NYSTCE CST (241) Exam Questions And
Answers Verified 100% Correct
Phonological Retrieval - ANSWER 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) - ANSWER 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 - ANSWER 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 - ANSWER Encode the meaning of a word and relate it to similar
words with similar meaning.
Syntactic Processing - ANSWER 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 - ANSWER Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language - ANSWER 1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER Toddlers string several words together. i.e. "go bye-
bye" or "cookie all gone"
5. Beginning Oral Fluency - ANSWER By age 3-4, children are moderately fluent in
language used at home.
Development of Reading - ANSWER 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 - ANSWER 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.
2. Novice reader - ANSWER In this stage, the child is learning the relationships
between letters and sounds and between printed and spoken words. The child starts to
read simple text containing high frequency words and phonically regular words, and
uses emerging skills and insights to "sound out" new one-syllable words. There is direct
instruction in letter-sound relations (phonics). The child is being read to on a level
above what a child can read independently to develop more advanced language
patterns, vocabulary and concepts. In late Stage 2, most children can understand up to
4000 or more words when heard but can read about 600.
3. Decoding reader - ANSWER In this stage, the child is reading simple, familiar
stories and selections with increasing fluency. This is done by consolidating the basic
decoding elements, sight vocabulary, and meaning in the reading of familiar stories and
selections. There is direct instruction in advanced decoding skills as well as wide
reading of familiar, interesting materials. The child is still being read to at levels above
their own independent reading level to develop language, vocabulary and concepts. In
, late Stage 3, about 3000 words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.
4. Fluent, comprehending reader - ANSWER By this stage, reading is used to
learn new ideas in order to gain new knowledge, to experience new feelings, to learn
new attitudes, and to explore issues from one or more perspectives. Reading includes
the study of textbooks, reference works, trade books, newspapers, and magazines that
contain new ideas and values, unfamiliar vocabulary and syntax. There is a systematic
study of word meaning, and learners are guided to react to texts through discussions,
ANSWERing questions, generating questions, writing, and more. At beginning of Stage
4, listening comprehension of the same material is still more effective than reading
comprehension. By the end of Stage 4, reading and listening are about equal for those
who read very well, reading may be more efficient.
Fluency - ANSWER Ability to read a text accurately, quickly, and with expression.
Fluency is important because it provides a bridge between word recognition and
comprehension. When fluent readers read silently, they recognize words automatically.
They group words quickly to help them gain meaning from what they read. Fluent
readers read aloud effortlessly and with expression. Their reading sounds natural, as if
they are speaking. Readers who have not yet developed fluency read slowly, word by
word. Their oral reading is choppy.
Developing Fluent Readers - ANSWER Strategies: choral reading, cloze reading, read
aloud to a partner
Choral reading - teacher and students read aloud together, following the teacher's pace.
Cloze reading - teacher does most of oral reading. Once or twice every few sentences,
the teacher omits an important vocabulary or content word.
Development of Spelling - ANSWER 1. Preliterate
2. Phonetic
3. Skill Development
4. Word Extension
5. Derivational Constancy
1. Preliterate - ANSWER Before children can read, write, or spell, they must first
acquire some fundamental understandings about language. This process occurs during
the preliterate stage. As children experience the printed page, both as a result of
watching books being read and of exploring books on their own, they develop concepts
of print. For example, they become aware that English words are written from left to
right and flow from the top to the bottom of the page. Beginning writing experiences
might include "pretend writing" with scribbles or random marks that eventually become
more linear. Children then learn to write actual letters, often beginning with their own
Answers Verified 100% Correct
Phonological Retrieval - ANSWER 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) - ANSWER 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 - ANSWER 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 - ANSWER Encode the meaning of a word and relate it to similar
words with similar meaning.
Syntactic Processing - ANSWER 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 - ANSWER Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language - ANSWER 1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1. Cooing - ANSWER 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 - ANSWER 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 - ANSWER 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 - ANSWER Toddlers string several words together. i.e. "go bye-
bye" or "cookie all gone"
5. Beginning Oral Fluency - ANSWER By age 3-4, children are moderately fluent in
language used at home.
Development of Reading - ANSWER 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 - ANSWER 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.
2. Novice reader - ANSWER In this stage, the child is learning the relationships
between letters and sounds and between printed and spoken words. The child starts to
read simple text containing high frequency words and phonically regular words, and
uses emerging skills and insights to "sound out" new one-syllable words. There is direct
instruction in letter-sound relations (phonics). The child is being read to on a level
above what a child can read independently to develop more advanced language
patterns, vocabulary and concepts. In late Stage 2, most children can understand up to
4000 or more words when heard but can read about 600.
3. Decoding reader - ANSWER In this stage, the child is reading simple, familiar
stories and selections with increasing fluency. This is done by consolidating the basic
decoding elements, sight vocabulary, and meaning in the reading of familiar stories and
selections. There is direct instruction in advanced decoding skills as well as wide
reading of familiar, interesting materials. The child is still being read to at levels above
their own independent reading level to develop language, vocabulary and concepts. In
, late Stage 3, about 3000 words can be read and understood and about 9000 are known
when heard. Listening is still more effective than reading.
4. Fluent, comprehending reader - ANSWER By this stage, reading is used to
learn new ideas in order to gain new knowledge, to experience new feelings, to learn
new attitudes, and to explore issues from one or more perspectives. Reading includes
the study of textbooks, reference works, trade books, newspapers, and magazines that
contain new ideas and values, unfamiliar vocabulary and syntax. There is a systematic
study of word meaning, and learners are guided to react to texts through discussions,
ANSWERing questions, generating questions, writing, and more. At beginning of Stage
4, listening comprehension of the same material is still more effective than reading
comprehension. By the end of Stage 4, reading and listening are about equal for those
who read very well, reading may be more efficient.
Fluency - ANSWER Ability to read a text accurately, quickly, and with expression.
Fluency is important because it provides a bridge between word recognition and
comprehension. When fluent readers read silently, they recognize words automatically.
They group words quickly to help them gain meaning from what they read. Fluent
readers read aloud effortlessly and with expression. Their reading sounds natural, as if
they are speaking. Readers who have not yet developed fluency read slowly, word by
word. Their oral reading is choppy.
Developing Fluent Readers - ANSWER Strategies: choral reading, cloze reading, read
aloud to a partner
Choral reading - teacher and students read aloud together, following the teacher's pace.
Cloze reading - teacher does most of oral reading. Once or twice every few sentences,
the teacher omits an important vocabulary or content word.
Development of Spelling - ANSWER 1. Preliterate
2. Phonetic
3. Skill Development
4. Word Extension
5. Derivational Constancy
1. Preliterate - ANSWER Before children can read, write, or spell, they must first
acquire some fundamental understandings about language. This process occurs during
the preliterate stage. As children experience the printed page, both as a result of
watching books being read and of exploring books on their own, they develop concepts
of print. For example, they become aware that English words are written from left to
right and flow from the top to the bottom of the page. Beginning writing experiences
might include "pretend writing" with scribbles or random marks that eventually become
more linear. Children then learn to write actual letters, often beginning with their own
