Ch. 2 - Understanding Phonological Awareness

Question 1

(A B C) is the most common cause of poor reading.

Answer 1

Poor phonological awareness is the most common cause of poor reading.

Question 2

Reading problems can be prevented if all students are trained in (A B) and (C D), starting in kindergarten.

Answer 2

Reading problems can be prevented if all students are trained in letter-sound skills and phonological awareness, starting in kindergarten.

Question 3

Individuals who struggle with reading have (A) difficulties, not general (B) difficulties.

Answer 3

Individual who struggle with reading have phonological difficulties, not general auditory difficulties.

Question 4

(A) awareness is a specific type of phonological awareness.

Answer 4

Phoneme awareness is a specific type of phonological awareness.

Question 5

Many children with reading difficulties lack phoneme awareness, but they can demonstrate the (A) phonological awareness skills.

Answer 5

Many children with reading difficulties lack phoneme awareness, but they can demonstrate the easier phonological awareness skills.

Question 6

A phoneme is the (A B of C) in spoken words.

Answer 6

A phoneme is the smallest unit of sound in spoken words.

Question 7

Quite often in English, phonemes and letters do not (A B).

Answer 7

Quite often in English, phonemes and letters do not match up.

Question 8

Phoneme awareness was discovered in the 1950s-1960s in the fields of linguistics and speech pathology. It deals with (A) language. By contrast, phonics was developed nearly 200 years ago in the field of education.It deals with (C) language.

Answer 8

Phoneme awareness was discovered in the 1950s-1960s in the fields of linguistics and speech pathology. It deals with spoken language. By contrast, phonics was developed nearly 200 years ago in the field of education. It deals with written language.

Question 9

While they differ in various ways, phonics and phoneme awareness are both (A) for students to become successful readers.

Answer 9

While they differ in various ways, phonics and phoneme awareness are both necessary for students to become successful readers.

Question 10

By age (A) or (B) children can understand why words sound different from one other. Understanding why words sound different is (C D).

Answer 10

By age 6 or 7 children can understand why words sound different from one other. Understanding why words sound different is phoneme awareness.

Question 11

Phoneme awareness is not necessary to understand the flow of (A) language. But when (A) language gets matched up with (B) letters, phoneme awareness becomes a necessity.

Answer 11

Phoneme awareness is not necessary to understand the flow of spoken language. But when oral language gets matched up with written letters, phoneme awareness becomes a necessity.

Question 12

About (A%) to (B%) of children develop phoneme awareness very naturally, without being taught. Other children will never develop those skills unless they are (C) taught. Yet phoneme awareness is not “optional” if one wants to be a good reader. It’s just that some students develop it (D) as they learn to read, while others do not.

Answer 12

About 60% to 70% of children develop phoneme awareness very naturally, without being taught. Other children will never develop those skills unless they are directly taught. Yet phoneme awareness is not “optional” if one wants to be a good reader. It’s just that some students develop it naturally as they learn to read, while others do not.

Question 13

There is only a (A) correlation between phoneme awareness and IQ scores.

Answer 13

There is only a small correlation between phoneme awareness and IQ scores.

Question 14

There are many students with average to above average IQs who have poor phoneme awareness. These students represent the (A) or (B) type of poor readers mentioned in Chapter 1. Such students are puzzling to teachers and parents because of our intuitive assumption that if a student is “smart enough,” he or she should be able to easily learn to read.

Answer 14

There are many students with average to above average IQs who have poor phoneme awareness. These students represent the dyslexic or compensator type of poor readers mentioned in Chapter 1. Such students are puzzling to teachers and parents because of our intuitive assumption that if a student is “smart enough,” he or she should be able to easily learn to read.

Question 15

Which Children Should Receive Phonological Awareness Training? Starting in (A), all children should receive phonological awareness training. This is due to the fact that not every child who is destined to have phoneme awareness problems can be identified in (A).

Answer 15

Which Children Should Receive Phonological Awareness Training? Starting in kindergarten, all children should receive phonological awareness training. This is due to the fact that not every child who is destined to have phoneme awareness problems can be identified in kindergarten.

Question 16

By training (A) children starting in (B), fewer children struggle later.

Answer 16

By training all children starting in Kindergarten, fewer children struggle later.

Question 17

Typical first and second graders can learn to read more (A) and (B) when they are trained in phoneme awareness.

Answer 17

Typical first and second graders can learn to read more quickly and efficiently when they are trained in phoneme awareness.

Question 18

Many (A) students never develop to their potential because teachers are not aware these students have phoneme awareness difficulties. They simply (B) relative to their potential.

Answer 18

Many BRIGHT students never develop to their potential because teachers are not aware these students have phoneme awareness difficulties. They simply UNDERACHIEVE relative to their potential.

Question 19

Most basic phonological awareness problems can be detected as early as the first half of (A), before reading problems have a chance to develop. However, (B C) children with this problem can be detected early.

Answer 19

Most basic phonological awareness problems can be detected as early as the first half of kindergarten, before reading problems have a chance to develop. However, not all children with this problem can be detected early.

Question 20

Training the (A B) phonological awareness skills (e.g., rhyming, alliteration, first sound awareness, and syllable segmentation) can start in (C).

Answer 20

Training the most basic phonological awareness skills (e.g., rhyming, alliteration, first sound awareness, and syllable segmentation) can start in pre-school.

Question 21

(A) approaches to training phonological awareness can start with kindergarteners, including rhyming, alliteration and clapping out syllables. This should start (B) in the kindergarten year. Children should arrive at (C) grade with the phonological awareness they need to (D) acquire reading.

Answer 21

Formal approaches to training phonological awareness can start with kindergarteners, including rhyming, alliteration and clapping out syllables. This should start early in the kindergarten year. Children should arrive at first grade with the phonological awareness they need to efficiently acquire reading.

Question 22

Phonological awareness continues to develop along with (A B) skills. All students should get phonological awareness training through the end of (C) grade.

Answer 22

Phonological awareness continues to develop along with early reading skills. All students should get phonological awareness training through the end of second grade.

Question 23

There is (A B) where a student is “(C D)” for phoneme awareness training-—if the skills have not been mastered, the student should get training. Research has shown that older, struggling readers (E F) have difficulties in phoneme awareness that were never addressed.

Answer 23

There is NO AGE where a student is “TOO OLD” for phoneme awareness training-—if the skills have not been mastered, the student should get training. Research has shown that older, struggling readers ALMOST ALWAYS have difficulties in phoneme awareness that were never addressed.

Question 24

There is no (A of B) on training phoneme awareness skills when they are weak. If students at (C) age are poor readers, check their phoneme awareness skills, and address them if they are inadequate.

Answer 24

There is no STATUTE of LIMITATIONS on training phoneme awareness skills when they are weak. If students at ANY age are poor readers, check their phoneme awareness skills, and address them if they are inadequate.

Question 25

Phoneme awareness is a (A) skill that is essential for learning to read. It is different from (B) though the two are both important for reading,

Answer 25

Phoneme awareness is a linguistic skill that is essential for learning to read. It is different from phonics, though the two are both important for reading,

Question 26

Phoneme awareness is arguably the most (A) source of reading difficulties. The good news is that it is (B).

Answer 26

Phoneme awareness is arguably the most common source of reading difficulties. The good news is that it is trainable.

Question 27

For most children, phoneme awareness difficulties have a (A) basis. There are many children whose parents read to them in their early years yet they still struggle in reading. The good news is that even phonological awareness difficulties of (A) origin generally respond very well to (B) phonological awareness training.

Answer 27

For most children, phoneme awareness difficulties have a GENETIC basis. There are many children whose parents read to them in their early years yet they still struggle in reading. The good news is that even phonological awareness difficulties of GENETIC origin generally respond very well to DIRECT phonological awareness training.