1 \/ 2
LETRS Unit 2 Assessment
1.How is the word pl – ay divided in this example(Answer) onset-rime
2.How many spoken syllables are there in buttered(Answer) 2
3.How many spoken syllables are there in possible(Answer) 3
4.What ability would students have who had attained advanced levels
of phonemic awareness(Answer) They can read most grade-level
words by sight
5.Which teaching strategy would be most helpful for students who
confuse the sounds \/f\/ and \/th\/ in their own speech(Answer) Have the
student look in a mirror while describing and producing each sound.
6.Which student is demonstrating the most advanced level of phonemic
awareness(Answer) a student who reverses the order of sounds in
perch to make chirp
<\/p>\n\n\n\n
Phonological processor
Which works with speech sounds<\/p>\n\n\n\n
Phonological awareness
Awareness of all levels of the speech sound system is the foundation for reading and spelling.<\/p>\n\n\n\n
the ability to reflect on and manipulate the sound structure of spoken language<\/p>\n\n\n\n
Phonological awareness
The ability to identify think about and manipulate units of spoken language is the underpinning for processing reading language symbols.<\/p>\n\n\n\n
Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest segment of speech that combined to make new words.<\/p>\n\n\n\n
Four-Part processing model for Word Recognition<\/p>\n\n\n\n
Number 1: Phonological processor
Helps you understand and produce oral language<\/p>\n\n\n\n
Four-Part processing model for Word Recognition<\/p>\n\n\n\n
Number 2: Orthographic processor
Helps you connect words with your visual forms<\/p>\n\n\n\n
Four-Part processing model for Word Recognition<\/p>\n\n\n\n
Number 3: Meaning processor
Is your internal dictionary of word definition<\/p>\n\n\n\n
Four-Part processing model for Word Recognition<\/p>\n\n\n\n
Number 4: Context processor
Helps you use context to understand what a word means<\/p>\n\n\n\n
So the four processors from the Four-Part processing model work in isolation.<\/p>\n\n\n\n
True or False
False<\/p>\n\n\n\n
they don’t work in isolation they interact<\/p>\n\n\n\n
If you’ve heard a word spoken in your environment, you will recognize that word more rapidly when you see it in print. How?
This requires coordination between the phonological and orthographic processors.<\/p>\n\n\n\n
If you know what they were means and I have seen it in print, you can recognize or recall its pronunciation more automatically. How?
In this instance, the meaning processor, orthographic processor, and phonological processor work together.<\/p>\n\n\n\n
If you analyze the syllables in individual sounds in the word, the words meaning can be more easily stored in semantic memory.
This activate the phonological processor and meaning processor.<\/p>\n\n\n\n
If you can analyze and manipulated the specific sounds in spoken words, the corresponding printed words Will be easier to remember for reading and spelling. How?
This activate the final logical in orthographic processors.<\/p>\n\n\n\n
Phonological awareness
conscious awareness of all levels of speech sound system, including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes.<\/p>\n\n\n\n
Phonological processing
Multiple functions of speech and language position in production, such as perceiving, interpreting, storing (remembering), recalling her retrieving, and generating the speech sound system of language.<\/p>\n\n\n\n
Phoneme
In any language, the smallest unit of sound used to build words.<\/p>\n\n\n\n
Phonemic awareness
Conscious awareness that words are made up of segment of our own speech that are represented with letters in an orthopedic orthography.<\/p>\n\n\n\n
Phonology
The rule system in the language by which phones can be sequenced, combined, and pronounce to make words.<\/p>\n\n\n\n
Phonetics
The study of sounds of human speech; articulatory phonetics refers to the way the sounds are physically produced in the human vocal track.<\/p>\n\n\n\n
Phon
The Greek root meaning vocal sound<\/p>\n\n\n\n
voice, sound<\/p>\n\n\n\n
Phonological processor
Allows us to perceive, remember, interpret, and produce the speech sound system of our language\u2014\u2014and learn the sounds of other languages.<\/p>\n\n\n\n
Phonological processor
Analyzes the sounds so we can learn to associate phonemes with their written representations, also known as graphemes.<\/p>\n\n\n\n
The ability to perceive, produce, and manipulate individual speech sound, or phonemes
is a necessary prerequisite for the ability to read words<\/p>\n\n\n\n
Does it matter if a phoneme is made in the front, middle, or back of the mouth?
Yes it does<\/p>\n\n\n\n
Grapheme
Written representation of a speech sound<\/p>\n\n\n\n
Providing direct, detailed phonemic awareness is only necessary for students who struggle with reading.<\/p>\n\n\n\n
True or false
False<\/p>\n\n\n\n
all students need direct and detailed phonemic awareness<\/p>\n\n\n\n
Which of the following is necessary prerequisite to begin able to read words?<\/p>\n\n\n\n
a. Perceived individual speech sounds<\/p>\n\n\n\n
b. Produce individual speech sounds<\/p>\n\n\n\n
c. Manipulate individual speech sounds<\/p>\n\n\n\n
d. None of these
a. Perceived<\/p>\n\n\n\n
b. Produce<\/p>\n\n\n\n
c. Manipulate individual speech sounds<\/p>\n\n\n\n
Is it necessary the students know how speech sounds look and feel were in produce as well as how they sound.<\/p>\n\n\n\n
True or false
True<\/p>\n\n\n\n
Place of articulation
Where we make the sound\u2014-in the front of The mouth, the back, or in between.<\/p>\n\n\n\n
Manner of articulation
What we do with the lips, teeth, tongue, vocal cords, and airstream to produce sound.<\/p>\n\n\n\n
How many phonemes does English have?
Between 40 and 44 phonemes<\/p>\n\n\n\n
How many consonant phonemes are in English?
25 are constants phonemes<\/p>\n\n\n\n
Phonemes are altered due to:
Coarticulation, Or the smooshing together of sounds in words<\/p>\n\n\n\n
Regional variations<\/p>\n\n\n\n
Or even having a cold<\/p>\n\n\n\n
RAN
rapid automatic naming<\/p>\n\n\n\n
RAN (Rapid automatic naming)
Is the ability to name a series of printed letters, numbers, objects or colors.<\/p>\n\n\n\n
Rapid automatic naming can help us
No a little bit about how easily children will learn to read but it’s predictive value is limited<\/p>\n\n\n\n
What can you do if you notice a child is bad at rapid automatic naming?
Practicing phonological awareness skills and reading itself can sometimes improve RAN speed. Use instructional time to teach direct oral and written language<\/p>\n\n\n\n
How many syllables are in phonological?<\/p>\n\n\n\n
4 5 6
5<\/p>\n\n\n\n
Consonant sounds before the vowel is the?
Onsets<\/p>\n\n\n\n
Example: Plants<\/p>\n\n\n\n
Pl would be the onset because a is a vowel<\/p>\n\n\n\n
From the vowel and everything else that comes after it is the?
Rime<\/p>\n\n\n\n
Example: Plants<\/p>\n\n\n\n
Ants in the time because a is the vowel<\/p>\n\n\n\n
How many phonemes does the word shop have?
3 phonemes- 3 different sounds<\/p>\n\n\n\n
\/sh\/ \/o\/ \/p\/<\/p>\n\n\n\n
How many phonies does the word cloud have?
4 phonemes- 4 sounds<\/p>\n\n\n\n
\/k\/ \/l\/ \/ou\/ \/d\/<\/p>\n\n\n\n
Without chronological order and the students don’t\u2026.?
Students don’t know to read and spell<\/p>\n\n\n\n
Difficulty with phonological task it’s often associated with..?
Difficulty in reading and spelling<\/p>\n\n\n\n
Phonology
Serves as a foundation for all literacy<\/p>\n\n\n\n
Do all students need instruction at multiple levels of phonological and phonemic Awareness ?
Yes our students need this instruction<\/p>\n\n\n\n
Early Phonological awareness
Usually develop by preschoolers by recognizing and playing with rhyming words as well as counting syllables<\/p>\n\n\n\n
Basic Phonemic awareness
Usually for kindergarten and first grade they can segment words into sounds and blend them back together<\/p>\n\n\n\n
Advance phonemic awareness
Usually for second grade and beyond they can use deletion, substitution and reversal but must be accurate and automatic<\/p>\n\n\n\n
Teachers can strengthen preschool a children’s early Awareness by
Drawing attention to rhyme and alliteration during read aloud’s of stories and nursery rhymes<\/p>\n\n\n\n
Alphabetic principal
Is the concept that a grapheme represents a phoneme.<\/p>\n\n\n\n
What happens when students understand the alphabetic principle?
Their spelling becomes more phonetic and their decoding improves.<\/p>\n\n\n\n
Phonics can refer to?<\/p>\n\n\n\n
Screening measures that’s assess phonemic awareness?
Are crucial for predicting which students will need extra help.<\/p>\n\n\n\n
Will a students native language have the exact same phonemes as English?
No they are not exact<\/p>\n\n\n\n
Alphabetic Principle
The concept that phonemes are represented by letters and graphemes.<\/p>\n\n\n\n
How many phonemes are in through<\/p>\n\n\n\n
2 3 4 5
3 phonemes- 3 sounds<\/p>\n\n\n\n
\/th\/ \/r\/ \/u\/<\/p>\n\n\n\n
How many phonemes are in fox?<\/p>\n\n\n\n
2 3 4 5
4 phonemes- 4 different sounds<\/p>\n\n\n\n
\/f\/ \/o\/ \/k\/ \/s\/<\/p>\n\n\n\n
because the letter x represents two sounds<\/p>\n\n\n\n
How many phonemes does the word stripe have?<\/p>\n\n\n\n
2 3 4 5
5 phonemes- 5 sounds<\/p>\n\n\n\n
\/s\/ \/t\/ \/r\/ \/i\/ \/p\/<\/p>\n\n\n\n
Allophonic variations
Distortions by the sounds before of after the sound we want to hear<\/p>\n\n\n\n
What are consonants phonemes?
Speech sounds produced by obstructing the flow of air out of the speaker’s mouth.<\/p>\n\n\n\n
Phonemes is also called
Speech sounds<\/p>\n\n\n\n
Phonology
The study of speech sounds in language.<\/p>\n\n\n\n
An example of phonology is the study of different sounds and the way they come together to form speech and words<\/p>\n\n\n\n
Consonant Phonemes: Fricatives
Hissy sounds because we use our tongue, lips, and teeth in such a way to restrict airflow.<\/p>\n\n\n\n
Fricatives are:
Teeth on lip:
-Unvoiced; \/f\/ as in fish.
-Voiced; \/v\/ as in Valentine<\/p>\n\n\n\n
Tongue between teeth:
-Unvoiced; \/th\/ as in thumb
-Voiced; \/th ( with a little line on the bottom __) as in feather<\/p>\n\n\n\n
Tongue on Ridge behind teeth:
-Unvoiced; \/s\/ as in son
-Voiced; \/z\/ as in zebra<\/p>\n\n\n\n
Tongue pulled back on roof of mouth:
-Unvoiced; \/sh\/ as in shoes
-Voiced; \/zh\/ as in genre (gandra)<\/p>\n\n\n\n
Glottis: Unvoiced; \/h\/ as in hat<\/p>\n\n\n\n
Consonant phonemes
Are speech sounds produced by obstructing the flow of air out of the speakers mouth.<\/p>\n\n\n\n
Fank you instead of thank you
Student confused the \/th\/ with \/f\/ because they have the same hissy sound and same position in mouth.<\/p>\n\n\n\n
Mat instead of Mad
Student confused \/d\/ with \/t\/ because they are similar in articulation ( in the way it’s said in mouth)<\/p>\n\n\n\n
Chop instead of shop
Student confused \/sh\/ for \/ch\/ because both sounds have the same position of tongue, teeth, and lips.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Stops
Stops-made with one burst of air differ from continuants, such as the \/s\/ sound which can be held until you run out of breath.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Stops
The Stop sounds in English are
\/p\/ as in pig, \/b\/ as in bat, \/t\/ as in tack<\/p>\n\n\n\n
\/d\/ as in dog, \/ k\/as in cup, \/g\/ as in goat<\/p>\n\n\n\n
They can be difficult to say without adding an \/uh\/ sound at the end because they don’t have a lot of airflow.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Stops
UNVOICED:<\/p>\n\n\n\n
Lips together- \/p\/ as in pig,<\/p>\n\n\n\n
Tongue on Ridge behind teeth- \/t\/ as in tack,<\/p>\n\n\n\n
Back of Throat- \/ k\/as in cup,<\/p>\n\n\n\n
VOICED:<\/p>\n\n\n\n
Lips together- \/b\/ as in bat,<\/p>\n\n\n\n
Tongue on Ridge behind teeth- \/d\/ as in dog,<\/p>\n\n\n\n
Back of Throat- \/g\/ as in goat<\/p>\n\n\n\n
Consonant Phonemes (sounds): Nasals
Nasals are produced by driving air through the nose.<\/p>\n\n\n\n
If you try to say those sounds and pinched your nose shut, you wouldn’t be able to articulate them.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Nasals
The three nasal sounds are:<\/p>\n\n\n\n
\/m\/ as in man, \/n\/ as in nest, \/ng\/ as in sing<\/p>\n\n\n\n
No word in English begins with \/ng\/ it always comes after a vowel.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Nasals
\/m\/ as in man, Back of Throat<\/p>\n\n\n\n
\/n\/ as in nest, Lips together<\/p>\n\n\n\n
\/ng\/ as in sing Tongue on ridge behind teeth<\/p>\n\n\n\n
Consonant Phonemes (sounds): Fricatives
Fricatives are hissy sounds, because we use our tongue, lips, and teeth in such a way to construct the airflow.<\/p>\n\n\n\n
There is a lot of friction going on in fricatives.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Fricatives
Fricatives are:<\/p>\n\n\n\n
UNVOICED:<\/p>\n\n\n\n
Teeth on lip: \/f\/ as in fish,<\/p>\n\n\n\n
Tongue between teeth: \/th\/ as in thumb<\/p>\n\n\n\n
Tongue on ridge behind teeth: \/s\/ as in son<\/p>\n\n\n\n
Tongue pulled back on roof of mouth: \/sh\/ as in shoes<\/p>\n\n\n\n
Glottis: \/h\/ as in hat<\/p>\n\n\n\n
VOICED:<\/p>\n\n\n\n
Tongue pulled back on roof of mouth: \/zh\/ as in genre<\/p>\n\n\n\n
Tongue on ridge behind teeth: \/z\/ as in zebra<\/p>\n\n\n\n
Tongue between teeth: \/th (with line on bottom)\/ as in feather<\/p>\n\n\n\n
Teeth on lip: \/v\/ as in valentine<\/p>\n\n\n\n
Consonant Phonemes (sounds): Affricates
These can be considered chopped fricatives Because they combine features of stops with those of fricatives.<\/p>\n\n\n\n
Affricates are:<\/p>\n\n\n\n
\/ch\/ as in chin, \/j\/ as in jam,<\/p>\n\n\n\n
Consonant Phonemes (sounds): Affricates
UNVOICED: Tongue pulled back on roof of mouth<\/p>\n\n\n\n
\/ch\/ as in chin<\/p>\n\n\n\n
VOICED: Tongue pulled back on roof of mouth<\/p>\n\n\n\n
\/j\/ as in jam<\/p>\n\n\n\n
Consonant Phonemes (sounds): Glides
Glides are always followed by a vowel sound.<\/p>\n\n\n\n
We call them glides because the consonant sound glides right into the vowel sound.<\/p>\n\n\n\n
The three glide sounds are:<\/p>\n\n\n\n
\/wh\/ as in wheel (\/wh\/),<\/p>\n\n\n\n
\/w\/ as in window (\/w\/)<\/p>\n\n\n\n
\/y\/ as in yo-yo<\/p>\n\n\n\n
Consonant Phonemes (sounds): Glides
Note that for \/wh\/ and \/w\/ some linguistics focus on the tongue retraction to the back of the throat.<\/p>\n\n\n\n
However the more obvious future is the rounding of the lips when articulating these sounds.<\/p>\n\n\n\n
Consonant Phonemes (sounds): Liquids
They impact the sounds that are around them in the word often, distorting the vowels that come before them.<\/p>\n\n\n\n
The two liquids are:<\/p>\n\n\n\n
\/l\/ as in leaf and \/r\/ as in rabbit<\/p>\n\n\n\n
Consonant Phonemes (sounds): Liquids
\/l\/ as in leaf: tongue on Ridge behind teeth<\/p>\n\n\n\n
\/r\/ as in rabbit: tongue pulled back on roof of mouth<\/p>\n\n\n\n
The student writes “bark” instead of brag
A student who makes this error substitutes the unvoiced consonant \/k\/ for the voiced \/g\/.<\/p>\n\n\n\n
Both \/k\/ and \/g\/ have an identical place of articulation. They are both articulated at the back of the throat and they’re both stop sounds.<\/p>\n\n\n\n
The students writes “smake” instead of snake
This confusion suggests that the student is confused about the position of the \/n\/ sound.<\/p>\n\n\n\n
In this example the student has substituted a sound articulated in the front of the mouth, \/m\/, with a sound articulated with the tongue in the middle of the mouth, \/n\/.<\/p>\n\n\n\n
The student writes “md” instead of “bed”
The error here is a little harder to understand. The student confused the nasal sound \/m\/ with the stop sound \/b\/ because both are articulated in the same place with the lips together.<\/p>\n\n\n\n
The student writes “md” instead of “bed”
However the students need to distinguish the nasal \/m\/ from the stop \/b\/.<\/p>\n\n\n\n
Student writes “van” instead of fan
The student substituting voice fricative \/v\/ for unvoiced fricative \/f\/,<\/p>\n\n\n\n
Student writes “gad” instead of glad
This student likely does not quite here the \/l\/ in glad.<\/p>\n\n\n\n
Suppose a student writes “charp” instead of “sharp”. What phonological error is the likely cause?<\/p>\n\n\n\n
A. Confusing the two affricate sounds<\/p>\n\n\n\n
B. Substituting an affricate sound for a fricative sound<\/p>\n\n\n\n
C. Confusing two different unvoiced fricatives<\/p>\n\n\n\n
D. Substituting an unvoiced fricative for a voiced fricative
B. Substituting an affricate sound for a fricative sound<\/p>\n\n\n\n
Because the \/sh\/ sound at the beginning of “sharp” is an unvoiced fricative, sometimes confused with the affricate sound \/ch\/.<\/p>\n\n\n\n
“This” begins with a voiced fricative, \/th\/, which can be confused with other voiced fricatives, such as \/v\/. “Mop” ends with an unvoiced stop, \/p\/, which can be confused with its voiced counterpart, \/b\/.<\/p>\n\n\n\n
Suppose a student writes “vis” instead of “this”. What phonological error is the likely cause?<\/p>\n\n\n\n
A. Substituting a Nasal sound for a fricative sound<\/p>\n\n\n\n
B. Substituting a glide sound for a fricative sound<\/p>\n\n\n\n
C. Confusing two different voiced fricatives<\/p>\n\n\n\n
D. Substituting an unvoiced fricative for a voiced fricative
C. Confusing two different voiced fricatives<\/p>\n\n\n\n
This begins with the voice fricative, \/th\/, which can be confused with other voiced fricatives, such as \/v\/.<\/p>\n\n\n\n
Suppose a student writes “mob” instead of “mop”. What phonological error is the likely cause?<\/p>\n\n\n\n
A. Substituting a nasal sound for a stop<\/p>\n\n\n\n
B. Substituting a voice stop for an unvoiced stop<\/p>\n\n\n\n
C. Confusing two different voiced stops<\/p>\n\n\n\n
D. Misunderstanding where the sound is articulated in the mouth
B. Substituting a voice stop for an unvoiced stop<\/p>\n\n\n\n
Mob ends with an unvoiced stop, \/p\/, which can be confused with its voiced counterpart, \/b\/.<\/p>\n\n\n\n
Phonology
the study of the sound system of a language<\/p>\n\n\n\n
Semantics
the study of word and phrase meaning<\/p>\n\n\n\n
By five years old how many words should a child be speaking?
2,100-2,200<\/p>\n\n\n\n
Semantics
A major development in preschool vocabulary development is the ability to use decontextual talk<\/p>\n\n\n\n
Decontextual Talk
is speech that requires responses using information from the past or future; may include pretend, narrative, and explanatory talk<\/p>\n\n\n\n
Tier 1
Everyday words<\/p>\n\n\n\n
Tier 2
High-utility words<\/p>\n\n\n\n
Tier 3
Specialized topic words<\/p>\n\n\n\n
Morphology
the rule of word function<\/p>\n\n\n\n
How many morphemes in the word love
1 morpheme<\/p>\n\n\n\n
lovable
2 morphemes<\/p>\n\n\n\n
unlovable
3 morphemes<\/p>\n\n\n\n
syntax
the rules of word order in grammatical form<\/p>\n\n\n\n
talk in short phrases
2 year-olds<\/p>\n\n\n\n
use three-to-six word sentences
3-year-olds<\/p>\n\n\n\n
combine several sentences about one topic
4-year-olds<\/p>\n\n\n\n
carry on a conversation with mostly correct grammar
5-year-olds<\/p>\n\n\n\n
Prosody
the expression of speech<\/p>\n\n\n\n
(cooing and babbling)0:1 years
prelexic<\/p>\n\n\n\n
(whole oral words) 1-1.5 years
lexic<\/p>\n\n\n\n
(word combination) 1.5-2.5 years
systematic simplification<\/p>\n\n\n\n
(syllable combinations) 2.5-3.5 years
assembly<\/p>\n\n\n\n
(aware of word structure) 3-4 years
metaphonological<\/p>\n\n\n\n
parallel talk
an adult describes what the child is doing<\/p>\n\n\n\n
self-talk
an adult talks about what he or she is doing<\/p>\n\n\n\n
expansion
an adult adds more information to the sentence that the child expresses<\/p>\n\n\n\n
read-aloud scaffolding techniques
1.labeling and commenting<\/p>\n\n\n\n
hierarchy of questions
1.recall
2.application
3.analysis
4.synthesis
5.evaluation<\/p>\n\n\n\n
structural components of oral language
phonology
semantics
morphology
syntax
prosody<\/p>\n\n\n\n
phonology
study of the sound system of a language<\/p>\n\n\n\n
semantics
study of word and phrase meaning<\/p>\n\n\n\n
how many words should a child be speaking by 5 years old?
2100-2200<\/p>\n\n\n\n
semantics
major development in preschool vocabulary development is the ability to use decontextual talk<\/p>\n\n\n\n
decontextual talk
speech that requires responses using information from the past or future<\/p>\n\n\n\n
three tiers of vocabulary words
tier 1
tier 2
tier 3<\/p>\n\n\n\n
tier 1
everyday words<\/p>\n\n\n\n
tier 2
high utility words<\/p>\n\n\n\n
tier 3
specialized topic words<\/p>\n\n\n\n
morphology
rules of the word formation<\/p>\n\n\n\n
morpheme
smallest meaningful unit of language<\/p>\n\n\n\n
syntax
rules of word in order in grammatical form<\/p>\n\n\n\n
prosody
expression of speech<\/p>\n\n\n\n
prelexic language stage
cooing and babbling<\/p>\n\n\n\n
lexic language stage
whole oral words<\/p>\n\n\n\n
systematic simplification language stage
word combination<\/p>\n\n\n\n
assembly language stage
syllable combinations<\/p>\n\n\n\n
metaphonological language stage
aware of word structure<\/p>\n\n\n\n
parallel talk
adult describes what the child is doing<\/p>\n\n\n\n
self- talk
an adult talks about what he or she is doing<\/p>\n\n\n\n
expansion
an adult adds more info to the sentence that the child expresses<\/p>\n","protected":false},"excerpt":{"rendered":"
1 \/ 2LETRS Unit 2 Assessment1.How is the word pl – ay divided in this example(Answer) onset-rime2.How many spoken syllables are there in buttered(Answer) 23.How many spoken syllables are there in possible(Answer) 34.What ability would students have who had attained advanced levelsof phonemic awareness(Answer) They can read most grade-levelwords by sight5.Which teaching strategy would be […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[25],"tags":[],"class_list":["post-114754","post","type-post","status-publish","format-standard","hentry","category-exams-certification"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/114754","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=114754"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/114754\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=114754"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=114754"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=114754"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}