NYSTCE CST Multisubject Part 1 (241) with complete
solution
Phonics
A method of teaching students to read by correlating sounds with letters or groups of
letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and
new.
Phonological Processing
The use of phonemes to process spoken and written language. The broad category of
phonological processing includes phonological awareness, phonological working
memory, and phonological retrieval.
Phonological Awareness
Awareness of the sound structure of a language and the ability to consciously analyze
and manipulate this structure via a range of tasks, such as speech sound segmentation
and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness
1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness
Tracking the words in sentences. Knowledge that words have meaning. (less important
to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play
Enjoying and reciting learned rhyming words or alliterative phrases in familiar
storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names
rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness
Counting, tapping, blending, or segmenting a word into syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation
Onset is the initial consonant in a one-syllable word. Rime includes the remaining
sounds, including the vowel and any sounds that follow. The ability to produce a
rhyming word depends on understanding that rhyming words have the same rime.
,Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness
This is the student's awareness of the smallest units of sound in a word. It also refers to
a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g.,
"Which picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What
sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in
rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound
words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the
sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke
without the /m/").
Strategy: listening to alliterative passages, blending and segmenting words, and
manipulating sounds in words through substitution, deletion, and addition of phonemics.
Elkonin boxes are provided for tactile blending and segmenting activities.
Phonological Working Memory
Involves storing phoneme information in a temporary, short-term memory store. This
phonemic information is then readily available for manipulation during phonological
awareness tasks.
Phonological Retrieval
Phonological retrieval is the ability to recall the phonemes associated with specific
graphemes, which can be assessed by rapid naming tasks.
Phoneme Manipulation Task (Strategy)
Tasks that tap into phonological processing, such as phoneme manipulation tasks (say
"cat" without the kuh), have proven to be some of the strongest correlates and
predictors of learning to read.
Orthographic Processing
Defined as "the ability to form, store, and access orthographic representations."
Orthography is the methodology of writing a language, which primarily consists of
spelling, but includes, contractions, punctuation and capitalization.
Semantic Processing
Encode the meaning of a word and relate it to similar words with similar meaning.
Syntactic Processing
, The order and arrangement of words in phrases and sentences; you might depend in
part on syntactic processing to know the difference between "The cat is on the mat" and
"The mat is on the cat."
Discourse Processing
Focus on the ways in which readers and listeners comprehend language.
Development of Oral Language
1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing
As early as six weeks, infants begin to make cooing sounds, resemble vowel sounds.
Children are learning to make sounds by manipulating their tongues, mouths, and
breathing.
2. Babbling
Around 4-6 mo, they begin to babble making repeated consonant-vowel sounds. More
complex babbling develops around 8-10 mo.
3. One-Word Stage
Around 1 yr, children begin to produce word-like units. Known as idiomorphs (invented
word). Use a stable language unit to communicate meaning.
4. Telegraphic Stage
Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone"
5. Beginning Oral Fluency
By age 3-4, children are moderately fluent in language used at home.
Development of Reading
1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
3. Decoding reader (7-9 yrs)
4. Fluent, comprehending reader (9-15 yrs)
5. Expert reader (16 yrs +)
1. Emerging pre-reader
The emergent pre-reader sits on 'beloved laps,' samples and learns from a full range of
multiple sounds, words, concepts, images, stories, exposure to print, literacy materials,
and just plain talk during the first five years of life. The major insight in this period is that
reading never just happens to anyone. Emerging reading arises out of years of
perceptions, increasing conceptual and social development, and cumulative exposures
to oral and written language.
By the end of this stage, the child "pretends" to read, can - over time - retell a story
when looking at pages of book previously read to him/her, can names letters of
alphabet; can recognise some signs; can prints own name; and plays with books,
pencils and paper. The child acquires skills by being read to by an adult (or older child)
who responds to the child's questions and who warmly appreciates the child's interest in
books and reading. The child understand thousands of words they hear by age 6 but
can read few if any of them.
solution
Phonics
A method of teaching students to read by correlating sounds with letters or groups of
letters in an alphabetic writing system. Children are taught, for example, that the letter n
represents the sound /n/, and that it is the first letter in words such as nose, nice and
new.
Phonological Processing
The use of phonemes to process spoken and written language. The broad category of
phonological processing includes phonological awareness, phonological working
memory, and phonological retrieval.
Phonological Awareness
Awareness of the sound structure of a language and the ability to consciously analyze
and manipulate this structure via a range of tasks, such as speech sound segmentation
and blending at the word, onset-rime, syllable, and phonemic levels.
Development of Phonological Awareness
1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness
Tracking the words in sentences. Knowledge that words have meaning. (less important
to teach directly)
Strategy: read-aloud, alphabet chants, high-frequency word books
2. Responsiveness to rhyme and alliteration during word play
Enjoying and reciting learned rhyming words or alliterative phrases in familiar
storybooks or nursery rhymes.
Strategy: poetry books, alphabet chants, picture flashcards w/ objects whose names
rhyme.
(Flashcards can be used in sorting and classifying activities.)
3. Syllable awareness
Counting, tapping, blending, or segmenting a word into syllables.
Strategy: Flashcards w/ objects whose names contain different numbers of syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation
Onset is the initial consonant in a one-syllable word. Rime includes the remaining
sounds, including the vowel and any sounds that follow. The ability to produce a
rhyming word depends on understanding that rhyming words have the same rime.
,Recognizing a rhyme is much easier than producing a rhyme.
Strategy: Blending and substitution activities.
5. Phonemic awareness
This is the student's awareness of the smallest units of sound in a word. It also refers to
a student's ability to segment, blend, and manipulate these units.
- Identify and match the initial sounds in words, then the final and middle sounds (e.g.,
"Which picture begins with /m/?"; "Find another picture that ends in /r/").
- Segment and produce the initial sound, then the final and middle sounds (e.g., "What
sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound in
rope").
- Blend sounds into words (e.g., "Listen: /f/ /ē/ /t/. Say it fast").
- Segment the phonemes in two- or three-sound words, moving to four- and five- sound
words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the
sounds: /ī/ /z/").
- Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke
without the /m/").
Strategy: listening to alliterative passages, blending and segmenting words, and
manipulating sounds in words through substitution, deletion, and addition of phonemics.
Elkonin boxes are provided for tactile blending and segmenting activities.
Phonological Working Memory
Involves storing phoneme information in a temporary, short-term memory store. This
phonemic information is then readily available for manipulation during phonological
awareness tasks.
Phonological Retrieval
Phonological retrieval is the ability to recall the phonemes associated with specific
graphemes, which can be assessed by rapid naming tasks.
Phoneme Manipulation Task (Strategy)
Tasks that tap into phonological processing, such as phoneme manipulation tasks (say
"cat" without the kuh), have proven to be some of the strongest correlates and
predictors of learning to read.
Orthographic Processing
Defined as "the ability to form, store, and access orthographic representations."
Orthography is the methodology of writing a language, which primarily consists of
spelling, but includes, contractions, punctuation and capitalization.
Semantic Processing
Encode the meaning of a word and relate it to similar words with similar meaning.
Syntactic Processing
, The order and arrangement of words in phrases and sentences; you might depend in
part on syntactic processing to know the difference between "The cat is on the mat" and
"The mat is on the cat."
Discourse Processing
Focus on the ways in which readers and listeners comprehend language.
Development of Oral Language
1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing
As early as six weeks, infants begin to make cooing sounds, resemble vowel sounds.
Children are learning to make sounds by manipulating their tongues, mouths, and
breathing.
2. Babbling
Around 4-6 mo, they begin to babble making repeated consonant-vowel sounds. More
complex babbling develops around 8-10 mo.
3. One-Word Stage
Around 1 yr, children begin to produce word-like units. Known as idiomorphs (invented
word). Use a stable language unit to communicate meaning.
4. Telegraphic Stage
Toddlers string several words together. i.e. "go bye-bye" or "cookie all gone"
5. Beginning Oral Fluency
By age 3-4, children are moderately fluent in language used at home.
Development of Reading
1. Emerging pre-reader (6 mo to 6 yrs)
2. Novice reader (6-7 yrs)
3. Decoding reader (7-9 yrs)
4. Fluent, comprehending reader (9-15 yrs)
5. Expert reader (16 yrs +)
1. Emerging pre-reader
The emergent pre-reader sits on 'beloved laps,' samples and learns from a full range of
multiple sounds, words, concepts, images, stories, exposure to print, literacy materials,
and just plain talk during the first five years of life. The major insight in this period is that
reading never just happens to anyone. Emerging reading arises out of years of
perceptions, increasing conceptual and social development, and cumulative exposures
to oral and written language.
By the end of this stage, the child "pretends" to read, can - over time - retell a story
when looking at pages of book previously read to him/her, can names letters of
alphabet; can recognise some signs; can prints own name; and plays with books,
pencils and paper. The child acquires skills by being read to by an adult (or older child)
who responds to the child's questions and who warmly appreciates the child's interest in
books and reading. The child understand thousands of words they hear by age 6 but
can read few if any of them.
