Some reading experts claim that merely ____________________ words account for over 25 of the words that children will encounter in print.
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[Ques. 2] According to Mather (1992) students with reading disabilities or mild disabilities do not intuitively learn how to read and therefore may require ____________________instructi
on in letter-sound relationships to crack the code of reading.
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[Ques. 3] The ability to combine phonemes to form a syllable or word is called ____________________.
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[Ques. 4] The ability to break a spoken word into phonemes is called ____________________.
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[Ques. 5] The individual sounds in a language are called ____________________.
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[Ques. 6] A central tenet of the ____________________ model of reading is that oral reading is essentially translating graphic symbols from print to sound to meaning.
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[Ques. 7] According to Fletcher et al. (2007), ____________________ percent to ____________________ percent of students with learning disabilities have problems with reading.
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[Ques. 8] When reading an unfamiliar polysyllabic word, skilled readers:
A) look at the first letter of the word and use context to make a guess.
B) skip the word.
C) break the word into chunks or syllables which are individually read and then blended.
D) sound each letter in the word and blend them all together.
[Ques. 9] Phonics is:
A) the same concept as phonemic awareness.
B) an ineffective strategy used by students to read unknown words.
C) the association between sounds and symbols.
D) a strategy used to read words as a whole.
[Ques. 10] Phonemic awareness is:
A) another word for phonics.
B) a broad term characterizing the ability to manipulate the units of sound in spoken language, which are words, syllables, onset and rime, and individual phonemes.
C) a specific term characterizing the ability to manipulate the individual sounds in words.
D) specifically the ability to blend phonemes to form a word.
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