Praxis 5001 Practice Exams
Question 1 of 5.
Which of the following best describes why phonological awareness is predictive of beginning reading success?
A. It is an auditory skill in which understanding of letter-sound relationships is developed.
B. It is a visual skill in which letter recognition skills are developed.
C. It is a speaking skill in which oral production of letter sounds is developed.
D. It is a fine motor skill in which letter formation skills are developed.
Explanation: Phonological awareness involves recognizing and manipulating language sounds (e.g., rhymes, syllables, phonemes), an auditory skill critical for understanding letter-sound relationships (phonics). This supports early reading by enabling word decoding. Option B focuses on visual letter recognition, which is distinct. Option C relates to speech production, not phonological awareness. Option D involves writing, a motor skill unrelated to phonological awareness.
Question 2 of 5.
Which THREE of the following words contain diphthongs?
A. Boy
B. Mother
C. Buy
D. Apple
E. Coin
Explanation: A diphthong is a vowel sound gliding from one vowel to another within a syllable (e.g., /oi/, /ai/). 'Boy' (A) has /oi/, 'Buy' (C) has /ai/, and 'Coin' (E) has /oi/. 'Mother' (B) and 'Apple' (D) have simple vowels (/ʌ/, /ə/ and /æ/, /ə/). The correct choices are A, C, E, corresponding to option C.
Question 3 of 5.
Which two of the following words feature an open syllable pattern?
A. Happen
B. Robot
C. Sunlight
D. Artist
E. Silent
Explanation: An open syllable ends with a vowel, typically producing a long vowel sound (e.g., 'me'). 'Robot' (B) has an open first syllable ('ro', /oÊŠ/). 'Silent' (E) has an open first syllable ('si', /ai/). 'Happen' (A), 'Sunlight' (C), and 'Artist' (D) have closed syllables. The correct choices are B, E, corresponding to option B.
Question 4 of 5.
Which of the following best demonstrates student knowledge of sound matching?
A. A student is able to see an illustration of an object ending in 'g' and identify the ending sound as /g/.
B. A student is able to hear the sounds /d/ /o/ /g/ and can identify the word as 'dog' when asked.
C. A student is able to identify the initial sound of the word 'top' as /t/ and can point to an object identified by a word with the same initial sound.
D. A student can remove the /b/ sound from the word 'bat' and identify the resulting word as 'at.'
Explanation: Sound matching involves identifying words with the same sound, typically at the beginning, middle, or end. Option C demonstrates this by identifying the initial /t/ in 'top' and matching it to another word with the same initial sound. Option A is sound identification, not matching. Option B involves phoneme blending. Option D involves phoneme deletion.
Question 5 of 5.
Which of the following statements best explains the impact of fluency on comprehension?
A. Students who read at a very fast rate are more likely to comprehend what they read.
B. Students who decode slowly exhibit better overall comprehension.
C. Students who fluently reread familiar books repeatedly demonstrate greater comprehension.
D. Students who attend to punctuation and decode words fluently have increased comprehension.
Explanation: Fluency involves reading with speed, accuracy, and expression (prosody), allowing focus on meaning rather than decoding. Option D highlights how punctuation and fluent decoding enhance comprehension. Speed alone (A) does not ensure comprehension. Slow decoding (B) hinders comprehension. Rereading familiar books (C) is less comprehensive than D.
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