Children with many experiences with stories:
A-can accurately sound out words.
B-tend to know stories have predicitable segments and features
C-can read simple words as was or am by late preschool years.
D-realize words are separated in sentences and that sentences end in periods.
What answer do you think is correct? I think that C is the most correct.
This depends on the age of the child. What age are you studying?
C is not correct. Early readers learn words they can sound out in syllables, am, are, is comes later.
D is ridiculous. It is not unusual to find older kids who have not realized what a sentence is, they speak and read in sentence fragments.
B. Can be true if stories have been read with a professional teacher, using focused questions in the pre and post reading periods. But most often, even with early childhood teachers, they don't do that, even it it is their job. Research on Directed Reading Activities (DRA) model is solid on improving reading comprehension.
A. "accurately"? Only the Phonics advertisments on TV state this.
So the best answer? Probably your text or instructor wants you to think B is always true, and it is very effective on comprehension, if you do DRA activities when reading.
A-can accurately sound out words
Based on the given options, all of them seem to be related to the literacy development of children who have had many experiences with stories. However, the most accurate answer would be D - children who have had many experiences with stories realize that words are separated in sentences and that sentences end in periods.
To determine the correct answer, let's break down the options:
A - Accurately sounding out words is a skill that children develop through phonics instruction and practicing phonemic awareness. While exposure to stories can indirectly support this skill by expanding their vocabulary and familiarity with different word patterns, it is not directly tied to experiences with stories.
B - Understanding that stories have predictable segments and features, such as a beginning, middle, and end, is a crucial aspect of narrative comprehension. This understanding aids in comprehending stories but does not directly relate to reading proficiency or decoding words.
C - Being able to read simple words like "was" or "am" by the late preschool years is a significant milestone in a child's literacy development. It indicates phonics skills and sight word recognition. However, this option does not specifically correlate with experiences with stories.
D - Recognizing that words are separated in sentences and that sentences end in periods is a fundamental concept of sentence structure and punctuation. It is directly related to reading comprehension and understanding the mechanics of written language. Exposure to stories can expose children to examples of sentence structure and punctuation, helping them develop this understanding.
Therefore, option D is the most accurate answer to the question.