CSET Practice Test On Reading, Language, and Literature

Phonics Reading is a complex process, and children use
many different tools and techniques to construct meaning
while reading. Readers use four cueing systems to help
them make sense of their reading. The four cueing systems
are phonics (sound-symbol relationships), semantics
(meaning and context), syntax (structure of language), and
background knowledge. Effective readers use these cueing
systems in combination to figure out unknown words and
make sense of what they are reading. By providing children
with strategies related to all of the cueing systems, we
increase the likelihood that they will become effective
readers. Phonics instruction focuses on teaching students
to understand the sound-symbol relationships in the
English language (Fox, 2000). "Phonics knowledge consists
of two elements: knowledge of the relationship between
letters and sounds and the ability to put together, or
blend, the sounds represented by letters. English letters
do not always represent a single sound; nevertheless,
knowledge of the more regular letter-sound relationships
helps us recognize many of the words we encounter" (Leu &
Kinzer, 1999, p. 280). The following activity focuses on
word study and is appropriate for beginning readers. Areas
of focus: Spelling patterns, sound-symbol relationships,
vowels and consonants. What you'll need: Index cards,
scissors, and markers. What to do: In your planning
session, cut the index cards in half and write one letter
of the alphabet on each card. Write the consonants in one
color and the vowels in another color. During your
tutoring session, choose letters that spell a word (e.g.,
train). Place these letters in front of the learner in a
random order. Tell the learner that you are going to call
out words that she can spell with the letters in front of
her. Start with two-letter words and then progress to
three- and four-letter words. As you lead the learner
through this activity, point out the pattern similarities
among words and the sound-symbol relationships. Depending
on the learner's level, you may also choose to focus on
the different colored letters (i.e., consonants and
vowels). With the word train you could spell the following
words: an at it in tin tan ran rat tar art ant rain
Present the words to the learner in this order and prompt
him as to what type of changes he will make to spell the
next word. As an example of how to begin the activity, you
might say, "Today I'm going to call out words for you to
build. The first word is an." The learner spells an with
the cards, and you then point out the sound-symbol
correspondences. "Now I would like for you to change one
letter in the word an so you can build the word at." When
the learner replaces the n with the t, ask him, "What
letters did you change to make the word at?" Continue this
process until you have gone through the list of words. At
the end of the activity, tell the learner that there is a
mystery word that can be spelled out using all of the
letters. Ask him if he would like a hint (e.g., "this word
is a means of transportation that has a conductor and a
caboose"). This activity is a fun, hands-on experience
where the learner can build several words that have
similar spelling patterns.

Literacy skills, especially reading and writing skills,
need to be learned together, because one reinforces the
other. Every reading approach should teach these skills in
some way or another.

Reading skills enable readers to turn writing into meaning
and achieve the goals of independence, comprehension, and
fluency.

Independence is the ability to function in a given area
without depending upon another's help. Independence in
reading and writing is the ability to read and write
anything one can say or understand in his or her language
without depending upon another's help.

Comprehension is the ability to grasp something mentally
and the capacity to understand ideas and facts.

Fluency is the ability to read, speak, or write easily,
smoothly, and expressively.