NYSTCE Multi Subject 1-6 Part 1 with all Correct &
100% Verified Answers |Latest Version |Already
Graded A+ (Just Released)
Phonics ✔Correct Answer-A method of teaching students to read by correlating sounds with
letters/groups of letters
Phonological Processing ✔Correct Answer-The use of phonemes to process spoken and written
language
Phonological Awareness ✔Correct Answer-Awareness of the sound structure of a language and the
ability to analyze and manipulate the structure.
Phonological Working Memory ✔Correct Answer-storing phoneme information in a temporary
short-term memory store
Phonological Retrieval ✔Correct Answer-ability to retrieve phonological information about words
Word Awareness ✔Correct Answer-Tracking the words in sentences knowledge that words have
meaning.
Strategy: Read Aloud, Alphabet Books, high frequency word books
Responsiveness to Rhyme and alliteration during word play ✔Correct Answer-Enjoying and reciting
learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes.
Syllable Awareness ✔Correct Answer-Counting, tapping, blending, or segmenting a word into
syllables.
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.
Phonemic Awareness ✔Correct Answer-Students awareness of the smallest unit of sounds in a
word.
Also refers to the ability to segment, blend, and manipulate these units.
Phoneme Manipulation ✔Correct Answer-Tasks that tap into phonological processing, such as
phoneme manipulation tasks (say "cat" without the Kuh)
Orthographic Processing ✔Correct 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 ✔Correct Answer-Encode the meaning of a word and relate it to similar words
with similar meaning.
, Syntactic Processing ✔Correct 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 ✔Correct Answer-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language ✔Correct Answer-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1) Cooing ✔Correct 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 ✔Correct 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 ✔Correct 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 ✔Correct Answer-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5) Beginning Oral Fluency ✔Correct Answer-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading ✔Correct 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 ✔Correct 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.
100% Verified Answers |Latest Version |Already
Graded A+ (Just Released)
Phonics ✔Correct Answer-A method of teaching students to read by correlating sounds with
letters/groups of letters
Phonological Processing ✔Correct Answer-The use of phonemes to process spoken and written
language
Phonological Awareness ✔Correct Answer-Awareness of the sound structure of a language and the
ability to analyze and manipulate the structure.
Phonological Working Memory ✔Correct Answer-storing phoneme information in a temporary
short-term memory store
Phonological Retrieval ✔Correct Answer-ability to retrieve phonological information about words
Word Awareness ✔Correct Answer-Tracking the words in sentences knowledge that words have
meaning.
Strategy: Read Aloud, Alphabet Books, high frequency word books
Responsiveness to Rhyme and alliteration during word play ✔Correct Answer-Enjoying and reciting
learned Rhyming words or alliterative phrases in familiar storybooks/nursery rhymes.
Syllable Awareness ✔Correct Answer-Counting, tapping, blending, or segmenting a word into
syllables.
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.
Phonemic Awareness ✔Correct Answer-Students awareness of the smallest unit of sounds in a
word.
Also refers to the ability to segment, blend, and manipulate these units.
Phoneme Manipulation ✔Correct Answer-Tasks that tap into phonological processing, such as
phoneme manipulation tasks (say "cat" without the Kuh)
Orthographic Processing ✔Correct 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 ✔Correct Answer-Encode the meaning of a word and relate it to similar words
with similar meaning.
, Syntactic Processing ✔Correct 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 ✔Correct Answer-Focus on the ways in which readers and listeners
comprehend language.
Development of Oral Language ✔Correct Answer-1. Cooing
2. Babbling
3. One-Word Stage
4. Telegraphic Stage
5. Beginning Oral Fluency
1) Cooing ✔Correct 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 ✔Correct 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 ✔Correct 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 ✔Correct Answer-Toddlers string several words together. i.e. "go bye-bye" or
"cookie all gone"
5) Beginning Oral Fluency ✔Correct Answer-By age 3-4, children are moderately fluent in language
used at home.
Development of Reading ✔Correct 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 ✔Correct 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.
