Deck 4: Phonemic Awareness

Question 1

Which of the following is the best definition of phonemic awareness?

A) The child understands that individual words are made up of individual sounds.
B) The child understands that letters and letter combinations represent speech sounds.
C) The child understands that print conveys meaning.
D) The child understands the relationship between sounds and letters.

Answer 1

A

Question 2

Which of the following is considered a difficult subskill of phonemic awareness?

A) Determining which of two words is the longest
B) Rhyming a one-syllable word
C) Putting together an onset and rime provided by the teacher
D) Replacing one speech sound with another

Answer 2

D

Question 3

When a child cannot put the sounds /i/ and /n/ together to form the word "in," that child needs help in which of the following areas?

A) Segmentation
B) Blending
C) Comprehension
D) Rhyming

Answer 3

B

Question 4

When a child cannot hear the word "man" and say the three sounds /m/, /a/, and /n/ that comprise the word, that child needs help in which of the following areas?

A) Phonics
B) Blending
C) Segmentation
D) Rhyming

Question 5

Sound boxes are best used to meet the needs of children who need more support in which of the following areas?

A) Phonics
B) Rhyming
C) Phoneme manipulation
D) Phoneme segmentation

Question 6

Which of the following describes the alphabetic principle?

A) Phoneme recognition
B) Letters and letter combinations representing sounds
C) Upper-case letter recognition
D) Lower-case letter recognition

Question 7

When should children develop phonemic awareness?

A) In kindergarten
B) By the end of first grade
C) Throughout the child's life
D) Preferably in their preschool years

Question 8

Which of the following is a useful way for a teacher to plan phonemic awareness activities?

A) According to the specific phonemic skill that needs to be developed
B) According to the age level of most of the children in the class
C) In collaboration with the assessment devices provided by the school district
D) None of the above

Question 9

Which of the following is NOT a guideline for helping non-English speakers to become phonemically aware?

A) Speak slowly and use lip, mouth, and tongue training in an active, enjoyable approach.
B) Intensify instruction three or four times a week, building on students' progress in oral English.
C) Use worksheets, quick drills, and word memorization.
D) Treat students as English speakers who are struggling to "hear" the sounds in English.

Question 10

Which of the following suggestions will help to ensure that initial instruction in phonemic awareness is a joyful entree into literacy?

A) Encouraging social interaction whenever possible
B) Inviting children to experiment with language
C) Creating a cooperative, relaxed environment
D) All of the above

Question 11

Phonemic awareness is the bridge between __________and written language.

Question 12

Books such as The Hungry Thing can be used to engage children in the phonemic awareness subskill of __________.

Question 13

To help non-English speakers become phonemically aware, it is necessary to help them to hear the __________between the two languages.

Question 14

Phonemic awareness has been found to be an important __________to the acquisition of successful decoding skills.

Question 15

The degree to which emergent readers are aware of the individual sounds in spoken words very often __________future reading success.

Question 16

The act of putting together an onset and rime given by the teacher is called the ability to __________.

Question 17

The ability to tell the sounds in a word in order is the ability to __________.

Question 18

__________ is the ability to hear, identify, and manipulate individual sounds in spoken words.

Question 19

Describe how you would identify a student who is having a problem with the phonemic awareness subskill of rhyming. Which activities mentioned in the chapter might you do with the student to develop this skill?

Question 20

Explain why phonemic awareness is an important component of any literacy program for preschool and kindergarten students. Cite research that supports this view.

Question 21

What suggestions might you give to a kindergarten teacher who is setting up a phonemic awareness program to ensure that such a program is enjoyable and developmentally appropriate for children?