2
KPEERI Exam Study Guide 2026 questions with accurate
|| || || || || || || ||
detailed answers ||
A word part that contains a vowel or, in spoken language, a vowel sound
|| || || || || || || || || || || || ||
syllable
Two or more consecutive consonants which retain their individual sounds
|| || || || || || || || ||
consonant blend ||
Two consecutive consonants that represent one phoneme, or sound
|| || || || || || || ||
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. || || || || || ||
context clues ||
Sounds that can be held for several seconds without distortion
|| || || || || || || || ||
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.
Coordinated Instructional Sequences || ||
Instruction that builds upon previously learned concepts.
|| || || || || ||
Cumulative Instruction ||
Text in which a high proportion of words comprise sound-symbol relationships that have
|| || || || || || || || || || || || ||
already been taught. || ||
Decodable Text ||
These words contain phonic elements that were previously taught.
|| || || || || || || ||
Decodable Words ||
,2
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness
|| || || || || || || || || || || || || || || || || || ||
in likeness).
|| ||
Derivational affix ||
The matching instruction that can meet the different needs of learners in a given classroom.
|| || || || || || || || || || || || || ||
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)
|| || || || || ||
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.
|| || || || || || || || || || || || ||
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.
|| || || || || || || ||
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.
|| || || || || || || || || || || ||
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).
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.
|| || || || || || || || ||
Dyslexia
,2
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.
|| || ||
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.
|| || || || || || || || || || || || || || || ||
Elkonin Boxes ||
The skills, knowledge, and attitudes that are developmental precursors to conventional
|| || || || || || || || || || ||
forms of reading and writing. || || || ||
Emergent Literacy ||
The ability to translate language into print (writing) is ____________.
|| || || || || || || || ||
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.
|| || || || || || || || || || || || || || ||
English Language Learner || ||
The origin of a word and the historical development of its meaning is called
|| || || || || || || || || || || || || ||
________________.
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.
|| || || || || ||
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.
|| || || || || || || || || || || ||
, 2
Expository text ||
(Remember, Expository is writing that seeks to EXplain and Inform)
|| || || || || || || || ||
Language that is spoken. || || ||
Expressive Language ||
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
|| || || || || || || || || || || || || ||
child is a handful.).
|| || ||
Figurative meanings ||
What are the 5 components of Reading?
|| || || || || ||
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. ||
Flexible grouping ||
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
|| || || || || || || || || || || || || || || || || ||
______________ ______________. ||
Floss/ SAMMY Rule
|| ||
The ability to read a text accurately, quickly, and with proper expression and
|| || || || || || || || || || || || ||
comprehension.
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. || || ||
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
|| || || || || || || || || || || ||
Frustrational Reading Level || ||
KPEERI Exam Study Guide 2026 questions with accurate
|| || || || || || || ||
detailed answers ||
A word part that contains a vowel or, in spoken language, a vowel sound
|| || || || || || || || || || || || ||
syllable
Two or more consecutive consonants which retain their individual sounds
|| || || || || || || || ||
consonant blend ||
Two consecutive consonants that represent one phoneme, or sound
|| || || || || || || ||
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. || || || || || ||
context clues ||
Sounds that can be held for several seconds without distortion
|| || || || || || || || ||
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.
Coordinated Instructional Sequences || ||
Instruction that builds upon previously learned concepts.
|| || || || || ||
Cumulative Instruction ||
Text in which a high proportion of words comprise sound-symbol relationships that have
|| || || || || || || || || || || || ||
already been taught. || ||
Decodable Text ||
These words contain phonic elements that were previously taught.
|| || || || || || || ||
Decodable Words ||
,2
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness
|| || || || || || || || || || || || || || || || || || ||
in likeness).
|| ||
Derivational affix ||
The matching instruction that can meet the different needs of learners in a given classroom.
|| || || || || || || || || || || || || ||
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)
|| || || || || ||
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.
|| || || || || || || || || || || || ||
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.
|| || || || || || || ||
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.
|| || || || || || || || || || || ||
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).
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.
|| || || || || || || || ||
Dyslexia
,2
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.
|| || ||
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.
|| || || || || || || || || || || || || || || ||
Elkonin Boxes ||
The skills, knowledge, and attitudes that are developmental precursors to conventional
|| || || || || || || || || || ||
forms of reading and writing. || || || ||
Emergent Literacy ||
The ability to translate language into print (writing) is ____________.
|| || || || || || || || ||
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.
|| || || || || || || || || || || || || || ||
English Language Learner || ||
The origin of a word and the historical development of its meaning is called
|| || || || || || || || || || || || || ||
________________.
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.
|| || || || || ||
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.
|| || || || || || || || || || || ||
, 2
Expository text ||
(Remember, Expository is writing that seeks to EXplain and Inform)
|| || || || || || || || ||
Language that is spoken. || || ||
Expressive Language ||
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; That
|| || || || || || || || || || || || || ||
child is a handful.).
|| || ||
Figurative meanings ||
What are the 5 components of Reading?
|| || || || || ||
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. ||
Flexible grouping ||
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
|| || || || || || || || || || || || || || || || || ||
______________ ______________. ||
Floss/ SAMMY Rule
|| ||
The ability to read a text accurately, quickly, and with proper expression and
|| || || || || || || || || || || || ||
comprehension.
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. || || ||
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
|| || || || || || || || || || || ||
Frustrational Reading Level || ||
