Chapter 9
Multiple Choice Questions
9.1 A student’s academic achievement skills are reviewed to determine how well he or she is performing
in which core skill area?
a. Reading
b. Spelling
c. Mathematics
d. Writing
e. All of the above
9.2 Individual achievement tests rather than group achievement tests are preferred for assessment of
school performance in special education.
a. True
b. False
9.3 Which of the following is NOT a reason why individually administered achievement tests are used in
assessment in special education?
a. They are designed to assess children at all ages and grade levels.
b. They can assess the most basic skills of spelling, math, and reading.
c. They allow the examiner to observe a child’s test taking strategies.
d. They can focus on a specific area of concern.
e. All of the above are reasons why individually administered achievement tests are used in assessment
in special education
9.4 With respect to oral reading errors, omissions of a word or groups of words means:
a. The student will skip individual words or groups of words
b. The student inserts one or more words into the sentence being read.
c. The student replaces one or more words in the passage by one or more meaningful words.
d. The student replaces one or more words in the passage by one or more meaningful words.
9.5 With respect to oral reading errors, insertion of a word or groups of words means:
a. The student will skip individual words or groups of words
b. The student inserts one or more words into the sentence being read
c. The student replaces one or more words in the passage by one or more meaningful words.
d. The student replaces one or more words in the passage by one or more meaningful words.
e. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation.
9.6 With respect to oral reading errors, substitution of one meaningful word for another means:
a. The student will skip individual words or groups of words
b. The student inserts one or more words into the sentence being read.
c. The student replaces one or more words in the passage by one or more meaningful words
d. The student replaces one or more words in the passage by one or more meaningful words.
e. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation.
9.7 With respect to oral reading errors, gross mispronunciation of a word means:
a. The student will skip individual words or groups of words
b. The student inserts one or more words into the sentence being read
c. The student replaces one or more words in the passage by one or more meaningful words
d. The student replaces one or more words in the passage by one or more meaningful words
e. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation
9.8 With respect to oral reading errors, hesitation means:
a. The student hesitates for 2 or more seconds before pronouncing a word
b. The student changes the order of words appearing in a sentence
c. The student fails to observe punctuation
d. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation
9.9 With respect to oral reading errors, inversion or changing of word order means:
a. The student hesitates for 2 or more seconds before pronouncing a word
b. The student changes the order of words appearing in a sentence
c. The student fails to observe punctuation
d. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation
9.10 With respect to oral reading errors, disregard of punctuation means:
a. The student hesitates for 2 or more seconds before pronouncing a word
b. The student changes the order of words appearing in a sentence
c. The student fails to observe punctuation
d. The student’s pronunciation of a word bears so little resemblance to the proper pronunciation
9.11 A miscue is the difference between what a reader states is on a page and what is actually on the page.
a. True
b. False
9.12 Miscues are generally significant when:
a. The meaning of the sentence or passages is significantly changed or altered and the student does not
correct the miscue
b. A non word is used in place of the word in the passage
c. Only a partial word is substituted for the word or phrase in the passage
d. A word is pronounced for the student
e. All of the above
9.13 Miscues are generally not significant when:
a. The meaning of the sentence or passage undergoes no change or only minimal change
b. They are self-corrected by the student
c. They are acceptable in the student’s dialect
d. They are later read correctly in the same passage
e. All of the above
9.14 _________ assesses a student’s ability to understand what he or she is reading.
a. Reading decoding
b. Spelling
c. Reading comprehension
d. Oral reading
9.15 With respect to reading comprehension skills, literal comprehension means:
a. The student reads the paragraph or story and is then asked questions based on it
b. The student reads a paragraph or story and must interpret what has been read.
c. The student is read a paragraph or story by the examiner and is then asked questions about what he or
she has read.
d. The student reads a paragraph or story and then analyzes, evaluates, or makes judgments on what he
or she has read.
e. The student reads a paragraph or story and his or her emotional responses to the text are evaluated by
the examiner.
9.16 With respect to reading comprehension skills, inferential comprehension means:
a. The student reads the paragraph or story and is then asked questions based on it
b. The student reads a paragraph or story and must interpret what has been read
c. The student is read a paragraph or story by the examiner and is then asked questions about what he or
she has read
d. The student reads a paragraph or story and then analyzes, evaluates, or makes judgments on what he
or she has read
9.17 With respect to reading comprehension skills, listening comprehension means:
a. The student reads the paragraph or story and is then asked questions based on it.
b. The student reads a paragraph or story and must interpret what has been read.
c. The student is read a paragraph or story by the examiner and is then asked questions about what he or
she has read
d. The student reads a paragraph or story and then analyzes, evaluates, or makes judgments on what he
or she has read
e. The student reads a paragraph or story and his or her emotional responses to the text are evaluated by
the examiner.
9.18 With respect to reading comprehension skills, critical comprehension means:
a. The student reads the paragraph or story and is then asked questions based on it.
b. The student reads a paragraph or story and must interpret what has been read.
c. The student is read a paragraph or story by the examiner and is then asked questions about what he or
she has read.
d. The student reads a paragraph or story and then analyzes, evaluates, or makes judgments on what he
or she has read
e. The student reads a paragraph or story and his or her emotional responses to the text are evaluated by
the examiner.
9.19 With respect to reading comprehension skills, affective comprehension means:
a. The student reads the paragraph or story and is then asked questions based on it.
b. The student reads a paragraph or story and must interpret what has been read.
c. The student is read a paragraph or story by the examiner and is then asked questions about what he or
she has read.
d. The student reads a paragraph or story and then analyzes, evaluates, or makes judgments on what he
or she has read.
e. The student reads a paragraph or story and his or her emotional responses to the text are evaluated by
the examiner
9.20 When evaluating the reading behavior of a child on reading comprehension subtests, which of the
following questions should be asked?
a. Does the student guess at answers to the questions presented?
b. Does the student show an unwillingness to read or attempts at reading?
c. Does the student skip unknown words?
d. Does the student disregard punctuation?
e. All of the above
9.21 When evaluating the reading behavior of a child on reading comprehension subtests, which of the
following questions should be asked?
a. Does the student exhibit inattention to the story line?
b. Does the student drop the tone of his or her voice at the end of sentences?
c. Does the student display problems with sounding out word parts and blends?
d. Does the student exhibit a negative attitude towards reading?
e. All of the above
9.22 The purpose of word recognition tests are to explore the student’s ability with respect to sight
vocabulary.
a. True
b. False
9.23 Word attack skills are those used to derive meaning and/or pronunciation of a word through context
clues, structural analysis or phonics.
a. True
b. False
9.24 Which of the following is NOT used primarily as a reading assessment measure?
a. GORT-5
b. SORT-R3
c. WRMT-3
d. TWS-5
9.25 The term “writing” refers to a variety of interrelated graphic skills, including composition, which is:
a. The ability to generate ideas and to express them in an acceptable grammar, while adhering to certain
stylistic conventions
b. The ability to use letter to construct words in accordance with accepted usage
c. The ability to physically execute the graphic marks necessary to produce legible compositions or
messages
d. None of the above
9.26 The TOWE, WPT, and TOWL-4 are examples of ________ tests
a. Reading
b. Math
c. Reading comprehension
d. Written Language
9.27 Which of the following is NOT a written language test?
a. TOWE
b. TEWL-2
c. TOWL-4
d. TEMA-2
9.28 _______ refers to the study of numbers and their relationships to time, space, volume, and geometry,
while ________ refers to the operations or computations performed.
a. Arithmetic/Mathematics
b. Mathematics/Arithmetic
c. Mathematics/Reading
d. None of the above
9.29 Mathematics involves which of the following skills?
a. The ability to solve problems
b. The ability to recognize how to interpret results
c. The ability to apply mathematics in practical situations
d. The ability to use mathematics for prediction
e. All of the above
9.30 Mathematics involves which of the following skills?
a. The ability to estimate
b. The ability to do computational skills
c. The ability to understand measurement
d. The ability to create and read graphs and charts
e. All of the above
9.31 The Arithmetic classifications that consist of Numeration, Fractions, Geometry and Algebra is
called:
a. Content
b. Operations
c. Applications
d. None of the above
9.32 The Arithmetic classifications that consist of Counting, Computation and Reasoning is called:
a. Content
b. Operations
c. Applications
d. None of the above
9.33 The Arithmetic classifications that consist of Measurement, Reading Graphs and Tables, Money and
Budgeting Time, and Problem Solving is called:
a. Content
b. Operations
c. Applications
d. None of the above
9.34 The mathematical error a student makes when he uses subtraction when he should have added is
called:
a. Incorrect operation
b. Incorrect number fact
c. Incorrect algorithm
d. Random error
9.35 If a student recalls the product of 8 x7 as 49, this is the mathematical error of:
a. Incorrect operation
b. Incorrect number fact
c. Incorrect algorithm
d. Random error
9.36 If the procedures used by the student to solve the problem are inappropriate where he skips a step,
applies the correct steps in the wrong sequence or use an inaccurate method, this is the mathematical error
called:
a. Incorrect operation
b. Incorrect number fact
c. Incorrect algorithm
d. Random error
9.37 Handwriting can play an important role in mathematics.
a. True
b. False
9.38 The TOMA-3 and TEMA-3 are examples of ________ assessment measures:
a. Reading
b. Mathematics
c. Spelling
d. Reading comprehension
9.39 ________ is the ability to use letters to construct words in accordance with accepted usage.
a. Reading
b. Math
c. Reading comprehension
d. Spelling
9.40 Learning to spell is a developmental process, and young children go through a number of stages as
they begin to acquire written language skills.
a. True
b. False
9.41 Which of the following questions should be addressed before one begins to analyze the results of
the spelling subtest?
a. Does the child have sufficient mental ability to learn to spell?
b. Are the child’s hearing, speech, and vision adequate?
c. What are the child’s general level of spelling ability according to teachers’ comments and past
evaluations or standardized tests?
d. All of the above
9.42 Which of the following is important to know when analyzing a child’s spelling ability?
a. The child’s attitude towards spelling in the classroom
b. The extent to which the child relies on a dictionary in the classroom
c. The extent of spelling errors in classroom written work
d. Any patterns of procrastination or avoidance of written work
e. All of the above
9.43 Which of the following is important to know when analyzing a child’s spelling ability?
a. The student’s study habits and methods of work in the classroom
b. The history of scores on classroom spelling tests
c. Any observable handwriting difficulties
d. Any evidence of fatigue as a factor in the child’s spelling performance
e. All of the above
9.44 The TWS-5 is a _______ assessment measures:
a. Reading
b. Reading comprehension
c. Spelling
d. Mathematics
9.45 Which of the following is NOT a comprehensive test of educational achievement?
a. WIAT-III
b. KTEA-3
c. PIAT-R/NU
d. TAT
9.46 Which of the following is NOT a comprehensive test of educational achievement?
a. WIAT-III
b. WRAT4
c. WJ-IV ACH
d. TWS-5
ANSWER KEY