Deck 11: Phonological Awareness: Description, Assessment, and Intervention

Question 1

Criterion referenced assessments, compared to norm-referenced assessments, are more:

A) Formal
B) Difficult
C) Comprehensive
D) Informal

Answer 1

Informal

Question 2

Phonological awareness should be targeted in preschool only.

Answer 2

False

Question 3

The words "cape" and "cane" are examples that can be used to test what phonological awareness skill?

A) Rhyming
B) Segmentation
C) Alliteration
D) Manipulation

Answer 3

Alliteration

Question 4

Speech language pathologists can collaborate with teachers and reading specialists to formulate small group phonological awareness activities.

Question 5

A child's ability to manipulate phonemes is an example of:

A) Shallow levels of phonological awareness
B) Phonemic analysis
C) Deep levels of phonological awareness
D) Linguistic sequencing

Question 6

Collaboration between SLP and classroom teachers can cause confusion regarding the best way to foster children's phonological awareness abilities.

Question 7

What are three things parents can do at home to foster phonological awareness in preschool children?

Question 8

Dynamic assessments allow for multiple levels of:

A) Treatment
B) Prompting
C) Success
D) Awareness

Question 9

Children with speech sound disorders and comorbid language impairments are at higher risk for literacy difficulties than children with isolated speech sound disorders.

Question 10

Phonological awareness intervention is best delivered in small group settings.

Question 11

Preschool aged children should be taught phonological awareness to a mastery level.

Question 12

What are the three prevalent models of phonological awareness intervention?

Question 13

An alliteration activity that requires children to pay attention to the initial phoneme in the word, produce the initial phoneme in the word correctly, and identify the letter that corresponds to the phoneme is a good example of phonological awareness treatment for children with SSD.

Question 14

Norm-referenced phonological awareness assessments may not take into account a child's speech sound disorder, therefore it's helpful to assess phonological awareness using:

A) Receptive and expressive measures
B) A task that taps only the error sounds
C) Only criterion-referenced measures
D) Measures obtained from a reading specialist

Question 15

Working on phonological awareness is helpful for reading skills, but working on speech sound production alone will also improve phonological awareness skills.

Question 16

The ability to segment a multi-syllablic word into is respective syllables is an example of:

A) Alliteration
B) Rhyme oddity
C) Onset-rime distinction
D) Syllable awareness

Question 17

Awareness of rhyme tends to develop around the time that children can:

A) Use oral language productively
B) Count
C) Segment multi-syllabic words
D) Identify the number of phonemes in a word

Question 18

Intervention for phonological awareness for children with SSD should encompass three main areas in order to achieve reading success:

A) Speech sound production, oral language, reading fluency
B) Reading comprehension, listening comprehension, phoneme segmentation
C) Speech sound production, auditory discrimination, rhyming
D) Speech sound production, phonological awareness, letter knowledge

Question 19

The alphabetic principle refers to the systematic relationships that exist between:

A) Morphemes and graphemes
B) Graphemes and phonemes
C) Suprasegmentals and phonemes
D) Syllables and graphemes

Question 20

Phonological awareness assessments can be used to establish phonological awareness skills, determine contributing factors to reading difficulties, and:

A) Assess expressive language
B) Diagnose a speech sound disorder
C) Monitor progress of phonological awareness intervention
D) Examine grapheme knowledge

Question 21

Although phonological awareness develops along a continuum, discuss the skills that would be expected to develop first, next, and last.

Question 22

You have been referred a new 6-year-old first grade student, Ruthie, for a possible speech sound disorder. After a comprehensive assessment, you determine that Ruthie has a moderate articulation disorder as evidenced by difficulty with the following phonemes: /k, g, f, v, l, s, z/. Ruthie seems to have good phonological awareness - she can rhyme and identify the first phoneme in most words. Her teacher reports that she struggles in class with early literacy tasks. What other assessments might you do and what would be your next step with Ruthie?

Question 23

Besides phonological awareness skills, what other skills have shown to have a strong relationship with later reading success name two)?

Question 24

Jenny is a fourth grade girl who has been in speech therapy for a speech sound disorder since Kindergarten. Her teacher tells you that Jenny struggles with spelling and basic decoding. These struggles are really holding Jenny back from progressing in the fourth grade curriculum, since most of it requires reading to learn. You begin to incorporate some phonological awareness activities into your intervention sessions. You notice that Jenny struggles with all levels of phonological awareness abilities including rhyming). Is it appropriate to work on phonological awareness with this student? Why or why not?
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