New Hampshire Foundations of Reading Practice Test

Which student demonstrates variation in reading development requiring explicit phonics intervention?

1. A kindergarten student reciting the alphabet but struggling with phonemes

2. A first-grade student decoding nonsense words but lacking comprehension

3. A second-grade student using context clues but struggling with letters

4. A third-grade student reading fluently but struggling with irregular words

The correct answer is: A second-grade student using context clues but struggling with letters

The choice of a second-grade student who is using context clues but struggling with letters indicates a significant need for explicit phonics intervention. This is because the ability to recognize and understand letters is fundamental to reading development. When a student is able to use context clues, it shows that they have developed some level of comprehension skills; however, if they are struggling with letters, it suggests a gap in their foundational phonics skills. Phonics instruction focuses on the relationship between letters and sounds, and a lack of proficiency in recognizing letters can hinder a student's ability to decode words effectively. This particular student's situation reflects a need for targeted intervention to build those essential phonics skills, enabling them to connect letters with their corresponding sounds and improve their overall reading abilities. In contrast, the other choices don't demonstrate the same pressing need for phonics intervention. The kindergarten student reciting the alphabet indicates basic familiarity with letter names, while the first-grade student decoding nonsense words suggests they have some phonics skills, but comprehension issues instead. The third-grade student reading fluently shows that they have a developed reading ability, but their issue with irregular words may not necessitate explicit phonics intervention as much as a focus on memorization or other strategies specific to those types of words.