FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
phonological awareness - (ANSWER)The ability to recognize that words are made up of a variety of
sound units.
(Sentence segmentation, rhyming and syllable blending and segmenting, onset-rime blending and
segmenting, phoneme identification, deletion, and manipulation.
Phonemic Awareness - (ANSWER)the ability to hear, identify, and manipulate individual phonemes
(sounds) in spoken words.
An auditory skill (eyes opened/eyes closed).
Fundamental to mapping speech sounds to print.
Skills to build with phonological awareness: - (ANSWER)-hears rhyme
-distinguishes words in a sentence
-identifies syllable blending and segmentation
-distinguishes onset-rime, rhyming, and alliteration (she said sorry sir).
Skills to build with phonemic awareness: - (ANSWER)-manipulates phonemes in isolation
-identifies and categorizes phonemes
-blends (/c/ /a/ /t/ to cat) and segments phonemes (cat to /c/ /a/ /t/).
-controls deletion, addition, and substitution of phonemes.
Rhyming - (ANSWER)is one of the early phases of phonemic awareness and provides students with an
opportunity to begin developing an awareness of sounds.
Activities: hearing and recognizing rhymes, repeated ending sounds and generating new words with
similar sounds, applying rhyme in context for meaning (in sentences).
Isolating and identifying phonemes(sounds) - (ANSWER)is a strategy that allows students to recognize
individual sounds in a word. Students focus on separate distinctions of initial, medial, and final sounds in
words to recognize similarities and differences.
,FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
Activities: identifying and separating individual sounds by positioning the lips, teeth, and tongue to make
the appropriate sound.
Distinguish the difference and similarities between beginning, medial, and ending sounds.
Blending phonemes - (ANSWER)is a strategy that includes listening to a sequence of separately spoken
sounds and the coming the sounds to make a whole word.
/c//a//t/ makes cat
Activities: listening to a sequence of sounds and the combining onset and rimes to form a word.
Identifying and blending the syllables of a word.
Identify and blending the isolated phonemes of a word.
Segmenting phonemes - (ANSWER)is a strategy that incorporates hearing a word and then breaking it
into separate parts. This strategy enhances reading and spelling.
Activities: identifying and separating a sentence into individual words, identifying and separating
individual words into syllables, identifying and separating words to onset and rime, identifying and
separating units of sound in a word.
Manipulating phonemes - (ANSWER)is a strategy that involves adding, deleting, and substituting
phonemes in words. Students should have lots of opportunities to manipulate sounds orally as well as in
written work.
Activities: adding a phoneme to an existing word to create a new word.
Deleting a phoneme to create a new word.
Substituting a phoneme to create a new word.
Phonics - (ANSWER)the connections between letter symbols and sounds.
Instructional focus: (improves word recognition, spelling, and reading comprehension)
,FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
*alphabetic principle
*mapping phonemes to their corresponding letter (graphemes).
Skills to build phonics: - (ANSWER)-letter-sound associations
-sound blending
-segmenting
-manipulating letter-sound correspondence in words
-identifying words quickly and automatically
Phonetic Analyzing - (ANSWER)requires students to take an identified word and examine its parts. This
strategy encourages students to explore the letter-sound relationship while analyzing the word
structure. Students read the whole word and take it apart.
Activities: examine and describe phonetic rules(s) and how it aligns with the word (or not).
-focuses on the whole words and identifies parts of the word.
-explains parts and patterns within word.
Phonetic Contextualizing - (ANSWER)is when students use letter-sound correspondence and integrate
this association with context clues to form a word. This is a strategy to help students learn to apply
several cueing systems.
Activities: predicting words using surrounding text for meaning, applying the structural cues of the
unknown words based on the meaning of the surrounding words, and use letter-sound clues to figure
out unknown words.
Phonetic Patterning - (ANSWER)is when the reader recognizes parts of the unknown word and compares
it with a similar pattern from a known word. Readers can decode and encode words by diving words
between the onset and rime and then blending the two parts together.
Activities: identifying parts within words, sorting words according to common patterns, developing new
words with similar patterns.
, FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
Phonetic Recognizing - (ANSWER)is when students are able to identify words quickly and automatically.
The speed and accuracy with which a student is able to use the strategy determines the student's level
of fluency and comprehension.
Activities: recognizing words instantly, identifying high-frequency words, examining words using
multiple senses.
Phonetic Spelling - (ANSWER)is a strategy that helps readers transform sounds into letters and letters
into written words.
Activities: connecting words by spelling patterns, manipulating letters to discover letter-sound
relationship, creating associations to remember how to spell words (mnemonic devices, visualization,
and making connections).
Phonetic Synthesizing - (ANSWER)is converting letters into sounds and then combining those sounds to
create a word.
Activities: recognizing that letters have names and sound can be associated, hearing sounds in words,
blending sounds to form words, recognizing letter patterns.
Fluency - (ANSWER)is thee ability to read smoothly, easily, and readily with freedom from word
recognition problems. Fluency requires not only smooth real reading, but also requires expression,
appropriate phrasing and comprehension. Fluent reading frees resources to process meaning.
Instructional focus: improve fluency by modeling fluent reading and having students repeatedly read
passages aloud with guidance.
Skills to build fluency: - (ANSWER)-use phrasing
-recognize punctuation
-read with expressiveness
-utilize self-correction
phonological awareness - (ANSWER)The ability to recognize that words are made up of a variety of
sound units.
(Sentence segmentation, rhyming and syllable blending and segmenting, onset-rime blending and
segmenting, phoneme identification, deletion, and manipulation.
Phonemic Awareness - (ANSWER)the ability to hear, identify, and manipulate individual phonemes
(sounds) in spoken words.
An auditory skill (eyes opened/eyes closed).
Fundamental to mapping speech sounds to print.
Skills to build with phonological awareness: - (ANSWER)-hears rhyme
-distinguishes words in a sentence
-identifies syllable blending and segmentation
-distinguishes onset-rime, rhyming, and alliteration (she said sorry sir).
Skills to build with phonemic awareness: - (ANSWER)-manipulates phonemes in isolation
-identifies and categorizes phonemes
-blends (/c/ /a/ /t/ to cat) and segments phonemes (cat to /c/ /a/ /t/).
-controls deletion, addition, and substitution of phonemes.
Rhyming - (ANSWER)is one of the early phases of phonemic awareness and provides students with an
opportunity to begin developing an awareness of sounds.
Activities: hearing and recognizing rhymes, repeated ending sounds and generating new words with
similar sounds, applying rhyme in context for meaning (in sentences).
Isolating and identifying phonemes(sounds) - (ANSWER)is a strategy that allows students to recognize
individual sounds in a word. Students focus on separate distinctions of initial, medial, and final sounds in
words to recognize similarities and differences.
,FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
Activities: identifying and separating individual sounds by positioning the lips, teeth, and tongue to make
the appropriate sound.
Distinguish the difference and similarities between beginning, medial, and ending sounds.
Blending phonemes - (ANSWER)is a strategy that includes listening to a sequence of separately spoken
sounds and the coming the sounds to make a whole word.
/c//a//t/ makes cat
Activities: listening to a sequence of sounds and the combining onset and rimes to form a word.
Identifying and blending the syllables of a word.
Identify and blending the isolated phonemes of a word.
Segmenting phonemes - (ANSWER)is a strategy that incorporates hearing a word and then breaking it
into separate parts. This strategy enhances reading and spelling.
Activities: identifying and separating a sentence into individual words, identifying and separating
individual words into syllables, identifying and separating words to onset and rime, identifying and
separating units of sound in a word.
Manipulating phonemes - (ANSWER)is a strategy that involves adding, deleting, and substituting
phonemes in words. Students should have lots of opportunities to manipulate sounds orally as well as in
written work.
Activities: adding a phoneme to an existing word to create a new word.
Deleting a phoneme to create a new word.
Substituting a phoneme to create a new word.
Phonics - (ANSWER)the connections between letter symbols and sounds.
Instructional focus: (improves word recognition, spelling, and reading comprehension)
,FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
*alphabetic principle
*mapping phonemes to their corresponding letter (graphemes).
Skills to build phonics: - (ANSWER)-letter-sound associations
-sound blending
-segmenting
-manipulating letter-sound correspondence in words
-identifying words quickly and automatically
Phonetic Analyzing - (ANSWER)requires students to take an identified word and examine its parts. This
strategy encourages students to explore the letter-sound relationship while analyzing the word
structure. Students read the whole word and take it apart.
Activities: examine and describe phonetic rules(s) and how it aligns with the word (or not).
-focuses on the whole words and identifies parts of the word.
-explains parts and patterns within word.
Phonetic Contextualizing - (ANSWER)is when students use letter-sound correspondence and integrate
this association with context clues to form a word. This is a strategy to help students learn to apply
several cueing systems.
Activities: predicting words using surrounding text for meaning, applying the structural cues of the
unknown words based on the meaning of the surrounding words, and use letter-sound clues to figure
out unknown words.
Phonetic Patterning - (ANSWER)is when the reader recognizes parts of the unknown word and compares
it with a similar pattern from a known word. Readers can decode and encode words by diving words
between the onset and rime and then blending the two parts together.
Activities: identifying parts within words, sorting words according to common patterns, developing new
words with similar patterns.
, FOUNDATIONS OF READING PEARSON EXAM QUESTIONS AND ANSWERS 2025
Phonetic Recognizing - (ANSWER)is when students are able to identify words quickly and automatically.
The speed and accuracy with which a student is able to use the strategy determines the student's level
of fluency and comprehension.
Activities: recognizing words instantly, identifying high-frequency words, examining words using
multiple senses.
Phonetic Spelling - (ANSWER)is a strategy that helps readers transform sounds into letters and letters
into written words.
Activities: connecting words by spelling patterns, manipulating letters to discover letter-sound
relationship, creating associations to remember how to spell words (mnemonic devices, visualization,
and making connections).
Phonetic Synthesizing - (ANSWER)is converting letters into sounds and then combining those sounds to
create a word.
Activities: recognizing that letters have names and sound can be associated, hearing sounds in words,
blending sounds to form words, recognizing letter patterns.
Fluency - (ANSWER)is thee ability to read smoothly, easily, and readily with freedom from word
recognition problems. Fluency requires not only smooth real reading, but also requires expression,
appropriate phrasing and comprehension. Fluent reading frees resources to process meaning.
Instructional focus: improve fluency by modeling fluent reading and having students repeatedly read
passages aloud with guidance.
Skills to build fluency: - (ANSWER)-use phrasing
-recognize punctuation
-read with expressiveness
-utilize self-correction
