Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s)
a student who listens to the words sing, ring, fling, and hang and can identify that hang is different
a student who, after hearing the word hat, can orally identify that it ends with the sound /t/
a student who listens to the word Massachusetts and can determine that it contains four syllables

As students begin to read, the ability to blend phonemes orally contributes to their reading development primarily because it helps students:

recognize and understand sight words in a text.
use knowledge of letter-sound correspondence to decode words.
guess the meaning of unfamiliar words from their context.
divide written words into onsets and rimes.

The ability to divide words containing major phonograms into onsets and rimes would best help a first-grade reader decode which of the following words?

itch
girl
learn
stick

Which of the following first-grade students has attained the highest level of phonemic awareness?

a student who, after hearing the word hot and the sound /ĭ/, can substitute /ŏ/ for /ĭ/ to make the word hit
a student who can orally segment the word wonderful into won-der-ful
a student who, after hearing the words fish and fun, can identify that they both begin with the same phoneme, /f/
a student who can orally segment the word train into its onset and rime

Which of the following oral language activities would best promote the phonological processing skills of a student who is an English Language Learner?

Read aloud in English and ask the student to guess the meaning of unfamiliar words.
Identify phonemes that are used in spoken English but not in the student’s primary language.
Help identify words that sound the same in English and in the student’s primary language.
Give feedback immediately after the student makes pronunciation errors in spoken English.

Which of the following strategies would be most effective in promoting kindergarten children’s ability to recognize and name letters of the alphabet?

The teacher says the name of a letter while the children each trace its shape on a cutout letter.
The teacher posts the entire alphabet around the room in several different formats.
The teacher reads aloud to the children from books that contain mostly words that follow regular phonics patterns.
The teacher emphasizes the initial sounds of words when reading to the children.

A preschool teacher shows a group of children pictures of everyday objects. Below each picture is printed the letter of the alphabet that corresponds to the word’s initial sound. As the teacher points to each picture, she names the object, and then she points to the letter underneath it and says the sound it makes. The teacher invites the children to repeat the sound with her. This activity is likely to contribute to the children’s reading development primarily by:

illustrating the concept of word boundaries.
focusing on auditory discrimination skills.
introducing the concept of onset and rime.
demonstrating that phonemes are represented by letters.

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:

has well-developed book-handling skills.
knows where individual words begin and end.
has developed an understanding that print carries meaning.
understands the concept of print directionality.

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:

basic understanding of the alphabetic principle.
awareness that speech can be represented by writing.
basic understanding of word boundaries.
awareness of the relationship between syllables and the spoken word.

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:

recognition that words are composed of separate sounds.
recognition of high-frequency sight words.
development of automaticity in word recognition.
development of an awareness of print.