38. _____ uses stories and other materials focusing on phoneme-grapheme relations the children are learning, together with a limited number of high-frequency sight words and "special words" that make the text more interesting. It provides children with great opportunities to practice phonics categories that have been previously taught during reading.
(A) Decodable text
(B) Patterned text
(C) Rhyming text
(D) Predictable text

1. Rhyming Text

• Focuses on sound patterns and rhyming words to develop phonological awareness.
• Often contains nonsense words or words that don’t follow phonics rules.
• Helps children recognize word families (e.g., cat, hat, mat) but doesn’t necessarily align with a structured phonics program.
• Example:
  The fox wears socks.
  He hides in a box.
  He jumps like a frog.
  Then sits on a log.
• Goal: Improve rhyming skills and phonemic awareness (understanding how sounds work in words).

2. Decodable Text

• Uses only words that follow phonics rules the learner has been explicitly taught.
• Avoids tricky or irregular words that don’t follow phonics patterns.
• Helps early readers decode (sound out) words instead of guessing.
• Example (for early phonics learners using CVC words):
  Sam had a cat.
  The cat sat on a mat.
  Sam fed the cat.
  The cat was fat.
•  Goal: Strengthen phonics skills by reinforcing decoding strategies rather than relying on memorization or guessing.

資料來源: ChatGPT