Chapter 10 Strategies for Independent Learning
Multiple Choice
1. Skills in listening to directions during lessons and on the job pertain to ____.
a. self-advocating
b. expressing information
c. gaining information
d. retrieving information
2. Strategies for taking notes and preparing for tests pertain to ____.
a. self-advocating
b. gaining information
c. retrieving information
d. storing information
3. Skills that help student make decisions and direct their own behavior to achieve their goals are ____.
a. self-advocacy skills
b. preskills
c. retrieval skills
d. preparatory skills
4. As students move up through the grades in school, the level of independence expected by teachers ____.
a. decreases for all students
b. increases for all students
c. decreases for students with special needs only
d. increases for students with special needs only
5. Effective self-advocacy training ____.
a. adopts an autocratic teaching style in class
b. forces them to look out for themselves or suffer the consequences
c. helps students learn their strengths and weaknesses
d. sets goals for them
6. Techniques, principles or rules that enable students to learn how to solve problems and complete tasks
independently are ____.
a. learning strategies
b. peer-mediated strategies
c. ‘POWER’ strategies
d. self-reinforcement strategies
7. Learning strategy instruction begins by____.
a. guiding student practice and then allowing students to practice independently
b. presenting both examples and non-examples of strategy use
c. having students practice with controlled materials
d. assessing how well students can currently use the strategy
8. Which of the following is a characteristic of an effectively designed learning strategy?
a. Each step starts with a word that is easy to remember.
b. Strategy applies to a single content area.
c. Strategy has no more than three steps.
d. Strategy reviews headings and examines boldface words.
9. Controlled materials ____.
a. are generally two grade levels below a student’s current reading level
b. are usually taken from the tool skills of math and composition writing
c. are relatively free of complex vocabulary
d. usually contain complex concepts
10. Skill proficiency requires considerable practice. Using controlled materials provides students with
opportunities for practice, as well as ____.
a. introducing students to complex vocabulary and concepts
b. engaging students in materials at a challenging reading level
c. allowing students to experience initial success
d. presenting a more in-depth look at content materials
11. Which of the following is the best example of a guided practice question?
a. “What will you do first?”
b. “What is the capital of Illinois?”
c. “Where is your homework?”
d. “Now that we’ve discussed mnemonic devices, what does ROY stand for?”
12. Giving students verbal cues when they are first practicing a learning strategy is a part of ____.
a. self-instruction
b. guided practice
c. the ‘POWER’ strategy
d. self-questioning
13. Which of the following is the best example of appropriate feedback when teaching your students to perform
learning strategies?
a. “That is incorrect. Please try again.”
b. “Excellent work!”
c. “Your summary includes all the important information. How did you know what to include?”
d. “You received 100% on your history test. Your parents must have helped you study.”
14. Which of the following statements is true about giving students positive feedback for learning strategy
usage?
a. Give non-specific praise to students.
b. Praise students for who they are, not what they do.
c. Praise students no mater what the quality of their work to help enhance their self-image.
d. Praise students only when they produce work that is praiseworthy.
15. The ‘WARF’ strategy ____.
a. helps students to increase and/or adjust their reading speed
b. assists students in identifying word parts
c. enables students to take notes from the textbook and during instruction
d. enhances students’ ability to comprehend oral instruction
16. The ‘SCROL’ strategy ____.
a. teaches students to use text headings to aid comprehension and help them find/remember
important information
b. is a simplified textbook reading strategy that is good for younger students or students without
much experience using textbook reading strategies
c. is a self-questioning strategy that can be used to help students find answers to questions about
what is important in a story
d. is a pre-listening strategy that helps students prepare themselves for lectures
17. The ‘POSSE’ strategy is a ____.
a. writing strategy
b. note-taking strategy
c. math problem-solving strategy
d. reading comprehension strategy
18. Students brainstorm in which of the following ‘POSSE’ steps?
a. searching for the structure
b. summarizing the main ideas
c. predicting ideas
d. evaluating their understanding
19. A way to teach students to comprehend reading material by providing them with teacher and peer models
of thinking behavior and then allowing them to practice these with their peers is ____.
a. reciprocal teaching
b. peer tutoring
c. cooperative modeling
d. peer editing
20. The most important part of reciprocal teaching is ____.
a. teaching students effective time management and organization skills
b. teaching students effective self-reinforcement skills
c. the communication between the general education teacher and the special education teacher
d. the teacher releasing control and turning the dialogue over to the students
21. To learn note-taking strategies such as ‘CALL UP’, students need the preskill of ____.
a. differentiating main ideas and details
b. completing a pattern guide
c. task analysis
d. using the dictionary
22. Students need which of the following preskills in order to utilize most note-taking strategies?
a. using graphic organizers
b. differentiating main ideas and details
c. self-questioning
d. identifying story elements
23. ‘POWER’ is a strategy that ____.
a. helps students organize themselves to carry out all steps in the writing process
b. assists students in reading and comprehending written word problems
c. aids students in the acquisition of mathematical problem-solving skills
d. is designed to help students remember the main idea and key details in reading.
24. A graphic organizer designed to help students organize their writing is a ____.
a. study guide
b. pattern guide
c. grammar guide
d. sighted guide
25. ‘LAMPS’ is ____.
a. designed to help students master subtraction
b. a strategy for regrouping and carrying in addition
c. designed to help students identify known math facts
d. a strategy for solving division problems with integers
26. A common characteristic of students with disabilities is ____.
a. lack of organization
b. fighting
c. talking out loud
d. poor comprehension skills
27. Mr. Jabbar assigned a ten-page term paper to his history students. To help his class complete their project,
Mr. Jabbar taught his students how to break down the entire term paper project into smaller parts, estimate
the amount of time it would take to complete each of the smaller parts and then schedule the time in a
schedule book. Mr. Jabbar taught his students the steps for performing ____.
a. a comprehension strategy
b. an independent goal strategy
c. a project prioritizing strategy
d. a task analysis
28. All of the following are important to include when teaching students to use schedule books except ____.
a. showing students how to organize with divide tabs
b. encouraging students to make entries in their neatest handwriting
c. teaching students to record daily assignments
d. teaching students to self-monitor their performance
29. Students are taught to use language to guide their performance using ____.
a. self-motivation
b. self-reinforcement
c. self-monitoring
d. self-instruction
30. Self-instruction is a strategy that helps students ____.
a. check themselves to ensure that they have performed targeted behaviors
b. learn to use language to guide or talk themselves through a task
c. monitor their behavior to make sure they are doing the right thing
d. guide their performance by using a checklist of specific questions
31. Students watch and check themselves to make sure that targeted behaviors have been performed using
____.
a. self-questioning
b. self-reinforcement
c. self-monitoring
d. self-instruction
32. Students can be best taught to use self-monitoring by ____.
a. reminding them to check their work
b. giving clear oral instructions
c. providing background knowledge
d. demonstrating the process, practice and feedback
33. Lisa frequently makes careless errors on her math homework. In order to help herself, she has made a card
with a series of questions, similar to a check list. A few items included on Lisa’s list are: “Have you copied
the problem correctly?” “Have you checked all of the signs in the problem?” and “Have you followed the
order of operations?” Which strategy is Lisa using?
a. self-instruction
b. self-monitoring
c. self-reinforcement
d. self-questioning
34. Controlled materials ____.
a. are materials at the student’s reading level and of high interest to the student
b. are materials that do not foster initial success
c. are materials with complex vocabulary
d. are materials with many content demands
35. Successful use of the ‘SLANT’ strategy _____.
a. does not increase the likelihood of students taking more notes
b. increases student involvement in class lectures
c. includes focusing all content covered by the teacher
d. does not make any recommendations for body mechanics
True/False
1. Many students, including those who are at-risk, lack basic independent learning skills.
2. The general education teacher has most of the responsibility for directly teaching self–advocacy skills to
students with special needs.
3. Taking the time to teach students learning strategies will allow more content material to be covered because
students will be able to learn more on their own.
4. For students to perform learning strategies independently, they must first learn to perform the strategies
accurately and fluently.
5. Pointing out the potential benefits of learning strategies does not generally motivate students to learn the
strategies.
6. It is important to remember to praise students no matter what the quality of their work in order to help
enhance their self-image.
7. You can build independence by encouraging students to take responsibility for their successes and failures.
8. The most important aspect of reciprocal teaching is the teacher releasing control to the students.
9. The ‘TASSEL’ strategy was developed primarily for use by students who have trouble with reading
comprehension.
10. ‘TAG’ is a peer editing strategy.
11. The ‘CHECK’ strategy is designed to help students use spell checker more effectively.
12. If students with special needs are to become good problem solvers, they must be taught how to problem
solve directly.
13. The ‘key word strategy’ for solving math story problems is generally ineffective.
14. In self-instruction, students are taught to talk themselves through a task.
15. After careful instruction, students often have difficulty remembering the purpose of certain strategies or do
not understand when to use them.
16. Self-monitoring can be applied to any learning strategy.
17. Self-reinforcement is a form of self-instruction and occurs when students guide their performance by
asking themselves questions.
18. For students, the first step in self-questioning is identifying the behaviors expected.
19. The ‘S’ in the SLOBS strategy stands for ‘sequence’ your steps.
20. ‘Multiply the outermost terms’ is a step of the ‘FOIL’ strategy.
Short Answer
1. Mrs. Kline, the special education teacher has taught a strategy to Jeffery to help him with his inability to
organize. In regard to this new strategy for Jeffery, describe your role as the general education teacher
when he returns to your classroom.
2. Students need to perform independently in five key areas. List three of the five areas found in your
textbook.
3. Explain how you would implement ‘more intensive skill instruction’ by using the Tier 2 RtI model.
4. Explain the four aspects of self-advocacy training.
5. List the six steps that are research-based for teaching learning strategies.
6. Explain the ‘READS’ learning strategy.
7. Provide one example of how a specific learning strategy can be assessed.
8. Explain which students are eligible for ‘Tier 3’ instruction in the RtI model.
9. Jonathan has been identified as needing Tier 3 instruction in reading. Where will this instruction take place
and who will be responsible?
10. Provide two suggestions for helping students memorize strategy steps that would be used in Tier 2
grouping.
11. Explain the strategy for helping students when they encounter technical words.
12. Explain what the first letter in ‘WARF’ stands for in the ‘WARF’ strategy.
13. What process is included in the ‘L’ step of the ‘SCROL’ strategy?
14. What is ‘CAPS’? Explain what is included in this strategy?
15. What is the key technology used in the ‘SLICK’ strategy?
16. Explain the ‘RUDPC’ strategy. Include in your explanation when this strategy is recommended.
17. Explain the student’s role in ‘reciprocal teaching.’
18. Many students with special needs experience problems with comprehension of textbooks. Explain one way
the ‘Thinking Reader’ provides support for the student.
19. The ‘SLANT’ strategy includes five steps for increasing student involvement in class lectures. Explain the
‘T’ step of this strategy.
20. What is the purpose of the ‘POWER’ strategy?
Essay
1. Discuss three ways you can encourage your students to advocate for themselves.
2. Mrs. Halley has noticed that her high school sophomores are having difficulty with their new health and
nutrition textbook. How can Ms. Halley use the ‘POSSE’ strategy to help her students with their new
textbook? Be sure to give an example for each step.
3. What are the four different organizational structures for writing papers included in the ‘POWER’ strategy?
Select one of the organizational structures and provide a specific example of how to use the steps of
‘POWER” to write a paper.
4. Some students may have trouble using a learning strategy independently, even after they have learned how
to do it. Explain the following three strategies that can help students perform tasks more independently:
self-instruction, self-monitoring and self-questioning.
5. Three important points for ‘demonstrating strategy use’ have been sited in your textbook. List the three
points and provide an example for each point.
6. Five ways of providing practice on learning strategies are suggested in your textbook. Select three of the
five ways to provide practice. Provide a discussion of an example for each guideline selected.
7. Your textbook explains two strategies used in the ‘R’ step of the ‘SCROL’ strategy; they are ‘Highlight It!’
and ‘Mark It!’ Select one of these strategies and explain how it could be used by a student with special
needs.
8. ‘CALL UP’ is a researched-based strategy. List the steps of this strategy and provide one example of how
students could use this process in your class.
9. Create a sample ‘pattern guide’ for a compare and contrast paper. Include in your example, a discussion of
the purpose of using this strategy.
10. You have assigned an English report for the students in your seventh-grade class. The students have been
instructed to create a typed paper, double spaced and a minimum of two pages in length. Maria has
previously turned in reports with many errors, even though she tells you she is using spell checker. Explain
a strategy you can teach Maria to help her in the use of her spell checker.
Chapter 10
Multiple Choice
True/False
Short Answer
Essay