Question 40

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.

This option best demonstrates student knowledge of sound matching by illustrating the ability to recognize and match the initial phoneme of a word with a corresponding object.

A) A student is able to see an illustration of an object ending in "g" and identify the ending sound as /g/.

While this option shows the student can identify a sound, it focuses on the ending sound rather than matching the initial sound with an object, which is less indicative of sound matching skills.

B) A student is able to hear the sounds/d//o//g/ and can identify the word as "dog" when asked.

This option demonstrates phonemic awareness through the recognition of a whole word rather than sound matching. It does not involve matching the sound of the initial phoneme to an object.

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.

This option accurately illustrates sound matching by linking the initial sound of a word to an object, effectively demonstrating the student's ability to connect phonemes to corresponding words.

D) A student can remove the /b/ sound from the word "bat" and identify the resulting word as "at."

This option focuses on phoneme manipulation rather than sound matching. It involves changing a word rather than matching phonemes with their corresponding objects or words.

Conclusion

Option C is the clearest demonstration of sound matching, as it requires the student to identify an initial sound and relate it to an object, which is the essence of the skill being tested. The other options, while showcasing phonemic awareness, do not fulfill the specific requirement of matching sounds to objects as effectively as Option C.