Chapter 9
Multiple Choice
1. The ability to hear, identify, and manipulate individual sounds in words is known as what
component of reading instruction?
a. Fluency
b. Phonics
c. Comprehension
d. Phonemic Awareness
2. The ability to understand that different sounds correspond with letters of the alphabet and these
can be manipulated and blended to read and write words is known as what component of reading
instruction?
a. Fluency
b. Phonics
c. Comprehension
d. Phonemic Awareness
3. The ability to read a text accurately with speed and expression is known as what component of
reading instruction?
a. Fluency
b. Phonics
c. Vocabulary
d. Phonemic Awareness
4. Having students repeat a sentence after a teacher has read it is known as what?
a. Repeated reading
b. Echo reading
c. Choral reading
d. Independent reading
5. Having the class read a passage together is known as what?
a. Repeated reading
b. Echo reading
c. Choral reading
d. Independent reading
6. Having students read the same passage several times is known as what?
a. Repeated reading
b. Echo reading
c. Choral reading
d. Independent reading
7. The ability to understand the meanings of words is known as what component of reading
instruction?
a. Fluency
b. Phonics
c. Vocabulary
d. Phonemic Awareness
8. The ability to understand the material being read and apply its meaning to novel situations is
known as what component of reading instruction?
a. Fluency
b. Phonics
c. Comprehension
d. Phonemic Awareness
9. This strategy for writing instruction includes six stages: background knowledge, discussion,
modeling, memorizing, support, and independent practice.
a. Differentiated instruction
b. Universal Design for Learning
c. Self-regulated strategy development
d. Direct and explicit instruction
10. What concept is known as a “broad framework intended to improve academic outcomes and
student engagement in learning” and entails several key principles designed to guide instruction
and planning?
a. Differentiated instruction
b. Universal Design for Learning
c. Self-regulated strategy development
d. Direct and explicit instruction
Short Answer
1. Briefly describe the Common Core State Standards.
2. Briefly describe the concrete-representational abstract (CRA) method of math instruction.
3. Define and briefly explain Universal Design for Learning (UDL).
4. Give a brief example of differentiated instruction for an academic task for a learner with ASD.
Essay
1. Discuss the research on teaching reading to students with ASD.
2. Compare and contrast the Direct and explicit instruction technique and the concrete–
representational abstract (CRA) instructional technique for teaching math.
3. Explain the purpose of connecting literacy to mathematical concepts and provide an example.
4. Discuss the theoretical framework of Universal Design for Learning (UDL), including its
intensions and principles.
5. Describe how the concept of differentiated instruction could be applied to reading, writing, and
mathematics for a student with ASD at any grade level.
