KPEERI Exam Study Guide Questions with Correct
Answers Rated A+
A word part that contains a vowel or, in spoken language, a vowel sound -Answer✅ syllable
Two or more consecutive consonants which retain their individual sounds -Answer✅
consonant blend
Two consecutive consonants that represent one phoneme, or sound -Answer✅ consonant
digraph
Sources of information outside of words that readers may use to predict the identities and
meanings of unknown words. These may be drawn from the immediate sentence containing the
word, from text already read, from pictures accompanying the text, or from definitions,
restatements, examples, or descriptions in the text. -Answer✅ context clues
Sounds that can be held for several seconds without distortion -Answer✅ continuous sounds
Sequences for how information is selected, sequenced, organized, and practiced. These occur
within each component of reading where a logical progression of skills would be evident: easier
skills are introduced before more difficult skills, so that skills build progressively. -Answer✅
Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. -Answer✅ Cumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have already
been taught. -Answer✅ Decodable Text
These words contain phonic elements that were previously taught. -Answer✅ Decodable
Words
,A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in
likeness). -Answer✅ Derivational affix
The matching instruction that can meet the different needs of learners in a given classroom. -
Answer✅ Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread;
/ch/ in chat; /ng/ in sing) -Answer✅ Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it
has two parts, especially the vowels spelled ow, oy, ou, and oi. -Answer✅ Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and
arranges for extended guided practice until mastery is achieved. -Answer✅ Direct Instruction
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and
quality of exposures to words that students will encounter in their reading. -Answer✅ Direct
Vocabulary Instruction
Strategies that help students engage the meanings of a text (e.g., asking questions at critical
junctures; modeling the thought process used to make inferences; constructing mental
imagery). -Answer✅ During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be referred
to as reading disability, reading difference, or reading disorder. -Answer✅ Dyslexia
,A part of writing and preparing presentations concerned chiefly with improving the clarity,
organization, concision, and correctness of expression relative to task, purpose, and audience;
compared to revising, a smaller-scale activity often associated with surface aspects of a text. -
Answer✅ Editing
A framework used during phonemic awareness instruction. These are sometimes referred to as
Sound Boxes. When working with words, the teacher can draw one box per sound for a target
word. Students push a marker into one box as they segment each sound in the word. -
Answer✅ Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional forms of
reading and writing. -Answer✅ Emergent Literacy
The ability to translate language into print (writing) is . -Answer✅ Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of learning English. -
Answer✅ English Language Learner
The origin of a word and the historical development of its meaning is called .
-Answer✅ Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific, direct,
and related to the learning objective. -Answer✅ Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships among
ideas. This type of text tends to be more difficult for students than narrative text because of the
density of long, difficult, and unknown words or word parts. -Answer✅ Expository text
, (Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. -Answer✅ Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
child is a handful.). -Answer✅ Figurative meanings
What are the 5 components of Reading? -Answer✅ Phonemic awareness, phonics, fluency,
vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and regrouping as their
instructional needs change. Group size and allocated instructional time may vary among groups.
-Answer✅ Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
. -Answer✅ Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and comprehension. -
Answer✅ Fluency
Follows a prescribed format for administration and scoring. Scores obtained from these types of
tests are standardized, meaning that interpretation is based on norms from a comparative
sample of children. -Answer✅ Formal Assessments
(Remember, Formal means having a conventionally recognized form, structure, or set of rules-
standardized)
The level at which a reader reads at less than a 90% accuracy -Answer✅ Frustrational Reading
Level
Answers Rated A+
A word part that contains a vowel or, in spoken language, a vowel sound -Answer✅ syllable
Two or more consecutive consonants which retain their individual sounds -Answer✅
consonant blend
Two consecutive consonants that represent one phoneme, or sound -Answer✅ consonant
digraph
Sources of information outside of words that readers may use to predict the identities and
meanings of unknown words. These may be drawn from the immediate sentence containing the
word, from text already read, from pictures accompanying the text, or from definitions,
restatements, examples, or descriptions in the text. -Answer✅ context clues
Sounds that can be held for several seconds without distortion -Answer✅ continuous sounds
Sequences for how information is selected, sequenced, organized, and practiced. These occur
within each component of reading where a logical progression of skills would be evident: easier
skills are introduced before more difficult skills, so that skills build progressively. -Answer✅
Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. -Answer✅ Cumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have already
been taught. -Answer✅ Decodable Text
These words contain phonic elements that were previously taught. -Answer✅ Decodable
Words
,A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in
likeness). -Answer✅ Derivational affix
The matching instruction that can meet the different needs of learners in a given classroom. -
Answer✅ Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in bread;
/ch/ in chat; /ng/ in sing) -Answer✅ Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it
has two parts, especially the vowels spelled ow, oy, ou, and oi. -Answer✅ Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and
arranges for extended guided practice until mastery is achieved. -Answer✅ Direct Instruction
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity and
quality of exposures to words that students will encounter in their reading. -Answer✅ Direct
Vocabulary Instruction
Strategies that help students engage the meanings of a text (e.g., asking questions at critical
junctures; modeling the thought process used to make inferences; constructing mental
imagery). -Answer✅ During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be referred
to as reading disability, reading difference, or reading disorder. -Answer✅ Dyslexia
,A part of writing and preparing presentations concerned chiefly with improving the clarity,
organization, concision, and correctness of expression relative to task, purpose, and audience;
compared to revising, a smaller-scale activity often associated with surface aspects of a text. -
Answer✅ Editing
A framework used during phonemic awareness instruction. These are sometimes referred to as
Sound Boxes. When working with words, the teacher can draw one box per sound for a target
word. Students push a marker into one box as they segment each sound in the word. -
Answer✅ Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional forms of
reading and writing. -Answer✅ Emergent Literacy
The ability to translate language into print (writing) is . -Answer✅ Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of learning English. -
Answer✅ English Language Learner
The origin of a word and the historical development of its meaning is called .
-Answer✅ Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific, direct,
and related to the learning objective. -Answer✅ Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships among
ideas. This type of text tends to be more difficult for students than narrative text because of the
density of long, difficult, and unknown words or word parts. -Answer✅ Expository text
, (Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. -Answer✅ Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
child is a handful.). -Answer✅ Figurative meanings
What are the 5 components of Reading? -Answer✅ Phonemic awareness, phonics, fluency,
vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and regrouping as their
instructional needs change. Group size and allocated instructional time may vary among groups.
-Answer✅ Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
. -Answer✅ Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and comprehension. -
Answer✅ Fluency
Follows a prescribed format for administration and scoring. Scores obtained from these types of
tests are standardized, meaning that interpretation is based on norms from a comparative
sample of children. -Answer✅ Formal Assessments
(Remember, Formal means having a conventionally recognized form, structure, or set of rules-
standardized)
The level at which a reader reads at less than a 90% accuracy -Answer✅ Frustrational Reading
Level
