Practice Quiz

MTEL Foundations of Reading - Question List

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6.
A prekindergarten teacher is reading a storybook to the class so that the children can see the words and pictures while the teacher points to the line of print. This activity best contributes to the children's emergent reading development primarily by:
  1. Promoting their development of letter-recognition skills.
  2. Helping them recognize the function of spaces between words.
  3. Developing their awareness of left-to-right directionality.
  4. Promoting their understanding of letter-sound correspondence.
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7.
Having kindergarten children practice tracing the letters of the alphabet in sand is most appropriate for children who need additional support in:
  1. Internalizing the alphabetic principle and letter-sound correspondences.
  2. Recognizing that print carries meaning.
  3. Understanding the relationship between spoken and written language.
  4. Developing letter-formation skills.
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8.
A kindergarten teacher encourages beginning readers to "write" their own captions beneath their drawings. This practice is most likely to lead to which of the following outcomes?
  1. The children's grasp of the alphabetic principle will be reinforced as they apply phonetic spelling.
  2. The children may become frustrated by the difficulty of the English spelling system and lose interest in writing.
  3. Because of the reciprocity between decoding and encoding, the children's reading progress may be adversely affected by any uncorrected spelling errors.
  4. The children will tend to develop automatic word-recognition skills by engaging in spelling practice.
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9.
A kindergarten teacher is reading a big book to a group of children. The teacher periodically points to the beginning consonant of selected words and accentuates its initial phoneme as the teacher reads the word aloud. The teacher's practice is most likely to reinforce the children's:
  1. Awareness of word boundaries in text.
  2. Awareness of letter-sound correspondences.
  3. Ability to segment the sounds of spoken words.
  4. Ability to apply phonemic blending skills.
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10.
A first-grade teacher administers a spelling assessment midway through the school year. Afterward, the teacher analyzes students' spelling errors and categorizes the errors according to their most likely cause.

Phonemic Awareness—The spelling error indicates difficulty perceiving all the sounds in words.

Code—The spelling error indicates a code-based difficulty (i.e., mastery of specific phonics/morphemic elements and associated orthographic patterns).

Several students in the class make spelling errors that primarily fall under the category of phonemic awareness. The students' spelling development would benefit most from an intervention focused on promoting their ability to apply which of the following foundational skills?
  1. Identifying orally the onset and rime of a series of spoken words.
  2. Substituting target phonemes in spoken words to create new words.
  3. Segmenting sequentially all the phonemes that make up a spoken word.
  4. Blending orally presented phonemes sequentially to produce a target spoken word.
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