WGU-C910: Elementary Reading Methods and Interventions
Study test in depth Examination and 100% correctly verified
Solutions Latest version 2025/2026
49. Phonological Awareness & Phonemic Awareness (Reading Skills):
-Are concepts related only to hearing the sounds in spoken language.
-Foundational Skills/Pre-Reading Skills
T50. he Concept of Phonics (Reading Skills):
-Related to sounds & letters.
51. Phonological Awareness Elements (Reading Skills):
(1.) The least complex of the phonological awareness skills is called word awareness or
sentence segmentation.
(2.) A little more complex and the ability to hear the parts within a spoken word- is called
syllable awareness and the teacher helps students hear the syllables.
(3.) Even more complex is the ability to focus on the end of spoken words and hear how
the end of words sometimes sound the same or different-this is called rhyming.
(4.) Finally, the most complex skill of phonological awareness is the ability to hear the
smallest units of sound words-referred to as a phoneme.
55. Phonemic Awareness (Phonemic Awareness Definition):
-The ability to hear, segment blend, and manipulate phonemes to spoken words.
,56. Alphabetic Phase (Phonic/Word Recognition):
-The written forms of spoken, alphabetic languages use letters (graphemes) in a code to
represent the sounds of speech (phonemes); specific sequences of written letters form
words. This is the alphabetic principle.
If only English obeyed this principle more simply, we would not have such spellings as
to, too, and two.
57. Phonics (Definition) (Phonics/Word Recognition):
-The relationship between sounds and letters.
58. Decoding (Phonics/Word Recognition):
-Skill in phonics
-A code is a systematic use of symbols; In reading, the symbols are letters (and such
ancillary elements as punctuation) and the system is the spelling and syntax of the
language; therefore, decoding is turning written symbols into language.
-One can develop decoding skills through phonics instruction.
-Decoding skills tend to develop in phases.
59. Phases of Decoding (Phonics/Word Recognition):
, (1.) Pre-alphabetic
(2.) Partial alphabetic
(3.) Full alphabetic
(4.) Consolidated alphabetic
(5.) Automatic
60. Decoding for below-level readers (Phonics/Word Recognition):
-Significantly improves children's word recognition, spelling, and reading
comprehension.
61. How can implementing decoding strategies help students who struggle with fluency?
(Fluency):
-Being able to decode words effortlessly (convert spelling into speech sounds) means
children are able to focus their attention on comprehending what they read.
62. Phoneme (Phonics Term) (Fluency):
-The smallest unit of sounds in our spoken language.
-Pronouncing the word cat involves blending three phonemes: /k/ /ae/ /t/.
63. Grapheme (Phonics Term) (Fluency):
-A written letter or a group of letters representing one speech sound.
-Examples: b, sh, ch, igh, eigh.
Study test in depth Examination and 100% correctly verified
Solutions Latest version 2025/2026
49. Phonological Awareness & Phonemic Awareness (Reading Skills):
-Are concepts related only to hearing the sounds in spoken language.
-Foundational Skills/Pre-Reading Skills
T50. he Concept of Phonics (Reading Skills):
-Related to sounds & letters.
51. Phonological Awareness Elements (Reading Skills):
(1.) The least complex of the phonological awareness skills is called word awareness or
sentence segmentation.
(2.) A little more complex and the ability to hear the parts within a spoken word- is called
syllable awareness and the teacher helps students hear the syllables.
(3.) Even more complex is the ability to focus on the end of spoken words and hear how
the end of words sometimes sound the same or different-this is called rhyming.
(4.) Finally, the most complex skill of phonological awareness is the ability to hear the
smallest units of sound words-referred to as a phoneme.
55. Phonemic Awareness (Phonemic Awareness Definition):
-The ability to hear, segment blend, and manipulate phonemes to spoken words.
,56. Alphabetic Phase (Phonic/Word Recognition):
-The written forms of spoken, alphabetic languages use letters (graphemes) in a code to
represent the sounds of speech (phonemes); specific sequences of written letters form
words. This is the alphabetic principle.
If only English obeyed this principle more simply, we would not have such spellings as
to, too, and two.
57. Phonics (Definition) (Phonics/Word Recognition):
-The relationship between sounds and letters.
58. Decoding (Phonics/Word Recognition):
-Skill in phonics
-A code is a systematic use of symbols; In reading, the symbols are letters (and such
ancillary elements as punctuation) and the system is the spelling and syntax of the
language; therefore, decoding is turning written symbols into language.
-One can develop decoding skills through phonics instruction.
-Decoding skills tend to develop in phases.
59. Phases of Decoding (Phonics/Word Recognition):
, (1.) Pre-alphabetic
(2.) Partial alphabetic
(3.) Full alphabetic
(4.) Consolidated alphabetic
(5.) Automatic
60. Decoding for below-level readers (Phonics/Word Recognition):
-Significantly improves children's word recognition, spelling, and reading
comprehension.
61. How can implementing decoding strategies help students who struggle with fluency?
(Fluency):
-Being able to decode words effortlessly (convert spelling into speech sounds) means
children are able to focus their attention on comprehending what they read.
62. Phoneme (Phonics Term) (Fluency):
-The smallest unit of sounds in our spoken language.
-Pronouncing the word cat involves blending three phonemes: /k/ /ae/ /t/.
63. Grapheme (Phonics Term) (Fluency):
-A written letter or a group of letters representing one speech sound.
-Examples: b, sh, ch, igh, eigh.
