5001 Elementary Education Multiple Subjects Version 2
Practice exam for Praxis under Teaching Certification Exams (Licensing Exams). 5 sample questions.
Sample Questions
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Question 1
Which of the following best describes why phonological awareness is predictive of beginning reading success?
Correct Answer: A
Rationale: Phonological awareness is the ability to recognize and manipulate the sound structures of spoken language, such as words, syllables, and phonemes. It is fundamentally an auditory skill that does not involve print. This auditory foundation is crucial for mapping sounds to letters, which is the basis of phonics instruction and decoding. Developing an understanding of these sound relationships allows children to break the code of written language. Visual skills, speaking skills for oral production, and fine motor skills for letter formation are related to other aspects of literacy development but are not the core predictive reason phonological awareness is linked to reading success.
Rationale: Phonological awareness is the ability to recognize and manipulate the sound structures of spoken language, such as words, syllables, and phonemes. It is fundamentally an auditory skill that does not involve print. This auditory foundation is crucial for mapping sounds to letters, which is the basis of phonics instruction and decoding. Developing an understanding of these sound relationships allows children to break the code of written language. Visual skills, speaking skills for oral production, and fine motor skills for letter formation are related to other aspects of literacy development but are not the core predictive reason phonological awareness is linked to reading success.
Question 2
Which THREE of the following words contain diphthongs?
Correct Answer: A, C, E
Rationale: A diphthong is a complex vowel sound that begins with one vowel sound and glides into another within the same syllable. The word 'boy' contains the diphthong /ɔɪ/. The word 'buy' contains the diphthong /aɪ/. The word 'coin' contains the diphthong /ɔɪ/. 'Mother' contains a single vowel sound, the schwa /ə/ in the second syllable. 'Apple' contains the short vowel sound /æ/ and a syllabic /l/ or schwa sound.
Rationale: A diphthong is a complex vowel sound that begins with one vowel sound and glides into another within the same syllable. The word 'boy' contains the diphthong /ɔɪ/. The word 'buy' contains the diphthong /aɪ/. The word 'coin' contains the diphthong /ɔɪ/. 'Mother' contains a single vowel sound, the schwa /ə/ in the second syllable. 'Apple' contains the short vowel sound /æ/ and a syllabic /l/ or schwa sound.
Question 3
Which TWO of the following words feature an open syllabication pattern?
Correct Answer: B, E
Rationale: An open syllable ends with a vowel that usually makes a long sound. 'Robot' is divided as ro-bot, with the first syllable 'ro' being open. 'Silent' is divided as si-lent, with the first syllable 'si' being open. 'Happen' is divided as hap-pen, with both syllables closed. 'Sunlight' is divided as sun-light, with both syllables closed. 'Artist' is divided as art-ist, with the first syllable closed.
Rationale: An open syllable ends with a vowel that usually makes a long sound. 'Robot' is divided as ro-bot, with the first syllable 'ro' being open. 'Silent' is divided as si-lent, with the first syllable 'si' being open. 'Happen' is divided as hap-pen, with both syllables closed. 'Sunlight' is divided as sun-light, with both syllables closed. 'Artist' is divided as art-ist, with the first syllable closed.
Question 4
Which of the following best demonstrates student knowledge of sound matching?
Correct Answer: C
Rationale: Sound matching is a phonological awareness skill where students identify words that share the same beginning, middle, or ending sound. The correct option requires the student to isolate the initial phoneme /t/ and then match it to another word starting with the same sound, demonstrating the ability to compare and match sounds across different words. The first option involves identifying a sound from a visual cue (grapheme), which is a phonics skill. The second option involves blending phonemes to form a word. The fourth option involves phoneme deletion, which is a more advanced manipulation skill.
Rationale: Sound matching is a phonological awareness skill where students identify words that share the same beginning, middle, or ending sound. The correct option requires the student to isolate the initial phoneme /t/ and then match it to another word starting with the same sound, demonstrating the ability to compare and match sounds across different words. The first option involves identifying a sound from a visual cue (grapheme), which is a phonics skill. The second option involves blending phonemes to form a word. The fourth option involves phoneme deletion, which is a more advanced manipulation skill.
Question 5
Which of the following statements best explains the impact of fluency on comprehension?
Correct Answer: D
Rationale: Fluency encompasses accuracy, rate, and prosody (expression). When students decode words accurately and automatically (fluently), their cognitive resources are freed from the arduous task of decoding and can be allocated to the more important task of comprehending the text. Attending to punctuation is a key aspect of prosody, which aids in parsing sentences into meaningful phrases and understanding the author's intent. Reading very fast can sometimes hinder comprehension if it sacrifices accuracy and prosody. Slow decoding often impedes comprehension as working memory is overwhelmed. Rereading familiar books builds fluency but does not necessarily generalize to improved comprehension of new, unfamiliar texts.
Rationale: Fluency encompasses accuracy, rate, and prosody (expression). When students decode words accurately and automatically (fluently), their cognitive resources are freed from the arduous task of decoding and can be allocated to the more important task of comprehending the text. Attending to punctuation is a key aspect of prosody, which aids in parsing sentences into meaningful phrases and understanding the author's intent. Reading very fast can sometimes hinder comprehension if it sacrifices accuracy and prosody. Slow decoding often impedes comprehension as working memory is overwhelmed. Rereading familiar books builds fluency but does not necessarily generalize to improved comprehension of new, unfamiliar texts.