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WorksheetsSub 1- RICA
Total questions: 64
Worksheet time: 5hrs 20mins
A first-grade teacher considers ways to help a new student who is beginning English learner development skills, phonemic awareness, and knowledge of English sounds. Which of the following steps will be most important for the teacher to take first.
A- collecting a set of simple rhyming poems in English to practice reciting with the student
B- preparing a list of simple English words with different vowel sounds for the student to study.
C- gaining some basic familiarity with the sound system of the student's primary “native”language
D- making a study tape for the student by recording an oral reading of high-frequency English words
A first-grade teacher leads a small group of beginning readers in a lesson focused on decoding simple words composed of letters that students have learned to sound out in isolation. The teacher begins by writing the word “sat” on the board. In keeping the research-based practices, the most appropriate step for the teacher to take next in this lesson would be to:
A- Teach the student to blend the sounds in the word sat slowly and continuously without pausing.
B- Ask the students to suggest words they know that rhyme with sat and write these words on the board.
C- Teach students to first silently scan all the letters in the word sat and then pronounce the word aloud.
D- Have the students practice identifying the word sat in a variety of connected texts.
3. Which of the following strategies would best help a kindergarten teacher assess a student’s ability to blend phonemes?
A. Say the words set, pet, and map, then ask the child which one sounds different.
B. Say the sounds /s/, /e/, and /t/ separately, then ask the child to say them as one word
C. Say the words sat, set, and sit, then ask the child to say them with /m/ in place of /s/.
D. Say the word set, then ask the child to tap once for each sound the word contains
4. Which of the following informal assessments would be most appropriate to use to assess an individual student's phonemic awareness?
A- asking the student to identify the sound at the beginning, middle, or end of a spoken word (e.g., "What sound do you hear at the end of step?")
B- having the student listen to a tape-recorded story while looking at the book and then answer several simple questions about the story
C- asking the student to identify the letters in the alphabet that correspond to the initial consonant sounds of several familiar spoken words
D- having the student listen to the teacher read aloud a set of words with the same beginning sound (e.g., train, trap, trouble) and then repeat the words
5. What strategy is best used to teach phonemic awareness? (IF these questions are NOT on your exam choose the answer "say the pronunciation of (cat)".
A- Saying the alphabet aloud
B- Sing “Old Mcdonald”
C- Break apart words from a list
D- say the individual sounds of a word
6. A student who joins a first-grade classroom in October performs poorly on a phonemic-awareness activity. To address this student’s reading needs, which of the following steps would be most important for the teacher to take first?
A- Engaging the student in a variety of beginning phonics games and activities.
B- Consulting informally with the special education teacher to see if the student might benefit from an individualized education program.
C- conducting formal phonemic- awareness assessments with the student
D- Making immediate plans for a sequence of differentiated instruction for the student in phonemic-awareness skills.
7. which of the following statements best explain why students continue to need systemic, explicit instruction to support and promote fluency even after they have achieved automaticity?
A- Vocabulary and academic language continue to be significant factors that disrupt students' fluency. -
B- Students need continued guided practice in basic phonics patterns and elements.
C- Students need continued guided practice in basic word identification skills
D- High-frequency irregular sight words continue to be significant factors that disrupt students fluency
8. A Third grade teacher develops a word list from a small group of students that includes words representing complex phonics patterns. After reviewing the list with students the teacher did a dictation activity with a different set of words that follow the same pattern and the student wrote down the word. This activity demonstrates the teachers awareness of the importance of?
A- developing students recognition of common syllable patterns to support accurate reading and writing
B-helping students understand use of invented spelling to reinforce their phonics skills and foster self expression
C- Helping students understand how the morphology of words relate to spelling patterns.
D- Using writing activities to give students opportunities to apply phonics knowledge to new words
9. A first-grade teacher provides students with explicit, systematic phonics instruction to promote their reading development. When designing activities to teach letter-sound correspondences, the teacher should:
A- Provide reading opportunities for students to practice sounds in context after studying the sounds in isolation
B- Make certain that students have mastered vowel sounds before focusing on consonants.
C- Ensure that students master the spelling of practice words using the target sound before teaching a new sound.
D- Provide reading opportunity for student to whisper read
E- include instruction in related consonant blends when introducing individual consonants
10. Prosody has which of these Characteristics
A- reading with excitement and correct intonation like teachers do. A good strategy is choral reading
B- Variation in Pitch and intonation
C- Pronunciation of phonemes
D- Reading at a Rapid Rate
E- Coarticulation of word boundaries
11. Prosodic reading both supports and is supported by reader’s
(this question has two answers testers arent sure of, please do research in the zarillo book and add it, thank you)
A- word consciousness and enjoyment of words
B-Ability to recognize the internal structure of words.
C-Active comprehension processes.
D- Phonemic-awareness skills.
12. Which of the following questions focuses most directly on a student’ ability to read with prosody?
A-Can the student writing accurate description of the main idea and supporting details of a passage after reading the passage aloud
B-Can the student demonstrate evaluative comprehension when responding to questions about a passage after reading it aloud?
C-Can The student connect elements in a passage to other sources, including personal experiences, after reading the passage aloud?
D - Can the student accurately read aloud a grade-appropriate passage in a manner thats sounds like natural speech?
13. Which of the following factors will most disrupt a second grade student's fluency, where the respect to accuracy
A- the student does not regularly use mega cognitive strategies to monitor comprehension.
B- A student is more familiar with the text structures of narrative texts than those of expository text
C- the student does not recognize common inflected morphemes when they appear in unfamiliar words.
D- A student is not familiar with common textual features that can help support comprehension.
14. In a curriculum based oral reading fluency assessment conducted in September, a second grade student has an accuracy rate of 98%, reading rate of 39 words per minute, or just words below 50% of our benchmark 51 words per minute. These results, such as the teacher should plan instruction for the student that focuses on which of the following dimensions of reading fluency
A- Enhancing the student’s contextual word analysis skills. (word analysis)
B- Promoting the student’s automatic word recognition (automaticity)
C- textual comprehension
D- prosody
15. Which of the following informal assessments would be most appropriate and effective to administer at the beginning of the school year to assess first grade students understanding of letter- sound correspondence
A- asking individual students to recite the alphabet while following the letters on an alphabetical chart with their finger
B- showing individual students a picture card and asking them to identify another word that begins with the same sound
C- Having individual students segment the sounds of single-syllable words from a word list in the teachers read aloud (dog = /d/ + /o/ + /g/
D- asking individual students to say the sound a letter makes as the teacher points to individual letters in randomly organized list of letters
16. A teacher is helping students learn orthographic generalization for adding suffixes to words ending in “y”. In addition to promoting their spelling development, this type of lesson is likely to promote students’ reading development by:
A- Developing vocabulary knowledge
B Enhancing decoding skills
C- Building academic language
D- Improving pronunciation of words.
17. 2 part question-
In an oral fluency assessment in January, a second-grade student reads aloud an unfamiliar passage selected by the teacher, while the teacher records the student’s reading performance on a separate copy of the text, noting the student’s reading time and then calculating the students oral reading fluency score. The teacher’s annotated copy of the passage appears below.
Based on the student’s assessment results and reading performance during the assessment, fluency instruction for this student should focus primarily on:
A. Encouraging and supporting the student’s continued progress in the area of reading rate.
B. Teaching the student to use self-monitoring for comprehension to support prosodic reading.
C. Encouraging the student to use context strategies to improve decoding accuracy.
D. Providing the student with corrective feedback to increase accurate reading.
18. 2 part question
The pattern of errors in this assessment most clearly suggest that this student:
A. Does not recognize most words automatically.
B. Applies word analysis skills to decode multisyllabic words.
C. Relies heavily on contextual clues of word recognition.
D. Does not have the oral vocabulary to support recognition of many words.
19. A third grader likes to read and demonstrates strong word recognition skills, but he typically reads aloud in a halting manner and sometimes has difficulty answering comprehension questions after reading aloud a simple text. To help address the student’s reading difficulty, the teacher selects familiar texts at his independent reading level and then marks appropriate phrasing, as illustrated below…. Example: Once upon a time / In a kingdom by the sea / a brave young princess / decided to explore.
A- enhancing his auditory awareness and ability to segment sounds in words as he reads aloud.
B- helping him learn how to recognize and convey idea units as he reads aloud.
C- guiding him to apply a variety of word identification strategies as he reads.
D- improving his ability to analyze grammatical structures as he reads.
20. A kindergarten teacher bases a number of reading-related activities on “sound of the Day” for one activity, children substitute the sound of the day for the sound in each of their names (e.g., if /m/ is the sound of the day, Jack becomes Mack) and call each other by their “new” names. This activity is most likely to promote the reading development of students by:
A- Promoting the recognition of word boundaries.
B- Preparing them to learn about concepts of onset and rimes.
C- Helping them understand how sound relates to print
D- Promoting their development of basic syllabication skills.
21. When reading aloud familiar nursery rhymes, a kindergarten teacher occasionally substitutes rhyming words for the words of the original text. (such as "Twinkle, twinkle, little car" or "One, two, chuckle my boo"). Students are asked to identify the "mistakes." This activity could best be used to assess students*:.
A- comprehension of main ideas and supporting details.
B- ability to perceive unexpected changes in sound patterns
C- awareness of letter-sound correspondences
D- skill in blending individual phonemes
22. A Kindergarten teacher has designed an “alphabet bingo” game. Each student has a card with some of the letters of the alphabet printed on it and sets the loose titles. When the teacher calls out, “B” for example, students try to find a tile with a B on it and match it to a B on their cards. The activity is likely to be most effective in promoting which of the following reading skills?
A- Associating the names of the letters with their shapes
B- Identify sounds that correspond to different letters
C- Understanding the directionality of print.
D- Recognizing that a spoken word consists of separate sounds.
. A Kindergarten teacher wants to assess a student’s ability to focus attention on the sounds in words. Which of the following assessment strategies would be most appropriate and effective for this purpose?
A- Provide a list of words that begin with the letters b & d and ask the student to circle all the words that begin with the letter b
B- give several examples of rhyming words and then ask the student to say whether pairs of spoken words rhyme.
C- Ask the students to circle the picture on a worksheet that corresponds to each word read aloud by the teacher from a short list
D- Model how to find “hidden words” (example rat in seperate) and then give the student a hidden- words worksheet to complete.
24. children in a kindergarten class work in teams to decorate cardboard cutouts of letters. With the help of their teacher and the physical education teacher, each team figures out how to “look like the letter” assigned to the team (e.g., two students face each other and hold hands to form the letter H). The teacher photographs each team’s “human letter” and displays the photos with the decorated letters. This activity most clearly demonstrates which of the following principles of effective reading instruction?
A. Visually oriented activities can be especially helpful in strengthening the decoding skills of students with varied reading needs.
B. Interdisciplinary activities can strengthen students' phonemic awareness and understanding of letter-sound correspondences.
C. Kinesthetic activities can be especially helpful in improving the phonological awareness of students who are visual learners.
D. Multisensory activities can help promote the letter recognition skills of students with varied reading needs and learning styles
25. A first grade teacher notices that a student who is a phonetic speller has begun placing a silent -e at the end of most words. The practice most likely reflects
A- Difficulty in discriminating between vowels and consonants
B-The normal tendency of students in this stage of spelling development to overgeneralize phonics rules
C- Difficulty in distinguishing sounds within words
D- The normal tendency of students in this stage of spelling development to over use vowels.
26. A Kindergartener shows her teacher a picture she has drawn of her kitten and says, “See, it says tigger.” Based on the work sample the student appears to have developed some understanding of the concept that…
A-There is a difference between drawing and writing.
B-Letter names differ from letter sounds. - research supports this answer
C-Printed text is directional
D- Every English word must contain a vowel.
27. Several students in a second-grade class typically make the following types of errors in their writing
Target word- Student spelling
Raining. Raning
Stream. Strem
Snake. Snak
Agreed Agred
Coat Cot
Play Pla
These errors suggest that the students would benefit most from spelling instruction that focuses on:
A- the use of morphology as a spelling strategy.
B- the use of etymology as a spelling strategy.
C- the spelling of high-frequency irregular sight words.
D-the spelling of commonly occurring long-vowel patterns.
28. To help assess student’s spelling skills a second-grade teacher dictates a set of words. Shown below is one students written performance on the assessment.
Target Word. Student spelling
after after
whale wale
zebra zebra
brush bruch
forget forget
chase shase
gather gater
Tallest Tallist
This assessment suggest that the student is experiencing difficulty in which of the following areas?
A- consonant blends
B- Vowel digraphs
C- consonant digraphs
D- “R” - controlled vowels
29. A 5th grade teacher is studying the history of the United States during the colonial period. The teacher wants to help students spell units related vocabulary correctly when they engage in writing activities associated with the unit. The strategy is likely to be most effective in improving students' spelling of unit related vocabulary.
A- showing them copies of original documents from the colonial period, having them identify words that have since changed spelling (e.g., waggon, shoppe), and then having them analyze these spelling changes
B- making sure that they understand that their research papers and other writing assignments for this unit will be graded on spelling as well as on content
C- Having them categorize and study new words by common features (e.g., words with a common suffix such as taxation, revolution; words with a common root such as colony, colonial, colonizing)
D- preparing a list of key words related to the unit and each week adding a few of the words from this list to the students' regularly scheduled spelling test
30. At the beginning of the school year, a third grade teacher wants to conduct an assessment of students’ decoding abilities. Which of the following assessment methods would be most effective for this purpose?
A- The teacher observes students during classroom reading activities and makes anecdotal notes.
B- each student reads aloud a grade-appropriate passage while the teacher notes any miscue or errors
C- The teacher asks students to identify the initial, medial, and final sounds of a spoken word.
D- Each student silently reads a grade appropriate passage and then answers comprehension questions.
31. Which of the following divisions of the word strongly distinguishes the words onset and rime.
A- st/rong
B - stro/ng
C- s/trong
D- str/ong
32. Which of the following is a characteristic of the consonants in a consonant blend?
A- Each of the consonants retains its original sound
B- The sound associated with one or more of the consonants is omitted.
C- The sound of consonants depends on the vowel that follows them.
D- The sound of consonants depends on their position within the word.
33. In general, a first-grade teacher should begin providing English phonemic-awareness instruction for English learners as soon as they demonstrate:
A. The ability to pronounce most vowel sounds in English
B. Some basic understanding of English stories that are read aloud.
C. The ability to recite the English alphabet
D. Some basic comprehension of oral English.
34. A kindergarten teacher should begin instruction in word reading as soon as students have:
A. Learned a set of letter sounds that allow the formation of two-letter or three-letter words
B. Mastered the sounds that most commonly correspond to the letters of the alphabet
C. Demonstrate the ability to write all uppercase and lowercase letters
D. Demonstrate the ability to produce rhyming words
36. A first grade teacher has designed the following as one activity to build the literacy skills of a student who has a reading disability. The teacher will use color charts and asked the students to arrange the blocks from left to right as the teacher says a sequence of words. Such activity would be most useful for promoting the students
A. Reading fluency
B. Understanding of word boundaries
C. Phonics awareness
D. Recognition of letter names
37. Difference between phonics skills and phonemic skills or something like that
A- Phonemic awareness is the general understanding that spoken language can be represented by print, while phonics requires knowledge or particular letter-sound
B- Phonemic awareness is the ability to associate sounds with letters, while phonics refers to knowledge of common spelling patterns
C- Phonemic awareness involves a general understanding of the alphabetic principle while phonics includes letter blending skills
D- Phonemic awareness is the ability to distinguish individual speech sounds while phonics requires knowledge of letter sound-correspondence
38. Which of the following factors would be most likely to cause a significant disruption in a first-grade student’s development of reading.
A. Lack of word consciousness
B. A limited knowledge of content vocabulary
C. Lack of familiarity with academic language
D. A limited sight-word vocabulary.
40. Automaticity in word recognition supports student development of reading fluency primarily by:
A. Allowing them to direct their efforts on the meaning rather than on decoding each word
B. Enhancing their familiarity with more complex academic language and textural structures.
C. Providing them with a range of metacognitive strategies useful to understand the meaning of a text.
D. Fostering their appreciation for the relationship between written texts and spoken language.
41. The primary reason for promoting pre-readers phonemic awareness is that such awareness is required in order for children to?
A- Benefit from phonics instruction
B- Understand that the print they see is in the environment carries meaning
C- Recognize the names and shapes of individual letters
D- Develop an extensive site word vocabulary
42. Which of the following morphemes is an inflectional ending?
A- -al
B- -ize
C- -ly
D- -ed
43. A fourth-grade teacher notices that some students are having difficulty spelling words with -ed and -ing endings. Which of the following strategies is likely to be most effective in improving the students' spelling of such words?
A- showing the students concrete examples of words that follow common syllable patterns and having them practice spelling these words
B- helping the students memorize the correct spelling of words of this type by posting challenging high-frequency words on a word wall
C- providing the students with explicit review of orthographic rules for adding inflections to verbs and with additional practice applying these rules
D- planning instructional activities to reinforce the students' understanding of letter-sound correspondence and key phonics blending skills
44. In which of the following types of accented syllable is a single vowel letter most likely to represent its long sound?
A- CVC
B- CVCe
C- CVCC
D- VCC
45. Mastery of which of the following skills best indicates a student’s readiness for explicit instruction in reading Vce and CVCe pattern words such as ate and home?
A- Recognizing inflected endings in single- syllable words
B- Decoding most short vowel phonics patterns in single syllable words
C - recognizing at least ten high frequency sight words.
D- Decoding most vowel digraphs in simple single-syllable and two-syllable words
46. A first-grade teacher reads aloud a short sentence to a student, then asks the student to identify the number of words in the sentence. For words of more than one syllable, the student counts each syllable as one word. The results of this informal assessment suggest that the student may need help:
A. understanding that words are made up of sounds.
B. recognizing the boundaries between words
C. understanding that print carries meaning.
D. connecting oral language to reading.
47. Which of the following activities would be most effective in encouraging second-grade students to use their developing phonics knowledge to promote their accurate spelling of regular single-syllable words?
A. having individual students sort a set of 20 words (e.g., boat, low, rope) into different groups of letter combinations that spell the same sound (e.g., oa words, ow words, and oCe words that make long o)
B. having pairs of students quiz each other on the spelling of words that follow recently taught complex phonics patterns
C. having the whole class compete in various spelling games (e.g., spelling bee, spelling baseball) that focus on grade level words that follow complex spelling patterns (e.g., throw, right, thought)
D. having small groups of students invent plausible phonetic spellings for a group of grade level irregular sight words
48. A five year old writes the following sentence and tell his kindergarten teacher that is says “I love my baby sister”
ILVMIBBSSTR
This writing sample suggests that the student has NOT yet developed the concept that?
A- Writing consists of discrete words
B-Print carries meaning
C- writing represents spoken language
D- language can be segmented into phonemes.
49. Students in a middle school class have been reading and discussing a math test. To help promote the students’ reading proficiency, the teacher targets a number of vocabulary words in the test, such as triangle and pentagon. These words are the focus of several instructional activities. Which of the following strategies would best help the students learn how to spell the vocabulary words?.
A- The students prepare for a spelling quiz by taking a pretest on the vocabulary words.
B- The teacher calls on students to spell the vocabulary words aloud.
C--The teacher and the students discuss the morphology of each word.
D-The students study a list of the vocabulary words with definitions.
50. A third-grade teacher regularly plans spelling instruction focusing on specific complex spelling patterns (e.g., one unit focuses on the phonogram-ight and the words right, light, sight, and tonight). This approach to spelling instruction also promotes students’ reading development primarily by:
A. Supporting their ability to use metacognitive strategies effectively during reading
B. Developed their knowledge of sound based on literary devices such as rhyming and alliteration
C. Enhancing their ability to recognize larger chunks of letters when decoding unfamiliar words.
D. Expanding their oral vocabulary knowledge to support development of automatic word recognition
51. A third-grade teacher regularly assigns students who have achieved automaticity extended passages to read silently to promote their reading fluency. Which of the following steps would be most important for the teacher to take to ensure that this activity is effective in supporting fluency development?
A- modeling appropriate silent reading behaviors for the students by reading a text independently as the students read the assigned passages
B-providing the students with the same target passage and ensuring that it is written at or below the students' independent reading levels
C- monitoring the students' silent reading during the activity by holding them accountable for comprehension of the passage
D- having the students use a repeated oral reading procedure with a selected portion of each passage before they read the passage silently
52. Which of the following instructional strategies is likely to be most effective in reinforcing students’ recognition of high frequency, irregular sight words?
A - Teach the students how to use context clues to determine the meaning of sight words.
B - Have students make a list of sight words they already recognize and sight words they want to learn.
C- Model for students how to sound out sight words that students are likely to encounter while reading?
D - Incorporate a cumulative review of sight words into daily reading instruction
53. A first-grade student is able to pronounce the separate sounds in words as she attempts to read aloud, but she remains unable to decode most words. This student is likely to benefit most from instruction designed to help her:
A- Segment words into phonemes
B- Recognize letter sound correspondence
C- Blend phonemes within words (instruction)
D- Understanding how to divide words into syllables
54. At the elementary level systematic instruction in phonemic and word analysis skills is effective in supporting students’ literacy development primarily because these skills:
A. Enhance students’ reading and spelling accuracy and automaticity.
B. Promote students’ understanding nd facility using an expanding oral vocabulary
C. Foster students’ explicit knowledge of academic-language structures.
D. Increase students’ repertoire of metacognitive and textual based comprehension strategies.
55. A middle school teacher wants to help a student with a mild learning disability improve his accurate decoding and spelling of words that have similar sounds but different meanings such as Angel/angle and dessert/desert. Which of the following instructional activities would be most effective for this purpose?
A. Having the student list words that can be formed from letters in each pair of the word (Angel, angle, age, gel).
B. Having the student use a dictionary to look up the definitions of the similarly spelled words and then write down an original sentence with each of the words.
C. Providing a worksheet on which the student must match each of the similarly spelled words with the appropriate definition.
D. Giving the students additional guided practice and reading the words in context noting differences with a highlighter (ang–, an—)
57. Developing Second-grade students syllabic analysis skills promotes their word identification primarily by helping them:
A. Use context clues to identify the meaning of unfamiliar syllables in words.
B. Recognize familiar syllable patterns to support decoding
C. Understanding similarities between spoken and written forms of syllables.
D. Categorize multisyllabic words by their semantic relationships.
58. Which of the following instructional strategies would be most effective to use with early elementary students who have mastered grade-level decoding but have not yet achieved automaticity?
A. Offering the students extrinsic rewards for reading a specified number of pages in a given week.
B. Assigning the students grade-level passages and reading responses activities that must be completed in class
C. Having the students whisper read decodable texts while the teacher monitors each student for accuracy
D. Timing the students as they practice silently reading a series of unfamiliar passages as quickly as possible.
60. A teacher conducts an assessment of a student’s oral reading and accuracy, this type of assessment would best be used to determine whether the student can:
A. Use textual evidence to support comprehension.
B. Decode text automatically
C. Apply background knowledge to an unfamiliar text
D. Read text without expression.
62. Teacher is trying to give words to a student moving from semi phonetic to phonetic spelling. What kind of words should be given?
A- Chow, shop
B- To,too,two
C- cvc words sound patterns such as Fun, sit
D- carry, carried, carries
64. While listening to students read, a second grade teacher notices that students are struggling when approaching multisyllabic words. Which of the following is the teacher’s most effective response to help students transfer the knowledge of reading single-syllable words to reading words with multiple syllables?
a)Divide multi syllabic words into single syllable words
b)Help with onset and rhymes
c)Memorize high frequency words
d)Learn about the base of the word
65. Automaticity in phonemic awareness is a skill required to obtain what type of instruction?
A- phonic skills
B- Increased Vocabulary (Reinforcing oral language skills)
C- Increasing reading rate
D- Increasing Fluency
E- Enhancing reading accuracy
66. A kindergarten teacher is reading a big book and points to the words as she reads aloud, what is the main purpose of reading from a big book?
A- words and print have meaning
B- Repeating in back to the students whole omitting the initial letter sound
C- sentences are made up of separate words
D-Model Letter formation
E- Show relation of what individual words look like in print
68. What are the rules for the sound of the consonant and consonant digraph?
A- Sounds of consonants with 1 or more consonants omitted
B-Sounds of consonants depend on the vowel that comes after
C-Sounds of consonants are heard individually?
D- Sounds of consonants depending on the word?
70. Midway through the year, a second-grade teacher notices that a student is below grade level in their reading levels. What should she do?
A- Make a referral for the student to be placed in Special Ed?
B- Consult with a more experienced teacher on different strategies she can use.- never ask help from outside as told by ucla No No Guide for RICA (B was not an option)
C- Hold a meeting with the parents and describe all the student’s weaknesses.
D- assess the student and plan instructions based on his need
75. A first grade teacher is going over and reteaching a vowel pattern before reading a passage? Such activity would be most useful for promoting the students. (this question has two answers testers arent sure of, please do research in the zarillo book and add it, thank you)
A. Increasing reading rate
B. Enhancing accuracy
C, Read with expression
D. Become familiar with words
77. A 3rd grade student is struggling with consonant diagraphs, based on how the student spelled the words, what could the student benefit from?
Table tabel
share sharde
night nite
Presses pressis
Tallest Tallist
A- student needs greater phonemic awareness
B- has one to one sound correspondence
C- phonics awareness and inflectional endings
D- regarding short vowel syllables??
