LETRS Unit 2 Session 2 Check For Understanding
QUESTION:
T/F Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability.
ANSWER:
False.
EXPLANATION:
Phonemic awareness, including skills like phoneme segmentation and blending, is a strong predictor of early reading success, especially in kindergarten and first grade. However, as students progress beyond first grade, their reading development depends on more advanced skills such as vocabulary knowledge, comprehension, and fluency, making phonemic awareness alone less predictive.
QUESTION:
Students’ ability to acquire phonemic awareness is not dependent on which of the following factors?
a. general language development and listening abilities
b. word comprehension
c. familiarity with vocabulary used in tasks
d. the amount of practice received
ANSWER:
b. word comprehension.
Phonemic awareness focuses on manipulating sounds in words, which does not require understanding the word’s meaning. Factors such as general language abilities, familiarity with vocabulary, and practice all influence phonemic awareness development, but word comprehension is not essential for this skill to develop.
QUESTION:
Which of these tasks could a student at the early phonological awareness level perform? Select all that apply.
a. determining whether cat and kiss begin with the same sound
b. segmenting and tapping the phonemes in the word slap
c. clapping and counting the syllables in the word pencil
d. saying the word marker, then deleting the last syllable and saying it again, mark
ANSWER:
a & c determining whether cat and kiss begin with the same sound clapping and counting the syllables in the word pencil
EXPLANATION:
At the early phonological awareness level, children can recognize similar beginning sounds (onset awareness) and work with larger sound units like syllables. These tasks, such as identifying the same starting sounds and counting syllables, are typical of early sound awareness but do not require more advanced phonemic skills.
QUESTION:
Which of these tasks could a student at the basic phonemic awareness level perform? Select all that apply.
a. saying the word flame, then deleting the phoneme /l/ and saying the word without it
b. saying the compound word rainbow, then deleting the first part and saying the new word
c. determining which sound should be changed to make the word stream into scream
d. segmenting and tapping the phonemes in the word beak
ANSWER:
b& d saying the compound word rainbow, then deleting the first part and saying the new word, segmenting and tapping the phonemes in the word beak.
EXPLANATION:
At the basic phonemic awareness level, students can manipulate and segment sounds within words. They can perform tasks like splitting compound words into parts and segmenting phonemes in simple words, but more complex sound manipulation (e.g., deleting internal sounds) is reserved for higher levels of phonemic awareness.
QUESTION:
Which of these advanced phonemic awareness skills do children typically develop last?
a. the ability to delete the final sound from a word
b. the ability to substitute sounds within words of 5-6 phonemes
c. the ability to reverse the first and final sounds in a word
d. the ability to delete the initial sound from a word that begins with a blend
ANSWER:
c. the ability to reverse the first and final sounds.
EXPLANATION:
Reversing the first and last sounds of a word is a highly advanced phonemic awareness skill. It requires a deep understanding of phoneme manipulation and comes after children have mastered easier tasks, such as sound deletion or substitution. This skill reflects a sophisticated level of sound manipulation that is developed later.
QUESTION:
Even after first grade, skills such as phoneme segmentation and blending of a single-syllable words without consonant blends are good predictors of reading ability.
ANSWER:
False.
EXPLANATION:
While phoneme segmentation and blending are strong indicators of early reading ability, they become less predictive of reading performance as students move past first grade. After this stage, other factors like comprehension, vocabulary, and fluency play a more significant role in reading success.
QUESTION:
Students’ ability to acquire phonemic awareness is not dependent on which of the following factors?
ANSWER:
Word comprehension.
EXPLANATION:
Phonemic awareness is about the ability to hear and manipulate sounds in words, which can be done independently of a student’s understanding of the word’s meaning. Therefore, word comprehension is not a necessary factor for developing phonemic awareness, as the focus is on sound manipulation rather than meaning.
QUESTION:
Which of these tasks could a student at the early phonological awareness level perform?
ANSWER:
“Which words begin with the same sound, cat, kiss, and map?” (Match beginning sounds) AND “Clap the syllables in the word baseball” (segment syllables).
EXPLANATION:
Early phonological awareness includes tasks that focus on broader sound units, such as matching initial sounds in words and counting syllables. These activities help students build foundational skills needed for more complex phonemic awareness tasks that come later in their development.
QUESTION:
Which of these tasks could a student typically perform by age 7?
ANSWER:
“Say mit. (mit) “Say it again without the /m/.” (It) AND “Say bike.” (Bike) “Say it again without the /k/.” (Bye) …. Deletion of initial sound and deletion of final sound.
QUESTION:
Which of these advanced, or more complex, phonemic awareness skills is the most difficult for children to master?
ANSWER:
The ability to delete the second phoneme in a CCVCC pattern.
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