KPEERI Exam Study Guide 2025
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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. - answerCoordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - answerCumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have
already been taught. - answerDecodable Text
These words contain phonic elements that were previously taught. - answerDecodable
Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -
ness in likeness). - answerDerivational affix
The matching instruction that can meet the different needs of learners in a given
classroom. - answerDifferentiated 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) - answerDigraph
(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. - answerDipthong
(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. - answerDirect
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. -
answerDirect 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). - answerDuring 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. -
answerDyslexia
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. - answerEditing
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. - answerElkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - answerEmergent Literacy
The ability to translate language into print (writing) is ____________. - answerEncoding
(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. - answerEnglish Language Learner
,The origin of a word and the historical development of its meaning is called
________________. - answerEtymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
direct, and related to the learning objective. - answerExplicit 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. -
answerExpository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - answerExpressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds;
That child is a handful.). - answerFigurative meanings
What are the 5 components of Reading? - answerPhonemic 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. - answerFlexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________. - answerFloss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and
comprehension. - answerFluency
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. - answerFormal 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 - answerFrustrational
Reading Level
Vocabulary common to written texts but not commonly a part of speech; in the
Standards, these words and phrases are analogous to Tier Two words and phrases are
typically this... - answerGeneral academic words and phrases
, (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze,
restrict, formulate.)
The ability to use a learned skill in novel situations. - answerGeneralization
A letter or letter combination that spells a single phoneme. In English, this may be one,
two, three, or four letters, such as e, ei, igh, or eigh. - answergrapheme
(Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.")
A visual framework or structure for capturing the main points of what is being read,
which may include concepts, ideas, events, vocabulary, or generalizations. These allow
ideas in text and thinking processes to become external by showing the interrelatedness
of ideas, thus facilitating understanding for the reader. - answerGraphic Organizers
The relationship between letters and phonemes. - answerGraphophonemic
(Examples would include Recognizing alphabetic sequence while singing the alphabet
song, naming letters as well as matching upper and lowercase letters).
Instructional support including immediate corrective feedback as students read orally. -
answerGuided Oral Reading
Students practice newly learned skills with the teacher providing prompts and feedback.
- answerGuided Practice
Words in print containing letters that stray from the most common sound pronunciation
because they do not follow common phonic patterns (e.g., were, was, laugh, been). -
answerHigh Frequency Irregular Words
(These are "wonder words", "red words" , "heart words")
A small group of words (300-500) that account for a large percentage of the words in
print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to
as "sight words" since automatic recognition of these words is required for fluent
reading. - answerHigh Frequency Words
Words that are spelled the same but have different origins and meanings. They may or
may not be pronounced the same (e.g., can as in a metal container/can as in able to). -
answerHomograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
(www.dyfferencemakers.com)
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. - answerCoordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - answerCumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have
already been taught. - answerDecodable Text
These words contain phonic elements that were previously taught. - answerDecodable
Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -
ness in likeness). - answerDerivational affix
The matching instruction that can meet the different needs of learners in a given
classroom. - answerDifferentiated 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) - answerDigraph
(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. - answerDipthong
(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. - answerDirect
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. -
answerDirect 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). - answerDuring 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. -
answerDyslexia
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. - answerEditing
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. - answerElkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - answerEmergent Literacy
The ability to translate language into print (writing) is ____________. - answerEncoding
(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. - answerEnglish Language Learner
,The origin of a word and the historical development of its meaning is called
________________. - answerEtymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
direct, and related to the learning objective. - answerExplicit 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. -
answerExpository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - answerExpressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds;
That child is a handful.). - answerFigurative meanings
What are the 5 components of Reading? - answerPhonemic 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. - answerFlexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________. - answerFloss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and
comprehension. - answerFluency
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. - answerFormal 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 - answerFrustrational
Reading Level
Vocabulary common to written texts but not commonly a part of speech; in the
Standards, these words and phrases are analogous to Tier Two words and phrases are
typically this... - answerGeneral academic words and phrases
, (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze,
restrict, formulate.)
The ability to use a learned skill in novel situations. - answerGeneralization
A letter or letter combination that spells a single phoneme. In English, this may be one,
two, three, or four letters, such as e, ei, igh, or eigh. - answergrapheme
(Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.")
A visual framework or structure for capturing the main points of what is being read,
which may include concepts, ideas, events, vocabulary, or generalizations. These allow
ideas in text and thinking processes to become external by showing the interrelatedness
of ideas, thus facilitating understanding for the reader. - answerGraphic Organizers
The relationship between letters and phonemes. - answerGraphophonemic
(Examples would include Recognizing alphabetic sequence while singing the alphabet
song, naming letters as well as matching upper and lowercase letters).
Instructional support including immediate corrective feedback as students read orally. -
answerGuided Oral Reading
Students practice newly learned skills with the teacher providing prompts and feedback.
- answerGuided Practice
Words in print containing letters that stray from the most common sound pronunciation
because they do not follow common phonic patterns (e.g., were, was, laugh, been). -
answerHigh Frequency Irregular Words
(These are "wonder words", "red words" , "heart words")
A small group of words (300-500) that account for a large percentage of the words in
print and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to
as "sight words" since automatic recognition of these words is required for fluent
reading. - answerHigh Frequency Words
Words that are spelled the same but have different origins and meanings. They may or
may not be pronounced the same (e.g., can as in a metal container/can as in able to). -
answerHomograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
