What every teacher should know Reading 101: A Guide to Teaching Reading and Writing Introduction: How Children Learn to ReadCourse ModulesPrint AwarenessPre-testIn DepthIn PracticeAssignmentsPost-TestPhonological and Phonemic AwarenessPre-TestIn DepthIn PracticeAssignmentsPost-TestPhonicsPre-TestIn DepthIn PracticeAssignmentsPost-TestFluencyPre-TestIn DepthIn PracticeAssignmentsPost-TestVocabularyPre-TestIn DepthIn PracticeAssignmentsPost-TestSpellingPre-TestIn DepthIn PracticeAssignmentsPost-TestComprehensionPre-TestIn DepthIn PracticeAssignmentsPost-TestWritingPre-TestIn DepthIn PracticeAssignmentsPost-TestAssessmentPre-TestIn DepthIn PracticeAssignmentsPost-TestTeacher ToolboxThe Struggling ReaderAlphabetic PrinciplePhonological AwarenessDecodingClassroom ManagementDifferentiated InstructionLanguage Arts BlocksGlossaryResourcesBecoming a Certified Literacy Teacher Print Awareness: Post-Test Print awareness is: a. the best predictor of later reading success b. the part of phonemic awareness that focuses on print c. understanding the function of print and how it is organized on a page d. none of the above An example of print awareness can be seen in which of the following? a. a child lies in her father's arms, listening to a bedtime story b. a child asks her mother if she can watch "Between the Lions" on PBS c. a child points to a McDonald's billboard and yells, "Mommy! I want a Happy Meal!" d. a child carefully cuts out a red paper heart with the words, "To: My Valentine" appearing across the middle Which of the following is NOT an example of print awareness? a. a child indicates that print proceeds from top to bottom on a page b. a child indicates that print proceeds from left to right on a page c. a child indicates that he can sing the alphabet song d. a child indicates that you should start reading a book from the front cover Print awareness tasks: a. can be given by the classroom teacher b. can help students to develop print awareness c. are related to children's later success in reading d. all of the above Print awareness typically, but not always, begins to develop: a. before children begin school b. during the child's first year of schooling c. at the end of first grade d. none of the above children are born with print awareness Which child has an understanding of print awareness? a. Mary, a pre-school student who, after scribbling on a piece of paper, proudly proclaims that what she has written says, b. Timmy, a kindergarten student who points to the written representation of his name and states, "That's my name!", but is unable to actually read that it says "Timmy" c. Lauren, a first grade student who is able to count the number of words on a page d. all of the above A child who writes from top to bottom and from left to right possesses: a. legible handwriting b. print awareness c. number awareness d. none of the above Print awareness is an understanding that print: a. is different from pictures on a page b. carries meaning c. has practical uses d. all of the above What is the relationship between spoken and written language? a. Print is used to represent the words we speak b. Speech is superior to writing c. Writing has been around longer than speech d. Spoken and written language have no relationship Which of the following is an example of print awareness? a. Books are square b. Print is read from left to right c. The alphabet originated in China d. none of the above Reading 101 is a collaboration with the Center for Effective Reading Instruction and The International Dyslexia Association.