LETRS UNIT 2.2

Question 1

True or False Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability.

Answer 1

False

Question 2

Students’ ability to acquire phonemic awareness is not dependent on which of the following factors?

A) General Language development and listening abilities
B) word comprehension
C) familiarity with vocabulary used in tasks
D) the amount of practice received

Answer 2

B) word comprehension

Question 3

Which of these tasks could a student at the early phonological awareness level perform? Select all correct answers.

A) “Which words begin with the same sound, cat, kiss, or map?”
B) “Segment and tap the sounds in the word flip”
C) “Clap the syllables in the word baseball.”
D) “Say the word ship, then change /sh/ to /ch/.”

Answer 3

A) “Which words begin with the same sound, cat, kiss, or map?”

C) “Clap the syllables in the word baseball.”

Question 4

Which of these tasks could a student typically perform by age 7? Select all correct answers.

A) “Say brake.” (Brake) “Say it again without the /r/.” (Bake)
B) “Say mit.” (mit) “say it again without the /m/”. (it)
C) “Say sand.” (sand) “Sayit again without the /n/.” (sad)
D) “Say bike.” (bike) “Say it again without the /k/.” (bye)

Answer 4

B) “Say mit.” (mit) “say it again without the /m/”. (it)

D) “Say bike.” (bike) “Say it again without the /k/.” (bye)

Question 5

Which of these advanced, complex, phoneme awareness skills is the most difficult for children to master?

A) the ability to delete a final sound from a cvc word.
B) the ability to add a sound to the beginning of a ccvc word
C) the ability to delete the second phoneme in a ccvcc pattern
D) the ability to match words that begin with the same sounds

Answer 5

C) the ability to delete the second phoneme in a ccvcc pattern