Ch. 3 - Levels of Phonological Awareness

Question 1

Phonological awareness develops in (A)

Answer 1

Phonological awareness develops in STAGES.

Question 2

Children who struggle with reading require careful attention to the proper (A) of (B) in order for them to make the most progress.

Answer 2

Children who struggle with reading require careful attention to the proper SEQUENCE of SKILLS in order for them to make the most progress.

Question 3

There are 3 very general levels of (A B).

Answer 3

There are 3 very general levels of PHONOLOGICAL AWARENESS.

Question 4

The first level of phonological awareness is the (A) level - (also B and C).

Answer 4

The first level of phonological awareness is the SYLLABLE level - (also ALLITERATION AND RHYMING).

Question 5

Syllable segmentation, alliteration and rhyming are (A) for the higher level phonological awareness skills.

Answer 5

Syllable segmentation, alliteration and rhyming are FOUNDATIONAL for the higher level phonological awareness skills.

Question 6

Phonological awareness skills require children to focus on the (A) we make when we say words, not the meaning of the word or the letters in the word.

Answer 6

Phonological awareness skills require children to focus on the SOUNDS we make when we say words, not the meaning of the word or the letters in the word.

Question 7

The second level of phonological awareness is the (A-B) level.

Answer 7

The second level of phonological awareness is the ONSET-RIME level.

Question 8

The onset-rime level represents the first time children actually break apart a (A).

Answer 8

The onset-rime level represents the first time children actually break apart a SYLLABLE.

Question 9

The onset of a syllable refers to any (A) sounds that come before the vowel in that syllable. E.g., (s)-at in sat; (th)-is in this.

Answer 9

The onset of a syllable refers to any (Consonant) sounds that come before the vowel in that syllable. E.g., (s)-at in sat; (th)-is in this.

Question 10

The rime of a syllable is the part that includes the (A) sound and any (B) sounds that follow the (C) sounds.

Answer 10

The rime of a syllable is the part that includes the VOWEL sound and any CONSONANT sounds that follow the VOWEL sounds.

Question 11

The onset-rime level of phonological awareness goes beyond the syllable level because the child has to (A B) the syllable.

Answer 11

The onset-rime level of phonological awareness goes beyond the syllable level because the child has to BREAK APART the syllable.

Question 12

Not every syllable has an onset (e.g., on) but every syllable has a (A). This is because every syllable has a (B).

Answer 12

Not every syllable has an onset (e.g., on) but every syllable has a RIME. This is because every syllable has a VOWEL.

Question 13

The third level of phonological awareness is the (A B).

Answer 13

The third level of phonological awareness is the PHONEME LEVEL.

Question 14

To be a good reader, students must be able to master (A)-level skills.

Answer 14

To be a good reader, students must be able to master PHONEME-level skills.

Question 15

It is important to master level 1 (syllable) and 2 (onset-rime) phoneme awareness skills; however, if they don’t also master skills at the (A) level, they will not become effective readers.

Answer 15

It is important to master level 1 (syllable) and 2 (onset-rime) phoneme awareness skills; however, if they don’t also master skills at the PHONEME level, they will not become effective readers.

Question 16

Phoneme awareness (Level 3) can be divided into (A) and (B) levels.

Answer 16

Phoneme awareness (Level 3) can be divided into BASIC and ADVANCED levels.

Question 17

Students who struggle with reading tend to get “stuck” at the (A-B) level or the (C D) level. (About mid first grade to early second grade level of phoneme awareness).

Answer 17

Students who struggle with reading tend to get “stuck” at the ONSET-RIME level or the BASIC PHONEME level. (About mid first grade to early second grade level of phoneme awareness).

Question 18

Children who are “stuck” require (A, B) phoneme awareness training and may require (C D) of these skills.

Answer 18

Children who are “stuck” require DIRECT, CONSCIENTIOUS phoneme awareness training and may require ONGOING REINFORCEMENT of these skills.

Question 19

It is not enough for a student to master (A B) (a late first grade skill). They must also master (C D) which is usually mastered in third grade.

Answer 19

It is not enough for a student to master PHONEME SEGMENTATION (a late first grade skill). They must also master PHONEME MANIPULATION which is usually mastered in third grade.

Question 20

Phoneme manipulation is an advanced level of phoneme awareness - it involves (A or B) phonemes in words.

Answer 20

Phoneme manipulation is an advanced level of phoneme awareness - it involves DELETING or SUBSTITUTING phonemes in words.

Question 21

The “Equipped for Reading Success” program for developing phonemic awareness and fluent word recognition is effective because it focuses on (A B) and provides (C D) in the learning progression.

Answer 21

The “Equipped for Reading Success” program for developing phonemic awareness and fluent word recognition is effective because it focuses on PHONEMIC MANIPULATION and provides SMOOTH TRANSITIONS in the learning progression.