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FOUNDATIONS OF READING-PEARSON
QUESTIONS WITH DETAILED VERIFIED
ANSWERS
phonological awareness Ans: 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 Ans: 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: Ans: -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: Ans: -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.
, Page | 2
Rhyming Ans: 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) Ans: 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.
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 Ans: 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 Ans: 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.
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Manipulating phonemes Ans: 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 Ans: the connections between letter symbols and sounds.
Instructional focus: (improves word recognition, spelling, and reading
comprehension)
*alphabetic principle
*mapping phonemes to their corresponding letter (graphemes).
Skills to build phonics: Ans: -letter-sound associations
-sound blending
-segmenting
-manipulating letter-sound correspondence in words
-identifying words quickly and automatically
Phonetic Analyzing Ans: 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.
, Page | 4
Phonetic Contextualizing Ans: 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 Ans: 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.
Phonetic Recognizing Ans: 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 Ans: 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 Ans: 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.
FOUNDATIONS OF READING-PEARSON
QUESTIONS WITH DETAILED VERIFIED
ANSWERS
phonological awareness Ans: 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 Ans: 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: Ans: -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: Ans: -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.
, Page | 2
Rhyming Ans: 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) Ans: 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.
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 Ans: 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 Ans: 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.
, Page | 3
Manipulating phonemes Ans: 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 Ans: the connections between letter symbols and sounds.
Instructional focus: (improves word recognition, spelling, and reading
comprehension)
*alphabetic principle
*mapping phonemes to their corresponding letter (graphemes).
Skills to build phonics: Ans: -letter-sound associations
-sound blending
-segmenting
-manipulating letter-sound correspondence in words
-identifying words quickly and automatically
Phonetic Analyzing Ans: 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.
, Page | 4
Phonetic Contextualizing Ans: 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 Ans: 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.
Phonetic Recognizing Ans: 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 Ans: 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 Ans: 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.
