WGU D668 ELEMENTARY LITERACY CURRICULUM
OA V1 & V2 2026/2027 | Objective
Assessment 100% Correct | Western
Governors University | Pass Guaranteed -
A+ Graded
OA VERSION 1 (Q1-40)
Section V1A: Foundations of Literacy & Science of Reading (Q1-
12)
Q1. According to Scarborough's Reading Rope, which two major strands must be
braided together for skilled reading?
A. Whole language and balanced literacy
B. Word recognition and language comprehension
C. Phonics and sight words
D. Guided reading and independent reading
B. Word recognition and language comprehension [CORRECT]
Rationale: Scarborough's Reading Rope identifies word recognition (phonological
awareness, decoding, sight recognition) and language comprehension (background
knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) as
the two essential strands that must become increasingly automatic and strategic.
Options A, C, and D describe instructional approaches, not the foundational strands
of the model.
Correct Answer: B
,Q2. The Simple View of Reading states that reading comprehension is the product of:
A. Decoding × Listening comprehension
B. Phonemic awareness × Phonics
C. Fluency × Vocabulary
D. Sight word recognition × Background knowledge
A. Decoding × Listening comprehension [CORRECT]
Rationale: The Simple View of Reading formula is R = D × LC, where reading
comprehension equals decoding multiplied by listening comprehension. If either
factor is weak, overall comprehension suffers. Option B describes foundational skills;
Option C describes components within the strands; Option D describes partial
elements of word recognition and comprehension.
Correct Answer: A
Q3. A first-grade student can read words like "cat" and "dog" by sounding out each
letter but struggles with irregular words like "said" and "was." According to Ehri's
phases of word reading, this student is most likely in which phase?
A. Pre-alphabetic
B. Partial alphabetic
C. Full alphabetic
D. Consolidated alphabetic
C. Full alphabetic [CORRECT]
Rationale: In the full alphabetic phase, students use complete phoneme-grapheme
connections to decode regular words but have not yet consolidated orthographic
patterns for irregular words. Pre-alphabetic (Option A) readers use visual cues; partial
alphabetic (Option B) readers use some letter-sound connections; consolidated
alphabetic (Option D) readers recognize chunks and patterns automatically.
Correct Answer: C
,Q4. A kindergarten student points to words on a page and explains that the letters
represent sounds that make words. This understanding demonstrates:
A. Phonological awareness
B. The alphabetic principle
C. Orthographic mapping
D. Morphological awareness
B. The alphabetic principle [CORRECT]
Rationale: The alphabetic principle is the understanding that letters and letter
combinations represent speech sounds in systematic ways. Phonological awareness
(Option A) is oral only; orthographic mapping (Option C) is the process of connecting
phonemes to graphemes in memory; morphological awareness (Option D) involves
understanding word parts like prefixes and suffixes.
Correct Answer: B
Q5. Which of the following best describes the role of the phonological processor in
reading?
A. It stores visual representations of words
B. It processes the sounds of spoken and written language
C. It retrieves the meaning of words from memory
D. It controls eye movements across text
B. It processes the sounds of spoken and written language [CORRECT]
Rationale: The phonological processor handles the sound structure of language,
including phonemes, syllables, and onset-rime patterns. The orthographic processor
(Option A) handles visual word forms; the meaning processor (Option C) handles
semantics; the context processor (Option D) handles syntactic and contextual
integration.
Correct Answer: B
, Q6. A second-grade student reads aloud with appropriate expression and intonation
but reads slowly and makes frequent word-level errors. According to the Simple View
of Reading, which area is likely the primary deficit?
A. Language comprehension
B. Decoding
C. Background knowledge
D. Verbal reasoning
B. Decoding [CORRECT]
Rationale: Slow, inaccurate word reading indicates a decoding deficit. The student
demonstrates adequate language comprehension through appropriate prosody
(expression), but the word recognition strand is not yet automatic. Options A, C, and
D are components of language comprehension, which appears intact based on the
student's prosody.
Correct Answer: B
Q7. Which instructional approach is most aligned with the Science of Reading?
A. Using context clues and pictures as the primary strategy for identifying unknown
words
B. Systematic, explicit instruction in phoneme-grapheme relationships combined with
language-rich activities
C. Encouraging students to guess words based on the first letter and story meaning
D. Teaching reading through whole-word memorization before introducing letter
sounds
B. Systematic, explicit instruction in phoneme-grapheme relationships combined
with language-rich activities [CORRECT]
Rationale: The Science of Reading emphasizes structured literacy—explicit,
systematic teaching of phonological awareness, phonics, and word recognition
alongside robust language comprehension instruction. Options A, C, and D describe
balanced literacy or whole language strategies that are not supported by reading
science research.
OA V1 & V2 2026/2027 | Objective
Assessment 100% Correct | Western
Governors University | Pass Guaranteed -
A+ Graded
OA VERSION 1 (Q1-40)
Section V1A: Foundations of Literacy & Science of Reading (Q1-
12)
Q1. According to Scarborough's Reading Rope, which two major strands must be
braided together for skilled reading?
A. Whole language and balanced literacy
B. Word recognition and language comprehension
C. Phonics and sight words
D. Guided reading and independent reading
B. Word recognition and language comprehension [CORRECT]
Rationale: Scarborough's Reading Rope identifies word recognition (phonological
awareness, decoding, sight recognition) and language comprehension (background
knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) as
the two essential strands that must become increasingly automatic and strategic.
Options A, C, and D describe instructional approaches, not the foundational strands
of the model.
Correct Answer: B
,Q2. The Simple View of Reading states that reading comprehension is the product of:
A. Decoding × Listening comprehension
B. Phonemic awareness × Phonics
C. Fluency × Vocabulary
D. Sight word recognition × Background knowledge
A. Decoding × Listening comprehension [CORRECT]
Rationale: The Simple View of Reading formula is R = D × LC, where reading
comprehension equals decoding multiplied by listening comprehension. If either
factor is weak, overall comprehension suffers. Option B describes foundational skills;
Option C describes components within the strands; Option D describes partial
elements of word recognition and comprehension.
Correct Answer: A
Q3. A first-grade student can read words like "cat" and "dog" by sounding out each
letter but struggles with irregular words like "said" and "was." According to Ehri's
phases of word reading, this student is most likely in which phase?
A. Pre-alphabetic
B. Partial alphabetic
C. Full alphabetic
D. Consolidated alphabetic
C. Full alphabetic [CORRECT]
Rationale: In the full alphabetic phase, students use complete phoneme-grapheme
connections to decode regular words but have not yet consolidated orthographic
patterns for irregular words. Pre-alphabetic (Option A) readers use visual cues; partial
alphabetic (Option B) readers use some letter-sound connections; consolidated
alphabetic (Option D) readers recognize chunks and patterns automatically.
Correct Answer: C
,Q4. A kindergarten student points to words on a page and explains that the letters
represent sounds that make words. This understanding demonstrates:
A. Phonological awareness
B. The alphabetic principle
C. Orthographic mapping
D. Morphological awareness
B. The alphabetic principle [CORRECT]
Rationale: The alphabetic principle is the understanding that letters and letter
combinations represent speech sounds in systematic ways. Phonological awareness
(Option A) is oral only; orthographic mapping (Option C) is the process of connecting
phonemes to graphemes in memory; morphological awareness (Option D) involves
understanding word parts like prefixes and suffixes.
Correct Answer: B
Q5. Which of the following best describes the role of the phonological processor in
reading?
A. It stores visual representations of words
B. It processes the sounds of spoken and written language
C. It retrieves the meaning of words from memory
D. It controls eye movements across text
B. It processes the sounds of spoken and written language [CORRECT]
Rationale: The phonological processor handles the sound structure of language,
including phonemes, syllables, and onset-rime patterns. The orthographic processor
(Option A) handles visual word forms; the meaning processor (Option C) handles
semantics; the context processor (Option D) handles syntactic and contextual
integration.
Correct Answer: B
, Q6. A second-grade student reads aloud with appropriate expression and intonation
but reads slowly and makes frequent word-level errors. According to the Simple View
of Reading, which area is likely the primary deficit?
A. Language comprehension
B. Decoding
C. Background knowledge
D. Verbal reasoning
B. Decoding [CORRECT]
Rationale: Slow, inaccurate word reading indicates a decoding deficit. The student
demonstrates adequate language comprehension through appropriate prosody
(expression), but the word recognition strand is not yet automatic. Options A, C, and
D are components of language comprehension, which appears intact based on the
student's prosody.
Correct Answer: B
Q7. Which instructional approach is most aligned with the Science of Reading?
A. Using context clues and pictures as the primary strategy for identifying unknown
words
B. Systematic, explicit instruction in phoneme-grapheme relationships combined with
language-rich activities
C. Encouraging students to guess words based on the first letter and story meaning
D. Teaching reading through whole-word memorization before introducing letter
sounds
B. Systematic, explicit instruction in phoneme-grapheme relationships combined
with language-rich activities [CORRECT]
Rationale: The Science of Reading emphasizes structured literacy—explicit,
systematic teaching of phonological awareness, phonics, and word recognition
alongside robust language comprehension instruction. Options A, C, and D describe
balanced literacy or whole language strategies that are not supported by reading
science research.
