STR Phonemic Awareness 3

Question 1

A kindergartner can identify rhymes but cannot segment the word 'dog' into its individual sounds. Based on the phonological awareness continuum, the teacher should next focus on:

Accepted Answer

Phoneme isolation

Answer

Between rhyme recognition and full segmentation, phoneme isolation (identifying the first, last, or middle sound) is the appropriate intermediate step.

Question 2

Which of the following is an example of onset-rime segmentation?

Accepted Answer

Breaking 'slip' into the onset /sl/ and the rime /ip/

Answer

Onset-rime segmentation splits a single-syllable word at the onset (consonants before the vowel) and the rime (vowel and everything after). For 'slip': onset is /sl/, rime is /ip/.

Question 3

How does phonemic awareness differ from phonics?

Accepted Answer

Phonemic awareness involves spoken sounds only; phonics connects sounds to written letters

Answer

Phonemic awareness is an oral and auditory skill involving spoken phonemes; phonics instruction maps those phonemes to graphemes (written letters).

Question 4

A student says the word 'flap' has three sounds rather than four. What error is the student likely making?

Accepted Answer

Treating the consonant blend /fl/ as a single phoneme instead of two

Answer

The student is treating the consonant blend /fl/ as one sound instead of two separate phonemes /f/ and /l/, resulting in an undercount of phonemes.

Question 5

Which statement best describes the relationship between phonemic awareness and reading comprehension?

Accepted Answer

Strong phonemic awareness supports decoding, which frees cognitive resources for comprehension

Answer

Phonemic awareness supports decoding accuracy and automaticity. When decoding is fluent, students can devote cognitive resources to meaning-making and comprehension.

STR - Science of Teaching Reading Practice Test

STR - Science of Teaching Reading Practice Test

STR Phonemic Awareness 3