language development
  • child is learning functions of written language, alphabet, phonemic awareness
  • pseudoreading, invented spelling Chall's stages of reading development: Stage 1 - CORRECT ANSWER ✔️ - Initial reading/Decoding
  • beginning in grade 1
  • letters represent sounds
  • sound-spelling relationships
  • teacher directed reading instruction, phonics instruction Chall's stages of reading development: Stage 2 - CORRECT ANSWER ✔️ - confirmation and fluency
  • end of grade 1 to end of grade 3
  • automatic word recognition, use of context
  • decoding skills
  • fluency
  • reading narratives, generally about known topics Chall's stages of reading development: Stage 3 - CORRECT ANSWER ✔️ - Reading for learning "the New" (single viewpoint)
  • grades 4 to 8
  • how to learn from text, vocabulary knowledge, strategies
  • reading and studying content area materials
  • expand vocabularies
  • build background and world knowledge
  • develop strategic habits Chall's stages of reading development: Stage 4 - CORRECT ANSWER ✔️ - Multiple viewpoints
  • high school and early college
  • analyze texts critically- discourse synthesis, report writing
  • understand multiple points of view Chall's stages of reading development: Stage 5 - CORRECT ANSWER ✔️ - construction and reconstruction/a worldview
  • late college and graduate school
  • construct understanding based on analysis and synthesis
  • develop a well-rounded view of the world
  • learning what not to read as well as what to read Indicators of dyslexia - CORRECT ANSWER ✔️ -difficulty reading single words
  • difficulty decoding nonsense or unfamiliar words
  • reading comprehension is stronger than decoding individual

can produce a limited number of words, phrases, and simple sentences

  • Speech emergence- students have better comprehension and produce simple sentences, make common pronunciation errors
  • Intermediate fluency- students demonstrate increased levels of accuracy and correctness and are able to express thoughts and feelings
  • Advanced fluency- students produce language utilizing varied grammatical structures and vocabulary, comparable to native speakers of the same age Processor model - CORRECT ANSWER ✔️ -context processor-->meaning processor-->phonological processor and orthographic processor
  • Phonological processor<---phonics---> orthographic processor Components of language - CORRECT ANSWER ✔️ -Phonology- speech sounds, discriminate speech sounds, articulate speech sounds
  • Orthography- spelling patterns, discriminate spelling patterns
  • Morphology- units of meaning in words, understand the grammatical structure of words, use correct morphological units in speaking and writing
  • Syntax- phrase and sentence structure, understand the organization of phrases and sentences, use of appropriate grammar in phrases and sentences
  • semantics-phrase and sentence meaning, understanding word, phrase and sentence meanings and relationships, use of word meaning and relationships to create text meaning
  • pragmatics- word choice and use in context, understand

contextual language cues, use language in context PA: Word level - CORRECT ANSWER ✔️ -sentence segmentation

  • blending (given smaller words, student blends them together to form a compound word)
  • segmentation (given a compound word, student breaks the word into the two smaller words)
  • deletion (given a compound word, student deletes one of the smaller words) PA: Syllable level - CORRECT ANSWER ✔️ -blending (given a word broken into syllables, student blends the word part together)
  • segmentation (given a whole word, student breaks the word into syllables)
  • deletion (given a whole word, student deletes one of the syllables) PA: Onset-rime level - CORRECT ANSWER ✔️ -recognize rhyme
  • generate rhyme
  • categorization (given a set of three or four words, student finds the word that does not rhyme)
  • blending (given a word broken into onset and rime student blends the sounds to create the whole word)
  • segmentation (break word into onset and rime) PA: Phoneme level - CORRECT ANSWER ✔️ -isolation
  • identity (identify common sound in a set of words)
  • categorization
  • blending

name and shape largely arbitrary. Students must memorize handwriting practice helps.

  • letter names- relationship btw names and sounds is NOT arbitrary in English. They are iconic- most letter names contain the sound the letter represents.
  • learn letter name-->letter shape-->letter sound Learning letter shapes - CORRECT ANSWER ✔️ -uppercase usually learned first but they see lowercase more frequently than upper case
  • lowercase letters that are visually similar to the uppercase letter are usually learned first Learning letter names - CORRECT ANSWER ✔️ -students most likely to confuse letters that have similar shapes and similar names (B-D, B-P, M-N)
  • students usually learn letter sounds whose name contains its sound- particularly if the sound is at the beginning of the name (b, d, j) rather than at the end (f, l, m, r)
  • students have the most difficulty learning those letter names for which the sound is not the name at all (h, w) Dipthongs - CORRECT ANSWER ✔️ -single vowel phoneme (sound), represented by two letters, resembling a glide from one sound to another
  • oi, oy, ou, ow
  • vowel- single vowel phoneme, represented by two letters, glide
  • consonant- two or more consonants that blend together when sounded to form a consonant blend (bl, cl, fl, dr, sk) Digraphs - CORRECT ANSWER ✔️ -vowel digraph- vowel team, a two letter

vowel grapheme that represents one sound (ai in RAIN)

  • consonant digraph- two consonant letters that represent a single phoneme (ch, th, sh, wh, ng) Automatic word recognition - CORRECT ANSWER ✔️ -is the goal of phonics instruction
  • without it word recognition, fluency and comprehension will suffer How to make instruction more explicit or systematic - CORRECT ANSWER ✔️ - more modeling with clearer and more detailed explanations
  • more concrete learning with pictures, graphics, manipulatives, or think alouds
  • tasks broken down into smaller steps
  • instruction broken down into simpler segments
  • step by step strategies
  • temporary support- gradually reduced over time Multisyllabic word reading - CORRECT ANSWER ✔️ -explicit instruction in recognizing syllables and morphemes gives students additional strategies for reading longer words
  • teach syllabication, affixes (prefixes & suffixes) and phonograms
  • begin instruction after students have mastered decoding of single-syllable words Syllabication - CORRECT ANSWER ✔️ -division of a multisyllabic word into separate syllables with each syllable containing one vowel sound
  • 3 approaches to teaching syllabication: using syllable types and division principles, identifying affixes or word parts, using flexible syllabication strategies