Quiz

Question 1

Pre-Literacy Skills Examples

Answer 1

We look at the left page before we look at the right page.
We read from the left of the sentence to the right.
Words that are written in great big letters, we say loudly.
Sentences with exclamation points, we say with excitement.
Sentences with question marks, we say with a rising intonation.
Have you ever noticed that many children’s books are written in rhyme? This is because rhyming is a pre-literacy skill!

Question 2

Emergent Reading (< 6 years old)

Answer 2

Gains awareness of print and sounds. Begins sound-symbol association.
Accomplished through shared interactive book reading.
By age 2 years:
Many children show sound awareness , rhyming and sound play
By age 3 years:
Most children have print awareness (front/back, left to right, emergent letter recognition).
Check out the following video of little Luke demonstrating this skill. (I love the parents’ responses.)
By age 4 years:
Most children are able to recognize familiar words (their name), logos (signs and package labels).
Children attend to syllable structure and rhyme.

Question 3

Early Home Literacy is Associated with:

Answer 3

Child’s oral language skills (vocabulary, expressive/receptive language)
Increased phonemic awareness

Question 4

K-2

Answer 4

Phonics Instruction: Sound-symbol correlation
Decoding

Question 5

Grades 2-3

Answer 5

Mastery of sound-symbol correlation, segmentation and word knowledge to facilitate comprehension

Question 6

Grades 3-4

Answer 6

Ability to use text to analyze unknown words
Reading fluency increases
Shift from “learning to read” to “reading to learn”

Question 7

Grades 4-8

Answer 7

Emphasis on reading shifts to comprehension of more complex text
By middle school, inferencing & viewpoint increase comprehension

Question 8

The process of reading is specific to the ability to decode and comprehend the written language. True/False

Answer 8

True

Question 9

Decoding

Answer 9

the ability to break a word into its component sounds and blend together these sounds to form a recognizable word.

Question 10

Reading comprehension

Answer 10

the ability to decipher word meaning based on syntax, context, and background knowledge.

Question 11

The reading abilities of decoding and reading comprehension require:

Answer 11

Self-monitoring - the ability of the reader to recognize and fix mistakes in their reading.

Semantic organization -categorizing and sub categorizing the understanding of vocabulary.

Summarizing information - summarizing information involves the reader’s ability to gather all the parts of what they are reading and formulate a coherent understanding of the information or story. To do this, the reader must be able to interpret the information.

Other skills which influence reading comprehension include mental imagery of the information, and metacognition (the ability to think about thinking).

Question 12

Several processes make up the overall process of Reading Decoding and Reading Comprehension:

Answer 12

Phonological awareness - syllabication, phoneme identification, alliteration, rhyming, segmentation, and blending.
Phonemic awareness - involves sound manipulation.
Comprehension - involves decoding, making connection to prior knowledge, reflecting on what is being read, vocabulary knowledge, inferencing/predicting, self-regulation.
Critical literacy and dynamic literacy
Learning processing - Top down and bottom up
Phonological awareness and phonemic awareness are often confused. The following videos will assist you in understanding the differences between phonological and phonemic awareness:

Question 13

Phonological awareness is an umbrella term which covers what for main areas?

Answer 13

The ability to Rhyme
Count Syllables
and Understand the Concepts of a Word. As well as phonemic Awareness

Question 14

Does phonemic awareness refer to sounds or letters?

Answer 14

Sounds

Question 15

What is an example of segmenting sounds?

Answer 15

Break words into sounds or phonemes

Question 16

If a child was asked to change the first sound /m/ in the word “mat” to a /k/, and the child responded “cat”, what phonemic skill is the child demonstrating?

Answer 16

Manipulate Sounds

Question 17

True or false? Both phonological awareness and phonemic awareness involve the skill of hearing the sound patterns of language.

Answer 17

True

Question 18

True or false? Phonological awareness is just a piece of phonemic awareness.

Answer 18

False

Question 19

Writing Development

Answer 19

On this page, we can see a gradual, yet at the same time, seemingly rapid expansion of a child’s written literacy skills. Linguistic units begin short and unorganized in preschool years and in a mere 5 to 6 years, evolve into sophisticated writings complete with plots, subplots, and organized event sequencing.

Question 20

Writing Development 3 Years Old:

Answer 20

Writing and drawing are mixed
May write letters without understanding that they represent sounds

Question 21

4 Years Old:

Answer 21

Begin to form real letters intentionally
Begin to write their name and simple phrases like “I love you”

Question 22

School-Age Writing

Kindergarten

Answer 22

Print own first and last name
Draw a picture and label or write about that picture
Write upper and lowercase letters (may not be completely legible)

Question 23

1st Grade

Answer 23

Use writing to express ideas and interest
Write with a purpose: stories, letters, lists
Write simple, but complete sentences
Emergent in use of capital letters, commas, and periods.
Combination of inventive and correct spelling
Emergent in use of “story language” (e.g., “Once upon a time…”)

Question 24

2nd – 3rd Grade:

Answer 24

Writing becomes more legible and automatic
Capitalization and punctuation are usually correct.
Organization improves to include a beginning, middle, and end.
Sentences become longer and more complex.
Grammar improves.
Able to write essays with a thesis statement, supporting details, and conclusion.
The “Writing Process” emerges: Research, Plan, Organize, Revise, Edit