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KPEERI Study Guide #2 2025 ,
Reading Rockets Modules
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 - ANSWER-b. develops through child/adult interaction with various forms of print 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 - ANSWER-c. knowing that print is easier than cursive handwriting for most children Children's performance on print awareness tasks: a. cannot predict future reading achievement b. can be a predictor of future reading achievement c. is a way of measuring how fast they can read d. none of the above - ANSWER-b. can be a predictor of future reading achievement 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 - ANSWER-d. all of the above 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 - ANSWER-d. all of the above _______ does NOT encourage development 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 - ANSWER-c. leading the song,Twinkle, Twinkle, Little Star 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 - ANSWER-d. all of the above
Children who begin school without print awareness: a. tend to be better readers than other students b. will never learn to read c. may be at risk for reading difficulty d. none of the above - ANSWER-c. may be at risk for reading difficulty 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 - ANSWER-a. can help a child develop print awareness 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 - ANSWER-d. all of the above There are _______ sounds in the English language: a. exactly 26 b. more than 60 c. more than 40 d. exactly 52 - ANSWER-c. more than 40 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 - ANSWER-b. harder than onset and rime 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 - ANSWER-d. sounds before the vowel in a syllable The definition of phoneme is, "The smallest part of _________ language." a. spoken b. written c. informal d. formal - ANSWER-a. spoken The word eight has how many phonemes? a. 5 b. 4 c. 3 d. 2 - ANSWER-d. 2 Phonological awareness is:
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 - ANSWER-b. kindergarten or first grade 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 - ANSWER-d. all of the above Effective phonics instruction may improve: a. fluency b. word recognition c. spelling d. all of the above - ANSWER-d. all of the above 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 - ANSWER-b. is one component of a reading program 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 - ANSWER-d. all of the above 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 - ANSWER-d. all beginning readers Fluent readers read text: a. accurately b. at an appropriate rate c. with expression d. all of the above - ANSWER-d. all of the above Readers who are "fluent": a. read very quickly b. read very slowly and deliberately c. read smoothly with appropriate phrasing d. none of the above - ANSWER-c. read smoothly with appropriate phrasing Fluent readers are able to ________________ as they read: a. connect ideas
b. focus on meaning c. recognize words d. all of the above - ANSWER-d. all of the above Fluency rate when reading fiction and non-fiction _________: a. is always the same b. is sometimes different c. cannot be measured d. none of the above - ANSWER-b. is sometimes different Which instructional approach listed below, is most effective for increasing fluency? a. students taking turns reading short passages of a text aloud b. students re-reading a passage aloud while receiving guidance c. students silently reading a passage d. none of the above - ANSWER-b. students re-reading a passage aloud while receiving guidance Repeated oral readings: a. improve word recognition b. improve speed c. improve reading comprehension d. all of the above - ANSWER-d. all of the above "Round robin" reading does not increase fluency because: a. passages assigned to students to read are only read once b. students only read small amounts of text c. teachers do not give feedback d. all of the above - ANSWER-d. all of the above Automaticity and fluency: a. both mean, "reading with speed and accuracy" b. are not necessary for reading success c. are different, but related processes d. none of the above - ANSWER-c. are different, but related processes Students who are likely to need fluency support: a. have a limited vocabulary and limited background knowledge b. have processing speed or attention challenges c. are receiving reading intervention in other skill areas d. all of the above - ANSWER-d. all of the above Silent, independent reading_______________: a. improves reading achievement and fluency b. does not improve reading achievement and fluency c. has not been proven effective as an instructional technique d. none of the above - ANSWER-c. has not been proven effective as an instructional technique Which of the following is an example of vocabulary instruction? a. teaching students about the spelling pattern "ai" b. explaining the words:sphere,cylinder, andcube
c. playing word games d. hearing words used in context - ANSWER-d. hearing words used in context Which of these is a component of effective vocabulary instruction? a. preteach content and academic 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 d. all of the above - ANSWER-d. all of the above Children: a. advance through stages in their spelling development b. can be taught the spelling rules and patterns to become better spellers c. must memorize some spelling words which are irregular d. all of the above - ANSWER-d. all of the above A student who writes u for you is in what stage of spelling development? a. precommunicative stage b. semiphonetic stage c. communicative stage d. transitional stage - ANSWER-b. semiphonetic stage Spelling instruction should include: a. instruction on the alphabetic principle b. instruction on the patterns found in words c. instruction of the meanings of words d. all of the above - ANSWER-d. all of the above Which child shows an invented approach to spelling? a. Sarah, who spells the word is as iz b. Nicholas, who spells the word cat as cat c. Clinton, who makes random marks on a page and states that it says hi d. none of the above - ANSWER-a. Sarah, who spells the word is as iz Invented spelling: a. interferes with standard spelling instruction b. is a sound-letter approach to spelling words c. occurs when a child invents a new word d. all of the above - ANSWER-b. is a sound-letter approach to spelling words Spelling instruction should: a. follow a sequential order b. build on a student's current knowledge c. include time devoted to writing to apply what is being learned d. all of the above - ANSWER-d. all of the above A teacher who asks her students to write a thank you note to the post office worker they visited on a field trip is: a. creating a purposeful reason to write b. allowing her student's time to apply spelling patterns and rules taught c. collecting writing samples to use to determine what stage of spelling each child is in d. all of the above - ANSWER-d. all of the above
What percentage of words can be learned from knowing the basic spelling patterns and rules? a. About 90% b. About 60% c. About 30% d. About 15% - ANSWER-a. About 90% Excellent spelling instruction targets primarily: a. the memorization of correct letter sequences b. the application of letter-sound relationships and patterns c. the drill of sight words d. none of the above - ANSWER-b. the application of letter-sound relationships and patterns Which example is of a digraph? a. the letters sh in the word shrink b. the letters bl in the word blue c. the silent e in the word make d. none of the above - ANSWER-a. the letters sh in the word shrink Comprehension: a. comes naturally to students without instruction b. can be taught through a variety of strategies c. can not be developed in students d. none of the above - ANSWER-b. can be taught through a variety of strategies Comprehension is: a. the reason we read b. active c. developed through strategies d. all of the above - ANSWER-d. all of the above Students who read words accurately but cannot comprehend: a. are struggling with language comprehension b. are in need of decoding instruction c. have attention issues d. all of the above - ANSWER-a. are struggling with language comprehension Skilled readers tend to: a. make sense of what they read b. use their own experiences to helpe make sense out of texts c. know how to resolve problems when they don't understand the text d. all of the above - ANSWER-d. all of the above Comprehension: a. can be improved with instruction b. can not be improved with instruction c. occurs naturally in a child's reading development d. none of the above - ANSWER-a. can be improved with instruction Graphic organizers:
c. using letter patterns to spell words d. all of the above - ANSWER-d. all of the above Which is NOT part of the writing process? a. making inferences b. revising c. re-reading d. rough drafts - ANSWER-a. making inferences A writing lesson may include instruction on: a. capitalization b. punctuation c. organization d. all of the above - ANSWER-d. all of the above A child's scribbling should be seen as: a. an attempt to write meaningful text b. meaningless doodling c. a predictor of future handwriting skills d. none of the above - ANSWER-a. an attempt to write meaningful text Children's drawings: a. are important in a child's writing b. will appear throughout the different stages c. contain ideas and messages they want to convey d. all of the above - ANSWER-d. all of the above Children begin learning to write in ___________. a. third grade b. early childhood c. high school d. middle school - ANSWER-b. early childhood Writing is a skill that improves when a student: a. becomes a better reader b. gains additional writing practice c. revises the first draft d. all of the above - ANSWER-d. all of the above Which component(s) listed below, can teachers assess informally? a. comprehension b. fluency c. phonemic awareness d. all of the above - ANSWER-d. all of the above Informal assessment tools provide information that teachers can use _____________: a. to plan ongoing instruction b. to identify struggling readers c. to determine instructional groups d. all of the above - ANSWER-d. all of the above
Which of the following statements is not true? a. classroom teachers can administer screening assessments b. screening assessments should be used when a student has fallen behind academically to determine the cause of reading difficulty c. a norm-referenced assessment can tell how well a student did compared to others on the same assessment d. a criterion-referenced assessment can tell how well a student will likely do on a different assessment - ANSWER-b. screening assessments should be used when a student has fallen behind academically to determine the cause of reading difficulty Which of the following statements is not true? a. children who can fluently read grade-appropriate passages generally have good language comprehension b. a reading record is the best way to determine a child's decoding and comprehension abilities c. reading comprehension is the product of decoding and language comprehension abilities d. the best screening assessments can be administered quickly - ANSWER-b. a reading record is the best way to determine a child's decoding and comprehension abilities Who should be given informal assessments? a. students who are struggling readers b. students who are skilled readers c. students who are average readers d. all of the above - ANSWER-d. all of the above Informal assessment tools____________: a. can be used by teachers to help plan instruction b. should only be given by a professional diagnostician c. should count as a portion of a students' grade in reading d. none of the above - ANSWER-a. can be used by teachers to help plan instruction Which of the following is not an example of a phoneme awareness task? a. phoneme deletion b. phoneme concentration c. phoneme segmentation d. phoneme isolation - ANSWER-b. phoneme concentration A teacher is sitting with a student, with a book in front of them. The teacher asks a question to assess the student's understanding of concepts of print. Which question listed below assesses concepts of print? a. "Can you show me the front of the book?" b. "Can you show me a word?" c. "Can you show me where I should begin reading?" d. all of the above - ANSWER-d. all of the above Phoneme deletion tasks assess a child's ability to: a. insert a sound into a word b. remove a sound from a word c. repeat a sound in a word d. none of the above - ANSWER-b. remove a sound from a word
Assessments can serve to ____________: a. "test" the teacher's teaching skill b. "monitor" students' progress c. "guide" classroom instruction d. all of the above - ANSWER-d. all of the above Which assessment asks students to "point to a word"? a. comprehension b. reading accuracy c. concepts of print d. none of the above - ANSWER-c. concepts of print Informal assessment can be part of an instructional plan that includes: a. delivering instruction b. administering standardized evaluation c. revising lesson plans d. all of the above - ANSWER-d. all of the above "Rough drafts" are important because they allow students to: a. proofread work for errors b. replace overused words c. reflect and make changes d. all of the above - ANSWER-d. all of the above Writing should be: a. the most important subject b. given as homework nightly c. modeled by teachers and parents d. all of the above - ANSWER-c. modeled by teachers and parents Struggling writers may benefit from: a. talking about a writing assignment b. being given extra time to complete writing assignments c. getting feedback that lets them know that their writing is valued d. all of the above - ANSWER-d. all of the above Teachers should take class time to explicitly teach _______________ : a. changing slang to standard English b. the standard order of adjective strings in English c. that writing is like talking, so write how you speak d. all of the above - ANSWER-a. changing slang to standard English How can teachers support struggling writers? a. give them more time to complete writing assignment by sending it home as homework b. providing scaffolding and frequent check-ins to ensure the student is not stuck c. read the student's writing aloud and ask peers to critique it d. let the student draw pictures or create a poster to complete the assignment - ANSWER-b. providing scaffolding and frequent check-ins to ensure the student is not stuck Writing should be a part of the instructional day in which of the following grades?
a. kindergarten b. first grade c. second grade d. all of the above - ANSWER-d. all of the above Writing is a skill that: a. develops naturally b. improves with practice c. should not be evaluated d. none of the above - ANSWER-b. improves with practice Students should work with peers as a way to: a. get feedback on their draft b. have input from others in the editing process c. make improvements to the draft d. all of the above - ANSWER-d. all of the above The last step before students turn in the 'final copy' is: a. editing b. framing c. publishing d. none of the above - ANSWER-a. editing _______ contributes to writing success in children. a. meaningful oral language experiences with adults b. exposure to print on a regular basis c. practice engaging in writing d. all of the above - ANSWER-d. all of the above Metacognition is: a. "thinking about thinking" b. "thinking about doing" c. "thinking about seeing" d. none of the above - ANSWER-a. "thinking about thinking" Explicitly teaching text features helps students to: a. find information quickly when answering questions after reading b. mentally organize new information c. understand the hierarchy of information from most important to least important d. all of the above - ANSWER-d. all of the above Which of the following is a comprehension strategy? a. story map b. read aloud c. word identification d. all of the above - ANSWER-a. story map A student who identifies where their difficulty occurred may be using which comprehension strategy? a. summarization b. metacognition
a. only memorize correct letter sequences b. are born with the ability to memorize letter-sound sequences c. advance through stages in their spelling development d. none of the above - ANSWER-c. advance through stages in their spelling development Invented spelling: a. is a sound-letter approach to spelling b. allows for a child to apply their knowledge about phonemes and letters c. is a part of a child's development as a speller d. all of the above - ANSWER-d. all of the above Spelling variations for the same sound should be: a. taught incrementally b. taught all at once c. memorized d. none of the above - ANSWER-a. taught incrementally Spelling instruction should include: a. instruction on letter-sound correspondence and sequence (e.g., in the word mat each sound represents one letter) b. instruction on pattern in words (e.g., the CVC pattern represents short vowel sounds, like in the wordbat) c. instruction on groups of letters that aid in the meaning of the word d. all of the above - ANSWER-d. all of the above Spelling intervention should: a. employ scaffolding techniques that support all students b. encourage students to memorize rules and principles c. encourage students to rely on assistive technologies d. all of the above - ANSWER-a. employ scaffolding techniques that support all students According to Gentry, which child is in the phonetic stage of spelling development? a. Abby, who spells cake correctly b. Jonathan, who spells his as hiz c. Molly, who spells her name with aT d. Michael, who places random marks on a page - ANSWER-b. Jonathan, who spells his as hiz One way to ascertain students' progress in the area of spelling development is by ________: a. giving random spelling tests b. having the class read aloud c. analyzing students' writing d. none of the above - ANSWER-c. analyzing students' writing Early spelling skills are best taught when teachers build a bridge between what two skills? a. context clues and letter patterns b. phonological/phonemic awareness and letter patterns c. context clues and affixes d. none of the above - ANSWER-b. phonological/phonemic awareness and letter patterns Spelling instruction should include information on ___________. a. letter-sound associations
b. spelling patterns c. word meanings d. all of the above - ANSWER-d. all of the above Which teacher is engaged in vocabulary instruction? a. Ms. Jones, who is helping Johnny sound out the wordrepeat b. Mr. Smith, who has asked students to copy a word list from the board c. Ms. Lane, who is explaining the difference between up and down d. Mr. Williams, who has asked students to write a short story - ANSWER-c. Ms. Lane, who is explaining the difference between up and down Which technique listed below would likely help students to remember difficult words? a. using vocabulary words throughout the week in different subject areas b. having students list other words that begin with the same sound c. sounding out the vocabulary words d. none of the above - ANSWER-a. using vocabulary words throughout the week in different subject areas Academic vocabulary refers to: a. words that students learn in content areas, such as particle, climate, orbit b. words that students learn indirectly while reading, such as often, merely, afterward c. words that cross academic disciplines, such as determine, illustrate, and average d. words that are not commonly used or arcane, such as thine, facsimile, and terrace - ANSWER-c. words that cross academic disciplines, such as determine, illustrate, and average An example of teaching semantic gradients is when ___________ : a. Dennis sorts stacks of nouns by whether they are count or non-count nouns. b. Juan arranges words that describe the speed of movement from fastest to slowest. c. writes the same base word with different prefixes and suffixes to change the meaning. d. Tamara practices writing homophones in different sentences making sure to use the correct spelling with the correct meaning. - ANSWER-b. Juan arranges words that describe the speed of movement from fastest to slowest. Which is a strategy for teaching vocabulary? a. teaching students about 'word parts' b. teaching students about 'multiple meanings' for words c. teaching students to use context clues d. all of the above - ANSWER-d. all of the above Students' vocabulary can be increased by: a. discussing new words before reading a story b. listening to a teacher explain the meaning of unknown words c. teaching students to look for word parts such as prefixes, root words, etc. d. all of the above - ANSWER-d. all of the above Preschool age children have a _________ vocabulary. a. writing and reading b. reading and listening c. speaking and listening d. none of the above - ANSWER-c. speaking and listening
b. depending on the reader's familiarity with the words in the text c. depending on the amount of practice the reader has reading text d. all of the above - ANSWER-d. all of the above Listening to an adult model fluent reading____________: a. gives students a chance to hear how the written text should sound b. demonstrates fluency to students c. serves as a strategy for building fluency d. all of the above - ANSWER-d. all of the above Struggling readers may have slower fluency rates because they ___________: a. have no background knowledge on the subject b. decode unfamiliar words c. are reading text that is beyond their reading level d. all of the above - ANSWER-d. all of the above The best strategy for developing fluency is to provide your students with opportunities to __________: a. read the same passage orally several times b. read different passages silently c. read passages that are easy d. read difficult passages - ANSWER-a. read the same passage orally several times Model fluent reading, then have students________________: a. watch a videotape b. reread the text on their own c. choose a different book to read d. none of the above - ANSWER-b. reread the text on their own Phonics instruction: a. should not be taught because English spellings are too irregular b. should not be taught because it interferes with fluency c. should be taught because it teaches a system for remembering how to read words d. should be taught because it is themostimportant component of a reading program - ANSWER-c. should be taught because it teaches a system for remembering how to read words The alphabetic principle is understanding: a. the relationship between letters and spoken words b. the written alphabet c. spoken language d. none of the above - ANSWER-a. the relationship between letters and spoken words The written letter A is a: a. morpheme b. grapheme c. phoneme d. naneme - ANSWER-b. grapheme Phonics programs are effective when they:
a. include a carefully selected set of letter-sound relationships organized into a logical sequence b. include a set of precise directions for teaching these relationships c. include lots of opportunities for children to applylearning to reading and writing d. all of the above - ANSWER-d. all of the above Phonics instruction is most effective when it is taught: a. in primary grades b. in upper elementary grades c. anytime, as long as it is taught d. all of the above - ANSWER-a. in primary grades Which is an example of systematic phonics instruction? a. teaching in a way that focuses on whole-word or meaning-based activities b. teaching a set of sight vocabulary words c. teaching a set of letter-sound relationships in a clearly defined sequence d. teaching letter-sound relationships only when letters appear in student reading materials
- ANSWER-c. teaching a set of letter-sound relationships in a clearly defined sequence Effective phonics programs provide students with opportunities to practice applying their knowledge about phonics as they: a. read b. write c. blend sounds to form words d. all of the above - ANSWER-d. all of the above A teacher who is explaining how to place a set of words into categories based on their spelling patterns is engaged in: a. vocabulary instruction b. phonics instruction c. comprehension instruction d. none of the above - ANSWER-b. phonics instruction Phonics instruction is important because it helps students to: a. understand the relationship between letters and sounds b. recognize unfamiliar words c. improve reading comprehension d. all of the above - ANSWER-d. all of the above Which of the following is a component of a reading program? a. phonemic awareness instruction b. phonics instruction c. print awareness instruction d. all of the above - ANSWER-d. all of the above The ability to hear, identify, and manipulate the onsets and rimes in words is called___________: a. phonics b. phonological awareness c. phonemes d. phonemic awareness - ANSWER-b. phonological awareness
