1|Page
NYSTCE CST MULTISUBJECT PART 1 (241) |
COMPREHENSIVE QUESTIONS WITH
SOLUTIONS
Phonics -correct-answer-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 -correct-answer-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 -correct-answer-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 -correct-answer-1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
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3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness -correct-answer-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 -correct-answer-
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 -correct-answer-Counting, tapping, blending, or segmenting
a word into syllables.
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Strategy: Flashcards w/ objects whose names contain different numbers of
syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation -correct-answer-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 -correct-answer-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").
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- 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 -correct-answer-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 -correct-answer-Phonological retrieval is the ability to
recall the phonemes associated with specific graphemes, which can be assessed
by rapid naming tasks.
NYSTCE CST MULTISUBJECT PART 1 (241) |
COMPREHENSIVE QUESTIONS WITH
SOLUTIONS
Phonics -correct-answer-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 -correct-answer-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 -correct-answer-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 -correct-answer-1. Word awareness
2. Responsiveness to rhyme and alliteration during word play
,2|Page
3. Syllable awareness
4. Onset and rime manipulation
5. Phoneme awareness
1. Word awareness -correct-answer-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 -correct-answer-
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 -correct-answer-Counting, tapping, blending, or segmenting
a word into syllables.
,3|Page
Strategy: Flashcards w/ objects whose names contain different numbers of
syllables.
(Flashcards can be used in sorting activity.)
4. Onset and rime manipulation -correct-answer-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 -correct-answer-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").
, 4|Page
- 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 -correct-answer-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 -correct-answer-Phonological retrieval is the ability to
recall the phonemes associated with specific graphemes, which can be assessed
by rapid naming tasks.
